Behavior Intervention Plan in West Virginia: Requirements, Templates, and Policy 2419

A Behavior Intervention Plan sitting in a binder that nobody reads is not an intervention — it is documentation of one. If your child has a BIP, whether it is actually working depends almost entirely on how specifically it is written and whether the adults implementing it understand their role.

What a BIP Is and When It's Required

A Behavior Intervention Plan (BIP) is a written document, developed by the IEP team, that identifies specific behavioral supports and interventions for a student whose behavior is impeding their learning or the learning of others. It is not a punishment plan — a well-written BIP is largely proactive, designed to prevent the behavior from occurring and teach the student alternative skills.

Under West Virginia Policy 2419, the IEP team must consider positive behavioral interventions, supports, and strategies whenever a student's behavior is identified as a barrier to learning. This language means the team cannot simply document the problem behavior without planning how to address it.

When does a BIP become required, not just recommended?

1. When behavior is specifically identified in the PLAAFP as affecting the student's educational performance
2. When a Manifestation Determination Review finds that the behavior was a manifestation of the student's disability
3. When the student has been subjected to disciplinary removals that constitute a change of placement

If any of these conditions exist and the student does not have a BIP — or has a BIP that was never updated — that is a gap worth raising with the IEP team in writing.

The FBA-BIP Connection

A BIP is only as strong as the Functional Behavior Assessment it is based on. The FBA identifies the function of the behavior — the purpose it serves for the student. The BIP then addresses that function directly.

A BIP written without an FBA, or based on an incomplete FBA, misses this connection entirely. The result is typically a list of consequences ("if student does X, teacher will Y") rather than a genuine intervention. Consequences-only plans rarely change behavior long-term because they do not address why the behavior is occurring.

If your child has a BIP and it does not reference an FBA, ask when the FBA was conducted and request a copy. If no FBA exists, request one in writing.

What a Well-Written West Virginia BIP Includes

A complete BIP under West Virginia Policy 2419 should contain the following components:

Target behavior definition. Specific, observable, measurable description of the behavior being addressed. "Aggressive behavior" is insufficient. "Student hits peers with open palm on arms or back during transition times" is a behavior definition.

Baseline data. How often does the behavior currently occur? Without baseline data, there is no way to measure whether the BIP is working. This data comes from the FBA.

Identified function(s). Based on the FBA, what purpose does the behavior serve — escape from a task, access to attention, sensory regulation, access to a preferred item?

Antecedent strategies. Changes to the environment or instructional approach that reduce the likelihood of the behavior occurring. If the behavior primarily occurs during transitions, antecedent strategies address the transition itself — visual schedules, advance warnings, transition objects.

Teaching the replacement behavior. This is the core of an effective BIP. The replacement behavior must serve the same function as the problem behavior. If the student hits to escape a difficult task, the replacement behavior might be requesting a break using a card or an AAC device. This behavior must be explicitly taught, not just described.

Reinforcement strategies. How the replacement behavior will be reinforced to make it stronger than the problem behavior. This should be specific — what reinforcers are motivating for this student, and how often will they be provided?

Staff response plan. What every adult working with the student does when the problem behavior occurs. Inconsistent adult responses are a primary reason BIPs fail.

Generalization strategies. How the replacement behavior will be practiced and reinforced across settings — not just in a resource room with the special educator, but in the general education classroom, the cafeteria, and other environments.

Progress monitoring. How data will be collected on both the target behavior and the replacement behavior, and how often it will be reviewed.

Common BIP Problems in West Virginia Schools

Generic BIPs. A BIP template with the student's name inserted and minimal individualization. If the same BIP language appears in multiple students' files, it is not a student-specific document.

No baseline data. Without knowing how often the behavior occurs before the BIP is implemented, measuring progress is impossible.

Consequence-focused plans. If the BIP is primarily a list of what happens when the student misbehaves — office referrals, loss of privileges, time-out procedures — it is not addressing the function or teaching a replacement skill.

BIP written by one person. Under Policy 2419, behavioral interventions should reflect the knowledge of the full IEP team, including the parent, regular education teachers who see the behavior, and behavior specialists if available.

BIP filed and forgotten. A BIP is a living document. If the team never reviews whether it is working — particularly after a new cluster of behavioral incidents — it is not being used as intended.

Requesting a BIP Review

If you believe your child's BIP is not effective or not being implemented consistently, request an IEP team meeting to review it. Come prepared with your own data: dates of behavioral incidents, any patterns you have noticed, information about whether staff are actually following the plan.

If the team refuses to review the BIP or refuses to revise it when evidence shows it is not working, that refusal should generate a Prior Written Notice. The PWN documenting the refusal is your starting point for a state complaint if escalation becomes necessary.

The West Virginia IEP & 504 Blueprint includes a BIP evaluation checklist covering all required components under Policy 2419, along with a template for requesting an FBA and BIP review at your next IEP meeting. Get the complete toolkit.

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