Behavior Supports and BIPs in Connecticut
How do behavior supports work in a Connecticut IEP?
Connecticut requires that when a student's behavior impedes the student's learning or that of others, the PPT must consider the use of positive behavioral interventions, supports, and other strategies to address that behavior (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.324(a)(2)(i)). A functional behavioral assessment (FBA) is required as part of the evaluation process when behavior is a presenting concern, and a Behavioral Intervention Plan (BIP) should be developed when an FBA identifies behavioral needs that require systematic intervention. Connecticut's regulations do not mandate an FBA solely upon disciplinary removal, but the CSDE has guidance emphasizing proactive behavioral assessment and support. When a student with a disability has a behavioral concern addressed in their IEP, the school must implement the BIP with fidelity. Connecticut adopted a multi-tiered system of supports (MTSS) framework statewide, and positive behavioral supports are a key component. The PPT must also review and revise any existing BIP when placement or behavior concerns change.
What Connecticut Requires
When behavior impedes the student's learning or that of others, the PPT must consider positive behavioral interventions, supports, and strategies to address the behavior (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.324(a)(2)(i)).
An FBA should be conducted when behavior is a presenting concern; the FBA informs the development of a Behavioral Intervention Plan (BIP) (CSDE guidance; 34 CFR 300.530(d)(1)(ii)).
When a student has a BIP, it must be implemented with fidelity by all relevant staff; all staff with responsibilities must be informed of the plan.
If the student's behavior escalates or the BIP is not effective, the PPT must reconvene to review and revise the BIP (Conn. Agencies Regs. § 10-76d-12).
Connecticut's MTSS framework supports a tiered continuum of behavioral supports from universal (Tier 1) to intensive individualized (Tier 3) prior to and alongside special education services.
Key Timelines
An FBA and BIP should be developed or reviewed within 10 school days of a disciplinary change of placement when behavior is a manifestation of the disability (34 CFR 300.530(d)(1)(ii)).
BIPs must be reviewed at least annually at the PPT meeting or sooner when behavioral concerns escalate (Conn. Agencies Regs. § 10-76d-12).
Manifestation determination review must be completed within 10 school days of a decision to change placement for disciplinary reasons (34 CFR 300.530(e)).