Report page 45

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.

SWD can benefit from function-based assessments which can be used to better understand the purpose of behaviors interfering with their educational performance and identify any relevant contributing factors. The information gained can help establish function-based supports, interventions, and behaviorial plans to mitigate or eliminate the interfering behavior (Office of Special Eduction and Rehabilitative Services, 2024).

Additonally, the team should also consider supports and services that restore or enhance the student’s sense of belonging and connection to the school community.

For ALL students, situations involving weapons, direct threats of violence, or concerns about an individual’s safety should warrant immediate intervention aligned with district safety policies.

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.

If the student is removed from the learning environment for an extended time, IEP services must continue to be delivered.

Further, when a SWD’s behavior results in suspension for more than 10 days (cumulatively or consecutively), the full IEP team must meet to determine if the behavior is directly related to (i.e., a manifestation of) the student’s disability and if a change of placement is appropriate.

In cases where the behavior is deemed a manifestation of a disability, there are procedural safeguards in IDEA that must be followed for students with disabilities.

Additionally, in cases where a student’s behavior results in a change of placement or is determined to be a manifestation of their disability, SWD have a right to a function-based assessment and a behavior intervention plan designed to address the behavior (34 C.F.R. § 300.530(d)(1)(ii) and (f)(1)(i), 2024, Authority of School Personnel; 34 C.F.R. § 300.534, 2024, Protections for children not determined eligible for special education and related services).

Meanwhile, BTAM teams can also review and enhance schoolwide safety procedures, supervision protocols, and reporting mechanisms to support safety for ALL students.

Implementation of all BTAM management and support plans as well as IEP/504 plans should be linked directly to a school’s advanced tier systems of support (i.e., Tier 2, Tier 3) to ensure implementation is monitored regularly and plans are adjusted to ensure students fully benefit from supports.