Behavior Supports and BIPs in Vermont
How do behavior supports work in a Vermont IEP?
Vermont requires that when a student's behavior impedes learning, the IEP team must consider positive behavioral interventions, supports, and strategies consistent with 34 CFR 300.324(a)(2)(i) and Rule 2363.7. Vermont promotes Positive Behavioral Interventions and Supports (PBIS) statewide through its VTmtss (Vermont Multi-Tiered System of Supports) framework. When a student with a disability has behavior that impedes their learning or the learning of others, the IEP team must consider a functional behavioral assessment (FBA) and develop a behavioral intervention plan (BIP). Vermont's restraint and seclusion statute at 16 V.S.A. § 1161a and State Board Rule 4500 place additional obligations on schools when restrictive interventions are used, including parental notification requirements. The Vermont AOE has developed guidance on trauma-informed practices and PBIS as preferred supports. The BIP must be reviewed when behaviors escalate or after any manifestation determination review. Vermont's EST (Educational Support Team) process at the school level provides a venue for collaborative problem-solving about student behavior before and alongside special education services.
What Vermont Requires
When a student's behavior impedes learning, the IEP team must consider positive behavioral interventions and supports (PBIS), including FBA and BIP (Rule 2363.7; 34 CFR 300.324(a)(2)(i)).
Vermont promotes statewide PBIS implementation through its VTmtss framework; all schools are encouraged to implement tier 1-3 supports before resorting to restrictive interventions (VT AOE VTmtss Guidance).
When an FBA has been conducted, the IEP team must develop and implement a BIP and review it at least annually as part of the IEP process (Rule 2363.7; 34 CFR 300.324(a)(2)).
The BIP must include positive behavioral strategies that address the function of the behavior, not merely suppress it (Rule 2363.7; 34 CFR 300.324(a)(2)).
After any use of restraint or seclusion documented under 16 V.S.A. § 1161a and Rule 4500, the IEP team should convene to review and revise the BIP as appropriate (VT AOE Guidance; Rule 4500).
Vermont's trauma-informed care principles influence behavior support practices; IEP teams should consider the role of trauma, adverse childhood experiences, and environmental factors in behavioral presentations (VT AOE Guidance).
Vermont's EST process provides school-level collaborative problem-solving for behavior concerns, complementing the IEP team's role for students with disabilities.
Key Timelines
FBA and BIP must be developed when a student's behavior impedes learning and positive interventions are warranted (Rule 2363.7; 34 CFR 300.324(a)(2)).
BIP must be reviewed at least annually at the IEP meeting or sooner if behavioral concerns escalate (Rule 2363.6; 34 CFR 300.324(b)).
A manifestation determination review (MDR) must be completed within 10 school days of any decision to change placement for disciplinary reasons (34 CFR 300.530(e)).
When a manifestation is found, an FBA must be conducted or reviewed immediately, and a BIP developed or revised (34 CFR 300.530(f)(1)).
Sources
Related IEP Guides
FBA and Behavior Plans: A Parent's Complete Guide
Learn what an FBA is, how to read a BIP, what makes a good behavior plan vs. a bad one, and when to push back on your child's behavior supports.
Your Child Isn't Misbehaving — They're in Fight or Flight
Learn why aggression in children with disabilities is often a stress response, not defiance — and what the IEP should include to actually help.
Color Cards, Point Sheets, and Daily Reports: Understanding Your Child's Behavior Tracking System
Color card systems and behavior charts: what they measure, what they miss, and the right questions to ask when data connects to your child's IEP.