Supportive Behavior Intervention Plans
Exhibited by:
- Margaret McCabe
PLO Attended:
- District 6 Liaison Meetings
Coached by:
- Wendy Dreisman
PLO LEARNINGS:
The PLO focused on best practices and compliance information surrounding Behavior Intervention Plans. Components for developing a strong BIP were shared alongside information on monitoring student progress though ongoing data collection.
IMPLEMENTATION OF TECHNIQUES & PRACTICES:
Since attending the PLO, all behavior intervention plans have been analyzed by the team working with the child including, at minimum, the teachers, guidance counselor, and crisis management paraprofessional (if applicable).
Crisis management paraprofessionals have received training on the use of the progress-monitoring tool used to track target and replacement behaviors. This data has been used to inform changes and updates to the Behavior Intervention Plan on a regular basis (every 6-10 weeks).
IMPACT and DATA:
October 2017
- 44% of students with BIPs had IEPs that were reflective of the information in the BIP**
- O% of BIPs had progress monitoring information shared in SESIS
May 2018
- 82% of students with BIPs had IEPs that are reflective of the information in the BIP**
- 63% of BIPs have current progress monitoring information shared in SESIS
*Replacement behaviors are student actionable and match the function of the target behavior.
**Based on learning from the PLO, the IEP should align with the information in the BIP, including strategies and supports in the Present Levels of Performance and annual goals.
NEXT STEPS:
In September, we plan to hold a team meeting at the beginning of the school year for all involved in the implementation of Behavior Intervention Plans. The team will familiarize themselves with the plan, make plans for progress monitoring, and assign roles in scheduling and holding progress monitoring review meetings. The team meeting will also serve as a space for past teachers, paraprofessionals, and guidance counselors to answer questions share insight with those who are new to working with the child to ensure a smooth transition.
