Behavior Supports and BIPs in Massachusetts
How do behavior supports work in a Massachusetts IEP?
Massachusetts law requires IEP Teams to address behavior supports and bullying prevention for eligible students with disabilities. Under Massachusetts General Law c. 71B and federal IDEA, if a student's disability is on the autism spectrum, affects social skills development, or makes the student vulnerable to bullying, harassment, or teasing, the IEP Team must determine the student's specific needs and develop appropriate goals, services, and supports. This includes conducting a Functional Behavioral Assessment (FBA) if behaviors are disruptive or inappropriate. The IEP must address behavior through Annual Goals, accommodations, and services such as positive behavioral interventions, specialized instruction, staff training, and supplementary aids (e.g., aides during high-risk times like lunch and recess). Teams must also consider the student's ability to access the general education curriculum, including bullying prevention curriculum, and ensure the student has self-advocacy skills and trusted adults to report bullying. Special consideration applies to students with emotional impairments, communication disorders, and developmental delays who may be both targets and aggressors. All staff—general and special education—share responsibility for implementing behavior supports and creating an inclusive school environment. The IEP must be reviewed at least annually and updated if the student is not making expected progress toward behavior goals.
What Massachusetts Requires
If a student's disability involves autism spectrum disorder, affects social skills, or makes the student vulnerable to bullying, the Team must address this in the IEP through specific goals, services, and supports under MGL c. 71B and IDEA; the determination is individualized and based on the student's evaluation and presenting needs (603 CMR 28.05(4)).
A Functional Behavioral Assessment (FBA) is required under IDEA (34 CFR § 300.530(d)(1)(ii)) when behavior impedes the student's learning or that of others; Massachusetts schools must also conduct or review an FBA and develop or revise a Behavior Intervention Plan (BIP) following a manifestation determination finding under 603 CMR 28.00.
The IEP must include specific provisions for behavior support during identified high-risk situations (e.g., lunch, recess, transitions, bus) through supplementary aides and services, staff training, and positive behavioral interventions; these must be individually tailored, not generic (603 CMR 28.05(4)(a)).
Teams must address behavior through positive behavioral interventions, social skills instruction, teaching of self-advocacy, and environmental modifications; Massachusetts schools are also subject to strict physical restraint regulations under 603 CMR 46.00, which prohibit seclusion and limit restraint to emergencies involving imminent serious harm.
The IEP must be reviewed at least annually; if the student is not making expected progress toward behavior goals, the Team must reconvene and consider revisions; any changes to services or placement require parental consent under 603 CMR 28.05(7).
Key Timelines
Within 30 school working days of written parental consent for evaluation, credentialed specialists must complete all assessments, including any Functional Behavioral Assessment (FBA) if behavior is identified as a concern (603 CMR 28.05(1)).
Within 45 school working days of written parental consent for evaluation, the Team must meet to determine eligibility and, if eligible, develop the proposed IEP including behavior supports (603 CMR 28.05(1)).
Parents have 30 calendar days from receipt of the proposed IEP to respond; services begin upon parental acceptance; parents are not required to sign or return the IEP within 30 days — that is their window to accept or reject (603 CMR 28.05(7)).
At least annually, the IEP Team must review and revise the IEP, including assessment of progress toward behavior goals and any needed changes to behavior supports (603 CMR 28.04(3)).