IEP team coordination

Throughout the process, the multidisciplinary team should consider coordination with outside resources or a student’s special education team, as relevant.

For students with disabilities (SWD), the multidisciplinary team must coordinate with their Individualized Education Plan (IEP) team, as described on pages 41-46.

If data collected during the assessment indicate that behaviors are interfering with a student’s academic or functional performance the team should consider if a referral for special education evaluation is appropriate.

When a student’s behavior interferes with their learning or the learning of others, the team must meet to “consider positive behavioral interventions and supports and other strategies to address the behavior” (34 C.F.R. § 300.324(a)(2), 2024, Development, review, and revision of IEP).

In the case of a BTAM referral for a student who currently has an IEP or 504 plan or is currently in the evaluation process, key members of that student’s individualized team must be included in the BTAM process.

Anytime behaviors of a SWD rise to the level of a threat assessment, the full IEP team, including the parents and student (if over age 15), should meet to review the IEP, consider necessary changes to appropriately address the student’s behavior(s) and needs, and any needed evaluations (e.g., FBA).

In general, BTAM procedures for identifying student concerns should be fully inclusive of SWD. That is, BTAM referrals for SWD should follow the same schoolwide procedures as for any other student, but with the inclusion of the student’s IEP team in the threat assessment process.

schools should consider whether a special education evaluation referral is warranted whenever a behavioral threat assessment is conducted.

While a referral for special education evaluation should be considered in each case, only cases that uncover potential unmet needs related to qualifying disability categories should be referred for special education evaluation.

Second, if the BTAM team recommends additional evaluations, then the entire IEP team must be involved in determining the scope of those evaluations, and all notification and evaluation procedures and timelines must be followed.

Additionally, the information-gathering process must include a review of existing IEP services and the extent to which those were delivered as intended as well as a review of the student’s present levels of performance and progress toward goals and objectives. These procedures ensure that the impact of the student’s disability is clearly understood in relation to the concerning behavior.

The BTAM team must do more than identify if there is a substantive risk to self or others; the team must work collaboratively with the IEP team to deeply understand the situation in enough detail to increase services and supports effectively.

For all cases of concerning and/or threatening behavior involving a SWD, the full IEP team should meet to review current IEP or 504 plan supports and services and ensure the student is adequately supported to prevent future concerning behaviors.

BTAM and IEP teams must work collaboratively to consider options for enhancing interventions and supports and develop a management and support plan that adequately manages the risk of harm to self or others and adheres to IDEA and 504 requirements. This comprehensive plan should be function-based and aligned with the student’s IEP/504 plan services and accommodations.

If changes in services or placement are needed, then the full IEP team makes the determination.

The IEP team meets and determines that the behaviors are a manifestation of the student’s disability, meaning the student cannot be disciplined or excluded from school for this behavior.

The BTAM team works collaboratively with the IEP team to develop the plan that includes increasing some IEP services related to improving social interactions and connections while also increasing supervision and support during unstructured times and when the student has access to the internet.

Together, the BTAM and IEP teams develop agreements with the student and family to restrict access to weapons and agree to meet again in a month to review and adjust the plan.