A plan that is written and never reviewed is a snapshot of one October. The student keeps changing. The plan should, too.
This page covers when to look at a plan, what to look at first, how to turn numbers into decisions, and how to make changes in a way the family can follow.
When to review
Colorado's guide says data are generally reviewed after 15 progress monitoring data points or every three weeks, with a shorter or longer interval depending on the student and the behavior. It also says progress monitoring data should be analyzed within three weeks to judge whether the intervention is effective. Put dates on the calendar when the plan starts, not when someone remembers.
IDEA sets an outer limit. Section 300.324(b)(1) requires the IEP team to review the IEP periodically, but not less than annually, to determine whether the annual goals are being achieved, and to revise it as appropriate to address any lack of expected progress.
Write the data rules first
Colorado says a plan should state criteria in advance. Its examples: a student needs to show the taught skill consistently for five consecutive days, or to have fewer than two incidents a day for three weeks. These data rules say what counts as success and keep the team from drifting. NCII's guide says the same about goals: a team should set decision rules in advance for how it will know whether the student is responding, and by when.
What to check, in order
When the numbers are not moving, change nothing yet. Check in this order.
| Check | Question | Source of the idea |
|---|---|---|
| 1. Fidelity | Is the plan being carried out as written, by every adult? | Colorado's fidelity checklist |
| 2. The measure | Are two people counting the same behavior the same way? | NCII on variability and anchors |
| 3. The goal | Is it rigorous enough, or too far? | Colorado on baseline and goal |
| 4. The hypothesis | Does the new data still fit the function? | NCII on revisiting ABC data |
| 5. Skills and reinforcement | Is the new skill taught, practiced, and paying off faster? | Colorado on reinforcement |
| 6. Context | Has anything changed: schedule, staff, home, setting events? | Colorado on contextual fit |
Fidelity comes first because a plan that was not carried out cannot be judged. Colorado's checklist asks three yes or no questions for each strategy: were all steps implemented as intended, did the student respond as intended, and was the strategy used as often as intended. It suggests completing it twice a week for the first three weeks and then weekly.
Is the goal rigorous
Colorado points out that with behavior there are no benchmarks or cut scores, so the baseline serves as the benchmark. Comparing the baseline and the goal tells you the rigor of the goal. If the baseline is 75 percent and the goal is 80 percent, the goal is not rigorous enough. If the baseline is 2 percent, a goal of 80 percent may be unattainable. Check both numbers at each review.
What the data may say
NCII's guide describes what to consider in two situations.
| Pattern | Options to consider |
|---|---|
| Student meets the goal consistently at the review date | Gradually increase the goal, or gradually fade supports while continuing to collect data |
| Student is not making adequate progress | Review the data to adapt or intensify; change the reinforcer or increase its schedule; revisit the ABC data to check the intervention matches the function |
Add to these Illinois's note: if significant modifications or new interventions are necessary, conduct additional FBAs. A big change is a reason to look again at the function, not only to adjust the plan.
A review in numbers (invented)
A plan has run for three weeks. The graph shows that calling out fell from a baseline median of 10 per morning to 7, then 6, then 6. The help-card count rose from 0 to 3 to 4 to 4. Fidelity checklists show the aide used the card prompt every day, but the substitute teacher on two days did not.
The team works down the order. Fidelity: mostly good, so brief the substitute. Measure: two observers agreed on a sample day. Goal: baseline 10, goal 3, rigorous but within reach. Hypothesis: three new ABC entries still show peer attention following the call-outs. Skills: the card works for help, but it does not earn peer attention. Context: no changes.
The finding is that the replacement skill fits the help function but not the peer attention function. The team adds a second skill, a way to offer a comment during partner talk, and a second hypothesis statement. Nothing in the plan was thrown out. It was extended, and the graph gets a new line on the date of the change.
Making a change
- Change one thing at a time where you can, so the next review shows what mattered.
- Write the date on the graph with a line, so later data are read as a new phase.
- Update the plan, including the staff list and the data sheet.
- Tell the family. Illinois says prior written notice is required when a district proposes to change the educational placement or the provision of a free appropriate public education, and that this applies to decisions about BIPs. It also says that if substantial changes are needed, the appropriate procedures for reconvening and notifying the family should be followed.
- Tell every adult who works with the student. See sharing a BIP with all staff.
Fading and ending
Colorado's description of contextual fit includes how the plan will be faded as the student progresses, based on a review of the data. A common route: reduce the intensity of reinforcement, move from tangible to social reinforcers, lengthen the time between rewards, and keep collecting data at a lower frequency. NCII's advice is similar: fade supports gradually and continue to collect data. If the numbers hold, take another step. If they slip, go back one step and wait. See reinforcement schedules basics.
A review agenda
For a full meeting outline, see BIP team meeting agenda. Terms are in the glossary.
What differs by district
Review timelines, notice rules, and forms vary by state and district. Colorado and Illinois are examples. Ask your special education director which apply. If the plan is not working and you are not sure why, see when a BIP is not working.