Posted by Stephanie Lawless on 9/6/2018 7:00:00 AM

When I was young, I loved the choose-your-own-ending story books.  I would read them over and over, trying out all of the different outcomes.  Lucky for me the new behavior section in IIEP is kind of like a choose-your-own-ending book as well.  Depending on the option you choose, a new path opens up, guiding you through the FBA/BIP process. It is beautiful and overwhelming. The Special Considerations section of IIEP has needed a facelift for sometime and it has its moment in the sun.

First, let me just say it is a lot different, but it is not anything new. It uses all the same information we have always needed to have, but we now have more scaffolding to ensure that we don’t miss something important. Embrace it, love it, use it. Once we get used to it I think it will be a great tool.

My tips for transitioning to the new form:

  • If you have not already done so, I suggest you open a copy of the FBA/BIP Guidance on the Earlywood web site. This is like your road map to help with decision-making the first few times you try out the new system.  
  • Look at the guidance and the new form BEFORE your first case conference using it.
  • Attend a training, either at your local district, a neighbor district, or call us and we will come walk you through it.
  • At the minimum, make sure you transfer the current FBA/BIP info (from the old three boxes) into the new section.  If you a have a student who previously had “Yes” selected for Behavior Impedes learning, the OLD version of the FBA/BIP will show. Scroll past the old boxes to the new section below and enter the information.  If you don’t, the old information will be gone when you save the new IEP, and your current IEP will say “behavior does not impede learning.”
  • Ask questions and reach out for help. If you don’t know what to do, don’t guess. There are some new options that could might trouble if you’re not careful.

You will also see we have a few new options to consider that we didn’t have before:

  • We can identify that there is a behavior of concern which does NOT impede learning.  We can still talk about concerns and document steps to keep the concerns from escalating.
  • It gives us options for how we plan on capturing the FBA process, with new data, with existing data, or reviewing a current FBA.  It also gives us an option to identify a plan that supports the student without a FBA… but be really careful with this option. If you are going to consider this option, check with your local director/coordinator first.  
  • It gives us a place to document how we will support the student WHILE we conduct a FBA.


Stephanie Lawless, Assistant Director