Policy – Category 5000 (Students) BP 5006 – Behavioral Interventions and Supports for Students with Disabilities
3001 and deleted the requirement for a BIP when a child with a disability exhibits a “serious behavioral problem” that significantly interferes with the implementation of the goals and objectives of his/her IEP. Instead, pursuant to California Education Code § 56521.2 , as added by AB 86, a Charter LEA is required to address any student behavior that impedes the child’s own learning or the learning of other students. When the IEP team finds that (1) instructional strategies, classroom management approaches, and current goals are ineffective in a given situation, or (2) the behaviors are “other severe behavior problems that are pervasive and are maladaptive,” or (3) when previous positive behavioral intervention plans are determined to be unsuccessful in reducing dangerous or seriously maladaptive behavior, the IEP team will initiate a FBA to obtain necessary information about the related antecedent(s) and consequences of the targeted behavior. Using this information, a more systematic and comprehensive BIP may be developed by an expanded IEP team; implemented by appropriately trained staff, parents, and others necessary to carry out the goals and objectives; and regularly monitored by one or more members of the IEP team. The BIP is to be implemented as necessary in all school-related settings such as the classroom, playground, community- based instructional setting, and/or work site. Since the functional assessment will also include many other aspects of the child’s functional life behaviors, it is intended that the BIP be discussed with the parents and/or caregivers and shared, as appropriate, with other agency staff responsible for related services or residential care for the child. It is not intended that school staff be required to implement the plan in non-educational settings unless the service and setting is specifically designated in the child’s IEP.
3.1
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
BP 5006 – Behavioral Interventions and Supports for Students with Disabilities Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 11/16)
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