Behavior Intervention Plan

What is a Behavior Intervention Plan (BIP)? 

A BIP is a proactive plan to address a targeted behavior impeding the learning of the student or others by: 

• Identifying the hypothesized function of the problem behavior(s) 
• Describing positive changes to the environment; 
• Defining supports and resources to be provided; and
• Providing instructional strategies and materials to ensure the student has access to their education by prompting alternative replacement behavior(s). 

A BIP is:  

• A written plan for school-site staff to support the needs of the student. 
• A tool for focusing team members, establishing accountability for tasks, and ensuring consistent communication and intervention implementation. 
• A document developed and/or revised by the IEP team based on the data and information gathered in the Functional Behavior Assessment (FBA) and ongoing progress monitoring. Please refer to the section titled, "Functional Behavior Assessment" of this procedural guide for more info.
• A legal component of the Individualized Education Program (IEP) document (to be included in the numbered pages of the IEP document) that is revised on an annual basis, or as needed based upon the individual student's circumstances. Please refer to the "Behavior Intervention Plan" form located in the SEIS form tower.
• A BIP should be created with an emphasis positively shaping behavior 

When MUST a BIP be Developed or Reviewed? 

• When a student is subjected to a disciplinary change of placement (e.g., removed from their current educational setting for 10 days or more, or being recommended for expulsion), and the parent and relevant members of the IEP Team determine that the conduct was a manifestation of the student's disability, pursuant to 34 CFR § 300.530, the IEP Team must either:  
  1. Conduct a functional behavioral assessment, unless the LEA had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan for the student; or
  2. If a behavioral intervention plan already has been developed, review the behavioral intervention plan, and modify it, as necessary, to address the behavior;  
• Any time a physical Behavioral Emergency Intervention is implemented, a Behavior Emergency Report (BER) must be written, and the LEA must schedule an IEP team meeting within two days to review the BER and the necessity for an FBA. If the student already has a BIP in place, the IEP team will need to consider whether the BIP must be modified, CA EDC §5621(g) & §5621(h). 

For additional information regarding a disciplinary change of placement, please refer to the section of this guide titled, "Suspension, Expulsion, and Manifestation Determination Review." 

When MIGHT a BIP be Developed or Reviewed? 

• When a student with a disability demonstrates a pattern of behavioral challenges and/or behavior that results in disciplinary actions. Note, ensure that a meeting is held in accordance with 34 CFR § 300.530 (as outlined above) for removals of 10 days or more.  
• In developing an IEP, if the IEP team finds the student's behavior impedes their own learning or the learning of others, the team may consider a BIP as an intervention to address the behavior. 
• An LEA/district should consider the implementation of a BIP as a supplementary aide and service for a student whose behavior is disruptive to other students prior to changing his placement to a more restrictive setting. When a student is transitioning to/from a more restrictive environment (e.g., when a student is placed into a Nonpublic School or transitioning back to the LEA/district from a Nonpublic School)
• Should an IEP team determine that behavior goals are appropriate in lieu of a BIP for a student whose behavior impedes their own learning or the learning of others, it is strongly encouraged that behavioral supports be thoroughly described in the Special Factors and Program Accommodations sections of the student's IEP.
• All students who demonstrate behaviors that impede their own learning, or the learning of others, should be considered for the development of a BIP to address their specific behavioral needs.

Who May Develop a BIP? 

Pursuant to EDC §5620 (5 CCR §3051.23) BIPs shall be designed and planned only by personnel who have: 

• Pupil personnel services credential that authorizes school counseling or school psychology; or 
• Credential authorizing the holder to deliver special education instruction; or 
• License as a Marriage and Family Therapist certified by the Board of Behavioral Sciences, within the Department of Consumer Affairs (DCA); or 
• License as Clinical Social Worker, Board of Behavioral Sciences certified, within the Department of Consumer Affairs; or 
• License as an Educational Psychologist issued by the licensing agency within the Department of Consumer Affairs; or 
• License in psychology regulated by the Board of Psychology, within the Department of Consumer Affairs; or 
• Master's degree issued by a regionally accredited post-secondary institution in education, psychology, counseling, behavior analysis, behavior science, human development, social work, rehabilitation, or in a related field. 

LEAs/Districts are encouraged to use trained personnel on staff at their schools before considering contracting to an outside Nonpublic Agency (NPA) to design or plan behavior interventions (such as FBAs/BIPs). School personnel provide an in-depth understanding of the school's unique culture and resources, allowing them to design or plan comprehensive behavior interventions. Should a school plan, design, implement, and modify behavior interventions and continue to fail to see documented progress on behavior goals tied to these interventions, they may then wish to consider hiring a California Department of Education (CDE) Certified NPA for additional guidance and support. 

Who May Implement a BIP? 

Pursuant to EDC §5620 (5 CCR §3051.23) , to be eligible for certification to provide behavior intervention, including implementation of behavior modification plans but not including development or modification of behavior intervention plans, a school shall deliver those services utilizing personnel who: 

• Possess the qualifications (listed above) under "Who May Develop a BIP"; 

-OR- 

• A person who is under the supervision of personnel qualified to develop a BIP (listed above) who also possess a high school diploma or its equivalent;

-AND- Who has received the specific level of supervision required in the pupil's IEP.? 

What are the Key Components of a BIP? 

LEAs/districts may utilize the BIP form provided in SEIS. This document serves as a template that provides all the legal components of a BIP.For more information, you may also reference the Positive Environments Network of Trainers (PENT) "Desk Reference" (www.pent.ca.gov/). 

What are the Steps in Developing a BIP? 

1. Obtain written parent consent to conduct an FBA (see the section of this manual titled, "Functional Behavior Assessment" for more details) and BIP.
2. Upon receipt of written parental consent, set the IEP Meeting date to align with the 60-day timeline for assessment.
3. Conduct the FBA and compose a written FBA report.
4. Information and data gathered as part of the FBA assists the IEP team in developing BIP. It is recommended that a draft BIP is developed and shared at the IEP meeting for input from members of the IEP team.
5. Complete the BIP forms located in SEIS and attach the FBA Report in SEIS.
6. When the team develops a BIP, IEP goal(s) must be developed that are tied to the BIP (at least one goal should be tied to the BIP's Functionally Equivalent Replacement Behavior (FERB)).
7. As with all IEP goals, the IEP goal(s) tied to the BIP shall have a person responsible for providing support, service, and monitoring progress for each goal.
8. All IEP goals related to the BIP should be listed in SEIS on the goals page.
9. Once a BIP has been developed, the case manager shall document the following in SEIS: 
   • Present Levels Page: Indicate in the area of Social/Emotional/Behavioral all areas of need tied to the FBA/BIP.
   • Special Factors Page: "Does the student's behavior impede the learning of self or others" Please check "YES" box. If yes, please specify the behavior interventions, strategies, and supports used and check the appropriate box for BIP and Behavior Goal.
   • Goals Page: Develop goals tied directly to the BIP to allow the IEP team to monitor progress on the BIP.
   • Services/FAPE Page:  Include any Aids, Services, Program Accommodations/Modifications and/or supports tied to the BIP. Include any Special Education or Related Services that may be required to provide support/service to the student related to the goal. At the IEP meeting, present the draft BIP to the parent1 and the IEP signature page to request their consent to implement the agreed upon BIP.
   • Begin implementing the BIP, and all supports and services tied to BIP, including progress monitoring of BIP-related goal(s).
   • Ongoing data collection related to the BIP goal(s) should be conducted regularly to determine if the BIP is effective and student is making progress on the goal(s). 

How Should the BIP be Monitored for Effectiveness? 

• Ongoing data collection should be conducted to evaluate the IEP goal(s) tied to the BIP. 
• Data collection will help the IEP team to determine if the BIP is successful. If the data collected indicates that the student is not making progress on the IEP goal(s) tied to the BIP; the team should hold an IEP meeting to either update the BIP-related goal(s), revise the BIP, or both. 
• If the student meets IEP goal(s) tied to BIP and data indicates that the problem behaviors are no longer an area of need, the team may:
• Extinguish the BIP at an IEP Meeting (document this in IEP Notes with rationale and data to support decision) or,
• Revise BIP to focus on continued or new areas of behavioral need.
• The BIP should be updated at the annual IEP, or any time the student displays a lack of progress on BIP-related IEP goal(s) or displays new behaviors that require support. BIP Revisions should only be made in an IEP team meeting. 

BIPs and Least Restrictive Environment (LRE): 

• A BIP is a support that is used to help a student with behavioral needs to remain in the LRE. A student's BIP may not require them to earn access to a general education setting or less restrictive placement.
• A student's BIP should not change their access to the placement provided on their IEP, if a BIP changes student placement it needs to be revised or placement options need to be revisited. 

Additional Guidance: Discipline and Behavior Emergency Interventions

There are several important factors to consider should a student with an IEP engage in behaviors that merit disciplinary action and/or emergency intervention. Please visit the Suspension, Expulsion, and Manifestation Determination or Behavioral Emergency Intervention sections to learn more.