Behaviour Plans

1. Initial Concern Identified

• A pattern of behavior or a specific incident is observed that requires intervention.

• Teachers or staff collect relevant information and communicate with the student.

• Focus is on understanding the root cause and giving the student a chance to reflect.

2. Contract Meeting

• A formal meeting is held with the student, family, and relevant staff (e.g. counselor, admin).

• Expectations, concerns, and goals are clearly discussed.

• All voices are heard and the student’s input is encouraged.

3. Contract Development

• A written agreement is created outlining:

  • • • Specific behaviors to address

      • Clear, measurable targets

      • Support structures in place (check-ins, mentoring, etc.)

      • Consequences and next steps if goals are not met

      • Language is student-centered and solution-focused.

4. Implementation and Monitoring

• Contract is shared with all relevant staff for consistency.

• Regular check-ins are scheduled to monitor progress.

• Adjustments are made as needed to ensure support and accountability.

5. Review and Reflection

• A review meeting is held to reflect on progress and determine next steps.

• If successful, the contract is closed and celebration of growth is encouraged.

• If further support is needed, a new contract is developed at the next phase

Phase 1 Behaviour Plan Overview

Purpose:

To provide structure, support, and clarity to help a student reflect, reset, and succeed—before behaviors escalate.

1. Student Goals 

• A broad, student-friendly statement of what the student is working toward.

  • Example: “I will stay focused and respectful in all my classes so I can be successful and enjoy learning.”

2. Specific Behaviour Targets

• Clear, measurable, and observable behaviours the student will work on:

  • Examples

    • I will follow adult instructions the first time.

    • I will keep my hands, feet, and objects to myself.

    • I will participate appropriately during class activities.

    • I will speak respectfully to classmates and teachers.

3. Supports in Place

• Weekly check-ins with Grade Level Leader

• Encouragement and positive reinforcement from teachers

• Opportunity to reflect in a safe space if needed

4. Duration and Monitoring

• Contract usually runs for 6 weeks

• Teachers document beahviuor using PowerSchool log entries

• Student reflects on progress weekly in meeting with Grade Level Leader

5. Follow-Up

• A review meeting is held with student, parent, Deputy Principal and Grade Level Leader

• If successful: contract is closed and growth is acknowledged

• If not yet successful: next steps are discussed (adjustments, extended support, or movement to Phase 2 if needed)

Phase 2 Behaviour Plan Overview (Ongoing or Escalated Concerns)

Purpose:

To provide a higher level of structure, accountability, and support when a student’s behavior has not improved after initial interventions or when a more serious pattern has emerged.

1. Student Goal

• A clear statement of what the student is working toward with more urgency and accountability.

  • • Example: “I will take responsibility for my actions and make positive choices that support my learning and the safety of others.”

2. Specific Behaviour Targets

• Focused on key areas that need improvement and tied to specific expectations:

  • • • Examples:

        • I will stay in supervised areas at all times.

        • I will respond respectfully to adults, even when I am upset.

        • I will avoid physical or verbal conflict with peers.

        • I will take responsibility for my choices and complete reflection sheets when asked.

3. Supports in Place

• Weekly check-ins with Grade Level Leader

• Encouragement and positive reinforcement from teachers

• Opportunity to reflect in a safe space if needed

4. Duration and Monitoring

• Contract usually runs for 6 weeks

• Teachers document beahviuor using PowerSchool log entries

• Student reflects on progress weekly in meeting with Grade Level Leader

5. Follow-Up

• A review meeting is held with student, family, and support team

• If targets are met: student transitions off the contract and ongoing support is outlined

• If targets are not met: student may move to Phase 3 or receive a revised support plan with increased interventions

Phase 3 Behavior Plan Overview (Serious or Sustained Behaviour Concern)

Purpose:

To respond to repeated or high-level behaviour concerns with a comprehensive, individualized plan that prioritizes safety, accountability, and a pathway forward. This phase often includes formal consequences and clear criteria for continued enrollment.

1. Student Goal

• A focused and serious goal reflecting the gravity of the concern.

  • • Example: “I will make safe, respectful choices that allow me to remain in school and be part of the learning community.”

2. Specific Behavior Targets

• Tightly aligned to major concerns and school expectations:

  • • Examples:

      • • I will remain in class and follow staff instructions at all times.

        • I will not engage in verbal or physical aggression.

        • I will communicate respectfully with all members of the school community.

        • I will complete any required restitution, reflection, or restorative actions.

3. Supports and Non-Negotiables

• Formal consequences outlined for failure to meet expectations

4. Duration and Monitoring

• Duration a maximum of 6 weeks

• Grade Level Leader weekly check ins

5. Follow-Up

• Final review meeting includes discussion of student’s readiness to exit the plan

  • • If fully or partially successful: student transitions back to lower phase plan depending on progress

    • If not successful: enrolment will not be offered