Section C – Behavioral Assessment and Intervention Plan
I. Student Whose Behavior Impedes Learning In the case of a child who exhibits a pattern of behavior that interferes with the child’s learning or that of others, federal and state law requires that the Charter LEA consider the use of positive behavioral interventions and supports and other strategies to address the behavior. IDEA 2004 further requires that both general and special educators receive the training and support necessary to contribute to the development and implementation of positive behavioral strategies. All of this makes it imperative that educational personnel within Charter LEAs become aware of these procedures and are proficient in implementing them. The ultimate goal is to have educators who understand the guiding principles underlying the procedures and who regularly apply sound positive programming strategies. The consequence should be the learning of replacement behaviors and a significant decrease in chronic and/or dangerous behaviors. The training outcomes must be to provide local staff with the tools and knowledge necessary to not only meet the requirements of the law, but to more effectively and efficiently meet the needs of children with challenging behaviors. After less restrictive approaches have been utilized, behavioral goals, a FBA and a BIP might become necessary to effect change. The BIP must be a result of the gathering of information obtained from multiple sources including the parents. The FBA and BIP require an assessment plan if new information is obtained or if the observation to be conducted by the Charter LEA constitutes an assessment or is conducted for the purpose of determining eligibility for special education and/or needs relating to a disability, including appropriate accommodations, modifications, or other special education support. Best practices suggest that the BIP be revised regularly as the needs and circumstances of the child changes. II. Student Requiring a Manifestation Determination (Disciplinary Action) When a child attains more than 10 suspensions in a school year that constitutes a change of placement, a manifestation determination must be conducted. The Charter LEA shall determine on a case-by-case basis whether a pattern of removals of a child from his/her current educational placement for disciplinary reasons constitutes a change in placement. A change in placement shall be deemed to have occurred under any of the following circumstances (Title 34 of the Code of Federal Regulations §§ 300.530(e)(i)(ii), 300.530(f)(1), and 300.536): 1. The removal is for more than 10 consecutive school days; or 2. The child has been subjected to a series of removals that constitute a pattern because of all of the following: a. The series of removals total more than 10 school days in a school year;
Chapter 9 – Behavioral Interventions and Supports for Students with Disabilities, Charter SELPA
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As of 11/18/2016
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