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Goals serve as the basic organizing feature of motivated behavior (Ryan, 1970; Mitchell, 1982; Elliot & Fryer, 2008). In essence, they act as the compass that guides and directs a broad range of purposeful actions, including those that relate to a person’s intellectual and creative pursuits, social and interpersonal relationships, identity and self-concept, needs for safety and material possessions, and desires to be pro- ductive and competent in the world (Ford, 1992). Moreover, a number of goals are often in operation simultaneously.
( HLW 71)

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If we believe we can succeed, we will be more motivated

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Although one must value a desired outcome in order to be motivated to pursue it, value alone is insufficient to motivate behavior. People are also motivated to pursue goals and outcomes that they believe they can successfully achieve. Conversely, if they do not expect to successfully achieve a desired goal or outcome, they will not be motivated to engage in the behaviors necessary to achieve it.
( HLW 57)

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Fundamental Individuality: We are all unique! 

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Addressing  the  fundamental  individuality  of  a  person  may  be  equally  useful in the science of human learning and development. The biological, genetic, developmental, and learning principles described in these papers and commentaries,  would,  if  enacted  in  research,  policy,  and  practice,  lead  to  a  substantial  redesign of developmental, learning, and measurement systems that educate and prepare  individual  youth  for  their  futures,  with  a  particular  emphasis  on  scaling the full set of dynamic
( The Science of Learning and Development 57)

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Although it seems difficult in the moment, it feels so good to reach your goal! 

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My ultimate goal for this Educational Practice Innovation is to create a more cohesive behavior plan for students that focus on their individual needs and to enhance our current procedure by collaborating with in-class teachers and all the stakeholders in each students academic endeavor who may be in need of a behavior plan or to have one modified.

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In my current setting, there are already policies and procedures in place regarding Behavior Intervention Plans. The policies contain all the necessary steps to help the student due to behavior that is impacting their learning experience. The problem I am addressing is how the Behavior Intervention Plan’s are implemented, how they involve key stakeholders, and how the four key components to a plan (reduce, replace, reinforce, and respond) are not always followed by key individuals who are necessary for the plan to be successful.

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When a student has unique behavioral issues, a plan is one opportunity to provide the student with structure they may be lacking that will enhance their learning experience and decrease their behavior problems. The individuals involved include our school psychologist, our administration, and to a lesser extent, the teachers, inclusion aides, and if necessary, our special education teachers. By improving the way our Behavior Intervention Plan’s are addressed in the initial stages can enhance student learning by having all stakeholders equally address the behavior problem. This provides more learning opportunities for the student as their behavior is more thoroughly addressed by professionals. Students on task will learn more. Students who have the help of their teachers, aides, etc. to help keep them on task will have a significant improvement in their learning experience.

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Feedback regarding Behavior Intervention Plans 

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Feedback regarding Behavior Intervention Plans 

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The point of my EPI project is to help the most important component of my school- the student.  The students I would like to focus on specifically are those who have behavioral issues.  Each of these kids are unique in their needs and a different approach is needed for each case.  Too many times, a student feels like there is no educator that truly wants to help them.  Whether this is true or not, this is how they feel many times.  Their perception is what matters in this case.  How do we change that perception?
By developing a strategic plan that uses collaboration among all the professionals who are stakeholders with this student, there is a higher probability of determining what the key motivator is for the students behavior and how to best approach finding a plan that helps the student succeed in and out of the classroom.  My goal is to continue researching best practices for implementing Behavior intervention Plans that have been demonstrated to work in the real world and not those that are simply in an outdated publication.
I have been in touch with multiple educators who have worked for decades in education and have cross-referenced their information with that which I have gathered from newer educators. I have also been in contact with multiple school psychologist to determine how best to approach these students in the initial stage if the Behavior Intervention Plan. By providing a smooth transition into the plan, the student has a better chance of success as they learn new skills to help them in the classroom and strategies that may help them alleviate some of their behavioral issues. I understand that many of these issues run very deep and can’t be diagnosed and fixed overnight, but I am determined to demonstrate to each of my kids that they have a team of educators that are there for them every single day and will not give up on them.

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Ambrose, Bridges, M.W., DiPietro, M., Lovett, M.C. & Norman, M.K. (2010). How Learning Works: seven research-based principles for smart teaching  (1s ed.). Jossey-Bass.

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Cantor, P., & Osher, D. (Eds.). (2021). The Science of Learning and Development: Enhancing the Lives of All Young People (1st ed.). Routledge.