Behavior Intervention Plan (BIP)

Why should I do it:

Provides more intensive intervention and monitoring

Increases support around student

Provides an individualized plan for success

Addresses specific issues in a specific manner

Involves teachers, support staff, the student, and parents actively

Helps teachers to address behaviors and issues consistently across subjects, rooms, sessions, etc

When should I do it:

When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class

When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc

When students demonstrate significant difficulties with organization, motivation, work completion, etc

When you have parents that cause children to be consistently late, tardy, or who don’t help or enforce homework routines, etc

When students demonstrate any other significant and consistent issues that affect their school experience and learning

When students’ parents cause the student any other significant and consistent issues in school or related to school, like academic support, reinforcing good behaviors, etc

How do I do it:

Use one or more of the “Data Tracking Forms” below to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc

After tracking the behaviors, you may or may not choose to perform a Functional Behavior assessment, which takes the behavior data and helps you to analyze it and decide on why the student may be engaging in the behavior

After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent

Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan

Implement the behavior plan for 2-4 weeks, using a data tracking tool below to track progress, and then meet with the team again (student, teachers, parents, support staff) to review progress and make any necessary changes

Regular reviews of the students progress and adjustments to the plan should occur about every month

Resources & Support for technique:

PBIS World BIP’s:

BIP for students with ADD, ADHD, poor organization, inattentive, unfocused, off task, distracted, fidgety, hyperactive, and more

BIP for students that have a lot of anxiety, poor self-esteem, poor self-concept, lack confidence, are timid, shy, withdrawn, and more

BIP for students that argue, bully, annoy others, instigate, and more

BIP for students that are easily or overly frustrated, give up when challenged with difficult tasks, cease effort quickly, disengage with difficult work, and more

BIP for students that do little to no work, put forth little to no effort, don’t turn in or do homework, do not take homework home, participate and volunteer little or not at all, are disinterested in the class and content, and more

BIP for students that are oppositional, defiant, refuse to follow directives and directions, argue, have a bad attitude, are disrespectful, use profanity, talk back, do not like to be told what to do, are combative, reactive, have issues with authority, adults, and peers, and more

BIP for students that have poor attendance, are frequently tardy and late to school and classes, take too long in between classes, are frequently absent, miss a lot of school, skip school, avoid testing days, and more

BIP for students that have tantrums, cry, get upset easily, cannot cope with being told “no”, destroy property, act out, scream, yell, and become uncontrollable

BIP Forms