Does your child have behavior challenges? Partner with school staff to decide what assessments and Interventions may be needed to change the behaviors.
The IEP team may ask for your consent to do assessments to better understand your child's behavior. Information gathered from assessments is used to:
- Develop strategies to prevent problem behavior
- Teach your child more appropriate behaviors
- Have school staff respond in ways that
- increase positive behavior
- decrease inappropriate behaviors
The two most common forms of behavior assessment are:
Your child is observed in the classroom and other school settings. The observer gathers information on:
- How learning occurs
- Your child’s behaviors
- What conditions are present
Functional Behavioral Assessment
The Functional Behavioral Assessment (FBA) is a problem-solving process used to identify:
- The reasons for a behavior
- The possible interventions to address it
For more information about FBAs, visit the New York State Education Department’s website.
Schools have a system of behavior support and intervention in place to help students manage behavior. This may include:
- Whole school supports
- Classroom interventions
- Individualized supports
Once your child has received whole school and classroom interventions, you and your child’s school may determine that individualized supports are needed. The team may consider the following interventions:
Behavior Intervention Plan
After the FBA, the IEP team may develop a Behavior Intervention Plan (BIP). The BIP is a plan to address problem behavior. It includes:
- The target behavior(s) and goal(s)
- Positive behavioral interventions and strategies
- Accommodations or modifications
- How the plan will be monitored and updated if needed
Helps students improve social and emotional skills in school. Goals may address:
- Appropriate school behavior
- Peer relationships
- Conflict resolution
- Low self-esteem
Parent Counseling and Training
Helps you understand your child's disability and behavior. This can prepare you to respond to behavior at home in a manner that is consistent with the school's BIP.
Your Child’s Rights
Manifestation Determination Review
Students with disabilities are entitled to a Manifestation Determination Review (MDR) if they are removed from their regular educational placement due to suspension(s) or teacher removal(s) that last:
- More than 10 consecutive school days;
- More than 10 total school days in a 40-day school-day period; or,
- More than 10 total days in a school year if the behaviors are a pattern of removals.
What it Is
The MDR is a meeting that includes you and members of your child’s IEP team. There are two possible outcomes of the MDR:
- The MDR team determines that the behavior was a result of the student’s disability or that the DOE failed to implement the IEP.
- Your child may not be suspended or removed from his regular educational placement, except in limited circumstances.
- The MDR team determines that the behavior that led to the disciplinary action is not a direct result of the student’s disability.
- Your child may be subject to disciplinary action.
- If your child is suspended for more than 10 consecutive school days, a suspension plan will be developed by the school or the suspension site that describes the special education services they will receive during the suspension.
In either outcome, the school will take steps to examine your child's behavior and provide additional supports, where needed. You can review the worksheet used by the school during the MDR meeting, below.
Appealing the MDR
You have the right to request an expedited Impartial Hearing to appeal the MDR outcome. Learn more by:
- Reading the Discipline Code;
- Visiting the Impartial Hearing page, and;
- Reviewing the NY State Procedural Safeguards Notice.
Find Out More