PURPOSE: A Behavioral Intervention Plan (BIP) is a plan incorporated into the student’s IEP if determined

necessary by the IEP team for the student to receive FAPE (WAC 392-172A-01031). The IEP team must
also develop and implement a BIP if it determines that the student’s conduct is a manifestation of the
student’s disability, unless a BIP is already in place (WAC 392-172A-05147).

BEHAVIORAL INTERVENTION PLAN (BIP)

James SSID
Student name: : Annual IEP Date: 2/29/2024
District: Muncie BIP Meeting Date: 2/29/2024
School: Ivy Tech Community College IEP Case Manager: Brandon Miller

Team members contributing to the development of the BIP:

Brandon Miller James Mom James Dad

Name/Title Name/Title Name/Title
Classroom Teacher
Name/Title Name/Title Name/Title

Complete each section below for each pattern of behavior.

Pattern of Behavior (describe the pattern of behavior(s) that impedes the student’s learning or the
learning of others):
- During interactions with teachers and peers, the student exhibits outbursts, including yelling,
throwing objects, and storming out of the classroom.
- Additionally, the student demonstrates low self-esteem and struggles with motivation.
- The student encounters challenges in maintaining friendships with peers as well.

Form 6h - Behavioral Intervention Plan Page 1 August 2008 (Rev. 1/2016, 8/2018)
 Instructional and Environmental Conditions or Circumstances (describe the instructional and
environmental conditions or circumstances that trigger/contribute to the pattern of behavior(s) being
addressed):

- Observations reveal that James's challenging behavior does not occur consistently at any particular
time of day. His behavior has been observed in various settings, including the classroom, hallway,
and lunchroom. Additionally, his behavior is not triggered by specific individuals, as it has been
observed directed towards both staff members and peers indiscriminately.
- James's behavior may stem from unresolved tension or anger, which he struggles to communicate
effectively with teachers and peers.

Form 6h - Behavioral Intervention Plan Page 2 August 2008 (Rev. 1/2016, 8/2018)
 Positive Behavioral Interventions and Supports

Alternative Behaviors and Skills to be Taught and Monitored (describe the alternative behaviors and
skills to be taught and monitored in order to address the pattern of behaviors and the instructional and
environmental conditions/ circumstances previously described):
- The student is behind academically in most categories, so giving him extra instructional time on
reading, writing, and social emotional skills can help relieve some anxiety and stress.
- When the student is beginning to feel strong emotions he is able to ask for a break (go to calming
corner/take a lap around the school).
- The student can receive an emotions chart that is displayed on the desk, so classmates can visually
see how he is feeling.

- The student will be taught how to appropriately express their emotions, without causing disruption
to the class. Examples of being disruptive yelling, throwing objects, and lashing out.
- The student exhibits the most behavior issues around lunch time in the hallway. Learning to
decompress the emotions before acting out.
- Communicating his emotions appropriately
- Having teacher walk back to the classroom from lunch with James

Reinforcers of Desired Behaviors (describe how the alternative behaviors will be reinforced):
- If the student is on task verbally tell the student, they are doing a good job
- If desired behavior is shown, the student can gain extra recess if he exhibits 80% desired behavior
for the week.
- If the student displays desired behavior, he can receive small increments of free time.

Methods to Ensure Consistency of Implementation (describe the method(s) that will be used to ensure
the consistency of the implementation of the positive behavioral interventions across the student’s school-
sponsored instruction or activities (e.g., data collection, frequency, assessment of effectiveness of BIP,
additional training for staff, etc.)):
- Behavior support plans should indeed be monitored on an ongoing basis to ensure their
effectiveness and make any necessary adjustments. However, it is not always necessary to write a
whole new plan if the circumstances change. In many cases, modifications to the existing plan can
be made to address the new circumstances. This allows for continuity and builds upon the progress
already made.

Form 6h - Behavioral Intervention Plan Page 3 August 2008 (Rev. 1/2016, 8/2018)
 Parent Teacher Collaboration:
Methods of Parent-Teacher Communication:

- Regular in-person communication:

o Ideal for parents who routinely drop off and pick up their children from school, facilitating
direct, face-to-face discussions.
- Parent-teacher conferences:
o While less frequent, these scheduled meetings provide opportunities for in-depth
conversations regarding a student's progress and future objectives.
- Phone calls and emails:
o Suited for busy parents unable to attend in-person meetings, allowing for regular
communication and updates between conferences.
- Text messages:
o Utilizing mass text services or specialized apps like Remind enables quick and convenient
communication between teachers and parents.
Employing such methods can significantly aid James as both teachers and parents maintain consistency in
managing his behavior. Consistency across home and school environments will benefit James by
minimizing the need to transition between differing sets of rules and expectations. This unified approach
fosters a stable and supportive environment conducive to James's development and well-being.

Behavioral Intervention Plan (BIP) by Office of Superintendent of Public Instruction is

licensed under a Creative Commons Attribution 4.0 International License.

Form 6h - Behavioral Intervention Plan Page 4 August 2008 (Rev. 1/2016, 8/2018)