Special Considerations/Behavior

Choose this option when:

• Student needs  consistent  supports to develop  skills needed to be successful in school.

  • Behavior can be addressed by accommodations and environmental supports.

• Student needs additional interventions to develop skills needed to be successful in school.

  • Behavior can be addressed by behavior goals and specially designed instruction.

• Intensive behavioral support  to develop skills needed to be successful in school.

  • Requires a functional behavior assessment and behavior plan

Choose when the student can be successful with the implementation of academic provisions and accommodations.

Choose when there was a behavior plan previously, and student is no longer displaying that behavior.

After selecting this option under the circumstances described above, you will need to choose one or more of the following (Please note that for a Tier 2 type student, you must include a behavior goal as part of his/her IEP, so you will need to include SDI as one of the options you select for these students.):

• Environmental Supports

  • • • Here is a list of possible environmental supports you may want to include.

1.  Get permission to test

• When you are going to propose this option as part of a case conference, you should contact your school psychologist prior to the conference.  He/She will consult with you in order to help identify which data should be collected as part of the process. You will then document this information in its corresponding text box in IIEP and it will be presented as part of your draft proposal. If the TOR is an SLP, the SLP should generate this Notice of Re-evaluation.  The SLP can generate the Notice if Speech/Language is a secondary disability.

• Email your request for an FBA consent to your school psychologist or SLP, and copy the Special Education Administrative Assistant.

• The psychologist/Special Education Administrative Assistant will complete the Notice of Re-Evaluation that the parent will need to sign in order to obtain consent for the FBA.

  • • Document all attempts to obtain consent in IIEP Parent Communication. These attempts could include:

      • • having a meeting with the parent to sign the Notice of Re-evaluation

        • sending the Notice of Re-evaluation home with the student

        • sending the Notice of Re-evaluation via US mail with this attached letter

        • making reminder phone calls/emails

    • If there is no response, the Notice of Re-evaluation should be sent to the parent at least 3 times over a period of at least one month. The third time it is sent, it should be sent via certified mail with a letter indicating that if the school does not hear from the parent, the school will proceed with the FBA. Wait 10 days after the certified letter was mailed, and if there is no response, notify the SpEd AA and Amber Plank that you will be proceeding with the evaluation.  This is the date that will be used as the start of the 50-day timeline. This entire process could take approximately 6 weeks.

• When the permission is received, send it downtown to the Special Education Office.

1. When you are going to propose this option as part of a case conference, you should meet with your team to review the student’s existing data to determine if there is sufficient information to address all of the required FBA components prior to holding the conference

   • • At a conference where you propose to complete a new FBA with existing data, you will need to identify the date when the case conference committee will reconvene to review the FBA data and revise the student’s IEP to reflect any proposed BIP supports. Use a 4-6 week timeline, and come to the case conference prepared with BIP recommendations based on the FBA data reviewed/documented during this period of time.

Behavior of Concern

• Copy and paste the Behaviors of Concern that you identified earlier.

• Behavior should already be described in specific measurable terms. You may also find some help here. 

Once the FBA has been completed, copy the Hypothesis of the Function of the Behavior ("When the expectation is..."), and paste it here.

Proactive Strategies:

Antecedent Strategies

Copy and paste the Environmental supports and Behavioral Accommodations that are appropriate for the student.

Additional Strategies can be found here.

Replacement Behaviors

Identify skills to be taught by staff and learned by student. 

What do typical students do to meet the same needs? (Raise Hand, Ask Questions for Understanding, Use Conflict Resolution Strategies.)]

See: Teaching New Skills as Replacement Behaviors

Evidence based Instructional Strategies

Consider the goal or skill to be taught. This section corresponds to the Specially Designed Instruction that you will write for the student's behavioral goal.

Maximizing Reinforcement of Replacement Behaviors

When the student is using the newly learned skill, how can we make sure he or she receives the desired function? (If the function is attention, make sure the student gets attention for expected behaviors.)]

Incorporate the information you gathered using the Reinforcement Surveys for the student.

Minimizing Reinforcement of Interfering Behaviors

When the student is not using the newly learned skill, how can we make sure he or she does not receive the desired function? (If the function is attention, make sure the student does not get attention for inappropriate behaviors.)

This is where you will also add the Crisis Plan/Safety Plan/Elopement Plan (if necessary)

Behavioral Goal/Skills to be Taught and Learned

Here is where you identify the behavioral goal for the student. The goal must address the behavior of concern, and be linked to the replacement behaviors.

• You may want to leave the Considerations section (MAKE SURE YOU SAVE FIRST) and go to the Goals section to write your behavioral goal(s).  If you do, copy the goal and paste it in here. 

• You may also want to write the goal here, copy it and paste it into the Goal section as a behavioral goal. 

You must have a goal in the Goals section that addresses the behavior, and it must agree with the goal here in the BIP.

Available Local and State Resources for Families

(Document any information on local and regional resources that families may unilaterally choose to pursue beyond the student's IEP/ISP services.)

• Copy paste the following statement:  Parents may wish to consider the following options at their own expense. 

• Then, refer to the community resources list and type in suggestions specific to each student's behavioral needs. 

• After each student’s specific suggestions, insert this link.

• Sample Language:

  • • Parents may wish to consider the following options at their own expense:

      • Oaklawn (574)283-1234 provides a full range of mental health and addiction services for children, adolescents and adults in Elkhart and St. Joseph counties. Services include skills training and case management, individual and group therapy, psychiatric services, intensive residential programs for youth and inpatient treatment for adults.

      • Meridian Health Services (574-254-0229) is a progressive healthcare organization specializing in the "whole person" health, integrating physical, mental and social well-being. The focus on a broader spectrum of health including primary medical care, behavioral health and human service offers a well-rounded approach for happier, healthier patients. Meridian health services has been serving the community for over 35 years and is accredited by the Joint Commission and certified by the Indiana Division of Mental health and Addictions.

Review Behavior Intervention Plan

• The CCC determined to implement the BIP as written.

  • • Check this if no changes were made to the BIP as a result of the case conference process. 

• The CCC determined to implement the BIP with revisions.

  • • Check this if the committee agreed to revisions of the BIP as part of the case conference process.