A behavior intervention plan is reviewed at least yearly via the IEP, with scheduled data checks and earlier team reviews when needs change.
A behavior intervention plan review answers one question: is the plan working right now? Teams want a cadence that keeps the plan live and responsive. This guide lays out timelines, triggers, and simple routines you can plug into your team’s workflow.
Quick Context: What A BIP Review Does
A review looks at progress data, checks fidelity, and updates strategies so the student gains skills. It is not a paperwork drill. It is a short, purposeful meeting that tests a hypothesis about behavior and adjusts strategies to match what the data show.
Review Touchpoints At A Glance
| Touchpoint | Typical Timing | Main Purpose |
|---|---|---|
| Plan launch | Week 0 | Confirm roles, data tools, and safety steps |
| Early data check | Week 2 | Verify fidelity and baseline stability |
| Short cycle review | Weeks 4–6 | Decide to keep, tweak, or swap tactics |
| IEP annual review | Every 12 months | Update goals, services, and the BIP |
| Triggered review | As needed | Respond to incidents, placement shifts, or stalled progress |
How Often Should A Behavior Intervention Plan Be Reviewed In Practice
At a minimum, the plan ties to the IEP cycle. The team reviews the IEP not less than once each year and revises it when progress lags, needs shift, or new data arrive. That timing frames the BIP as well. Between those dates, the plan sets its own progress checks with clear intervals for data review and quick decisions.
What The Law Requires
Federal rules say the IEP team reviews the IEP at least yearly and revises it when progress is off track, after a reevaluation, or when new parent input or anticipated needs arise. See the plain-language text of §300.324 review and revision of IEPs. States also require scheduled monitoring of BIP data and clear reporting. A strong model is New York’s rule that progress monitoring occurs at set intervals named in the plan and on the IEP; results are reported to the family and the IEP team.
What Good Practice Adds
Strong teams do not wait for an annual meeting to test a plan. Early checks make sure the intervention is delivered with fidelity and that replacement skills earn the student access and reinforcement. A short cycle of four to six weeks works well while a new plan runs. That window is long enough to gather stable data and short enough to pivot before the student loses ground.
Set A Smart Review Cadence
Weeks 0–2: Confirm Fidelity And Baseline
Right after launch, the case manager verifies that materials, prompts, and reinforcers are in place in each setting. A quick fidelity checklist plus two weeks of data gives you a fair read on the baseline under the new plan. The team then meets to verify the goal line and any safety layers that tie to the plan.
Weeks 3–8: Short Cycle Decisions
In this window, hold a meeting that lasts 20–30 minutes. Plot the target behavior and the replacement skill. Check for skill use across classes and staff. If the line trends toward the aim, keep the plan and raise expectations slowly. If the data are flat, adjust one variable at a time: teach steps, prompt timing, reinforcement schedule, or setting changes.
After Two To Three Months: Scale Up Or Revise
If the student meets the aim for several weeks, scale back prompts or move to natural reinforcement. If the pattern stays off track, return to the competing behavior model, test new antecedent moves, and rebuild the response plan. This is also a clean point to refresh the FBA if patterns look different than the original hypothesis.
Triggers For An Immediate Review
Do not wait for the calendar when any of the events below occurs. Call the team, bring data, and adjust the plan fast.
- Lack of expected progress toward IEP goals or access.
- Results of a reevaluation that change needs or services.
- New information from parents or the student that affects goals or services.
- New settings, schedules, or staff that alter routines or demands.
- Serious incidents or a change of placement tied to behavior.
What To Bring To Each Review
Keep the meeting lean by bringing only data that drives a decision. The list below names the core set.
- Direct measures of the target behavior by day and setting.
- Measures of the replacement skill in the same windows.
- A brief fidelity check from each class or service.
- Notes on setting events, demands, and access across the day.
- Quick input from the student and family on what felt doable and fair.
Who Should Be In The Room
Invite people who collect data and deliver help. That usually means the case manager, general education teacher, special educator, a related service provider when relevant, and a building leader who can remove barriers. The student joins when ready, with a clear role and language that fits their age.
Write The Cadence Into The Plan
The plan itself should name the review rhythm, the data sources, and who compiles the graphs. Put the meeting dates on the calendar to protect time. A short, fixed agenda helps the team move from data to action fast.
| Data Type | How To Collect | Review Interval |
|---|---|---|
| Target behavior | Frequency or duration by class period | Weekly roll-up |
| Replacement skill | Event recording or brief probe | Weekly roll-up |
| Fidelity | Five-item checklist per setting | Every two weeks |
| Academic engagement | Momentary time sample | Every two weeks |
| Context notes | Short ABC samples when patterns change | At each review |
Documentation, Reporting, And Parent Updates
Record decisions in clear language and tie each change to data. Send a brief note to the family after each meeting that states the current aim, the next steps, and how progress will be shared. Many states require that progress monitoring results be documented and sent to both the family and the IEP team; build that routine into your timeline.
Build A Simple Data System
Pick one primary measure and one secondary measure. The primary measure should map to the target behavior named in the plan. A secondary measure tracks the replacement skill the student is learning. Use a quick form that any adult can fill during class without losing instruction time.
Store the data where the team can reach it. A shared drive folder with one tab per week keeps the flow clean. At each review, the team looks at the last two to four weeks and decides on one change. Small moves stack up.
How To Phrase Review Notes
Clear notes help everyone pull in the same direction. Use short sentences that link data to action. Here are simple stems you can paste into your template.
- “Target behavior dropped from five to two events per class across math and science.”
- “Replacement skill showed during three of five prompts; add a peer cue before teacher prompt.”
- “New bus schedule added stress before first period; move morning check-in to arrival.”
- “Next step: add response practice twice per day; review in two weeks.”
Common Pitfalls And Fixes
Some snags recur across campuses. The list below pairs each snag with a fix that keeps the plan moving.
- Too many goals: Narrow the aim to one target behavior and one replacement skill.
- No fidelity data: Use a five-item checklist with yes or no marks and a space for one note.
- Graphs are unclear: Use one scale across weeks and label major changes on the line.
- Meetings run long: Cap talk time by agenda item and end with one owner per action.
- Student voice missing: Add a two minute check-in script and bring that note to each review.
Make Reviews Student-Centered
Invite the student in ways that match age and comfort. Start with a quick goal chart the student can rate. Let the student pick a prompt or cue that feels natural. Close the meeting by asking the student to restate the next step in their own words.
Families shape success as well. Share a short home note with three fields: what worked, what was hard, and what change the team will try next. Keep the form light so families can send it back with ease.
Legal Corner: Tie The BIP To The IEP
The BIP links to the IEP because behavior can block access to learning. When the IEP team meets, the plan is part of the review. That is why federal rules anchor the base cadence at once per year with added reviews when data or events call for change. See §300.324 review and revision of IEPs and a state model, NYSED 200.22 progress monitoring.
Plan Ahead For Staff Changes
Staff moves can derail a plan if the cadence lives only in one person’s head. Write the review schedule inside the BIP and add roles to a one page summary sheet. When a sub or a new staff member arrives, hand them the sheet and a quick tour of the data tools.
Keep training light but steady. A five minute huddle before first period works well for handoffs. Use that time to confirm who prints the graphs, who runs the agenda, and how updates reach the family that week.
Clear Takeaways
BIPs live on a schedule. Tie the plan to the yearly IEP review, set short cycles for quick pivots, and hold immediate meetings when data or events demand it. Keep each review lean, data-driven, and kind. When the cadence is clear, teams spend less time guessing and more time teaching skills that stick.