This how I do a BIP

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This how I do a BIP
By Amy Lee

Jayme,

To complete a BIP you need to determine several factors. First, identify any events which serve as a stimulus for current behavior. For example when and where does the behavior occur (in the morning, on the bus,
in the hallway, outside of special ed. classroom, etc.) Second, identify the environmental conditions such as during classroom transitions. Third, identify the consequences that follow the behavior you are trying to modify (time out, call home, after school detention). This is the difficult one . . . is there a purpose for the behavior? (to get something, to avoid something or someone).

Then you can develop an intervention plan such as how to teach alternative, desirable behaviors. Finally identify how interventions will be monitored and the length of time much like an IEP benchmark or objective.

Some of the plans I have completed involved behavior contracts, attending meetings with school counselor, participation in anger management program, rewards if positive behavior is achieved (working in the front office, volunteering in other classrooms, food rewards). Negative consequences can be included such as parent will be contacted about behavior, Saturday School detention, silent lunch, etc.

For some severe behaviors the committee has decided to provide counseling services, one on one instruction assistant, etc. Our BIP meetings have the same members as an IEP meeting. You may need to amend the IEP especially if you add behavior goals. Our forms require to include the student's schedule of classes, current grades, and if classes are special or regular education. Also we review information such as current IEP, observations, psychological reports, parental concerns, etc. Our forms have a place at the end for all to sign and either check "Support"
or "Oppose."

Here is a website which may help you www.disciplinehelp.com. I hope this information is helpful and post again if you have any more questions about BIPs.