Behavior Intervention Plan (BIP) Template
A Behavior Intervention Plan (BIP) template for documenting target behaviors, replacement skills, supports, staff responses, and progress monitoring after an FBA. Use it to align the team, reduce guesswork, and track whether the plan is working.
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Built for: K 12 Education · Special Education · School Counseling · Student Support Services
Overview
This Behavior Intervention Plan (BIP) template is a school form for turning an FBA into a usable support plan. It captures the student and team details, the target behavior, the likely function of the behavior, the replacement behavior to teach, the proactive supports to put in place, the staff response plan, and the method for monitoring progress.
Use it when a student needs a coordinated plan that multiple staff members can follow consistently. It is especially useful after a functional behavioral assessment, when the team needs to document what the behavior looks like, what triggers it, what the student should do instead, and how adults should respond. The implementation and review section helps the team assign ownership and set a date to check whether the plan is working.
Do not use this template as a generic discipline log or a catch-all for every classroom concern. If the behavior is isolated, low-risk, or not yet assessed, a simpler note may be enough. This template is also not the right place to collect unnecessary PII or broad medical details; keep the fields limited to what the team actually needs, use conditional logic for sensitive sections, and make sure only authorized staff can access the completed plan.
Standards & compliance context
- Use the submission notice and privacy section to limit access to authorized staff and reduce unnecessary sharing of student PII.
- Keep the form aligned with data-minimization principles by collecting only the student details and behavior data needed to implement the plan.
- If the plan includes crisis or safety procedures, make sure staff roles and escalation steps are documented clearly for consistent implementation.
- When the plan supports disability-related needs, coordinate it with the school’s formal special education and accommodation process.
General regulatory context for orientation only — verify current requirements with counsel or the relevant agency before relying on this template for compliance.
What's inside this template
Submission Notice and Privacy
This section sets expectations for consent, access, and record handling before any student details are entered.
- Submission Type
-
Privacy and Record Use Acknowledgement
I understand this form may contain student PII and will be used for educational planning, implementation, and audit trail purposes in accordance with district policy.
-
Authorized Staff Completing This Form
I confirm I am authorized to enter or review this student support information.
- Submission Date
Student and Team Information
This section identifies the student and the people responsible for creating, carrying out, and reviewing the plan.
- Student Name
-
Student ID
Use district student ID if available; do not enter SSN.
- School Name
- Grade Level
-
Team Members Participating in the Plan
List the people responsible for assessment, implementation, or monitoring.
Behavioral Concern and FBA Summary
This section defines the behavior in measurable terms and ties the plan to the function identified in the FBA.
-
Target Behavior
Describe the observable, measurable behavior in specific terms.
-
Current Frequency
Average number of occurrences per day or week.
-
Typical Duration
Example: 5-10 minutes, 1 class period, or until redirected.
- Primary Settings Where Behavior Occurs
-
Functional Behavioral Assessment Summary
Summarize the likely function(s) of the behavior based on the FBA.
- Primary Function of the Behavior
Replacement Behaviors and Proactive Supports
This section explains what the student should do instead and what adults will put in place before the behavior escalates.
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Replacement Behavior
Describe the specific, teachable behavior that serves the same function as the target behavior.
- How the Replacement Behavior Will Be Taught
- Proactive Supports
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Antecedent Strategies
Describe changes to the environment, instructions, or routines that reduce the likelihood of the behavior.
Response, Reinforcement, and Safety
This section tells staff how to respond consistently, how to reinforce progress, and what to do if risk increases.
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Reinforcement Strategy
Describe how appropriate replacement behavior will be reinforced.
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Staff Response to Target Behavior
Describe the planned adult response, including de-escalation and redirection steps.
- Is There a Safety or Escalation Risk?
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Crisis or Safety Plan
Only complete if there is a documented safety concern. Include who to contact, when to remove peers, and any approved emergency procedures.
Implementation, Monitoring, and Review
This section assigns ownership, sets the measurement method, and creates the checkpoint for evaluating whether the plan is working.
- Primary Implementation Owner
- Progress Monitoring Method
-
Baseline Measure
Enter the starting data point used to compare progress.
- Next Review Date
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Success Criteria
Define what improvement will look like in observable, measurable terms.
How to use this template
- 1. Enter the submission notice details, confirm consent and authorized-staff access, and record the submission date before adding student information.
- 2. Fill in the student and team section with the minimum identifying fields needed for the school record and list the staff who will implement or review the plan.
- 3. Describe the target behavior in observable terms, then add frequency, duration, setting, and the FBA summary so the team is working from the same definition.
- 4. Define the replacement behavior, the specific skill instruction, and the proactive and antecedent supports that will be taught or provided before the behavior occurs.
- 5. Specify the reinforcement strategy, staff response plan, escalation risk, and crisis plan so adults know what to do during routine and high-risk situations.
- 6. Assign an implementation owner, choose a monitoring method, record the baseline measure, set the review date, and define success criteria for follow-up.
Best practices
- Write the target behavior in observable language, such as what staff can see or hear, instead of using labels like "defiant" or "aggressive."
- Use progressive disclosure for sensitive or high-risk sections so staff only see the crisis fields when escalation risk is relevant.
- Teach the replacement behavior directly and name the adult or role responsible for instruction, practice, and reinforcement.
- Match the monitoring method to the behavior, using counts, duration, or interval data instead of a vague narrative note.
- Keep the plan aligned to the FBA function so the supports address why the behavior happens, not just what it looks like.
- Limit the form to the minimum necessary student information and avoid collecting unrelated PII or medical detail.
- Set a review date before the plan is launched so the team has a built-in checkpoint for data and adjustments.
What this template typically catches
Issues teams running this template most often surface in practice:
Common use cases
Frequently asked questions
When should a BIP be used instead of a general behavior note?
Use this template when a student’s behavior needs a structured intervention plan tied to an FBA, not just a one-time incident record. It is meant to define the target behavior, the likely function, the replacement skill, and the staff response. If the concern is minor or isolated, a simpler classroom note or parent communication may be enough.
Who should complete the BIP template?
The plan is usually completed by the special education team, behavior specialist, school psychologist, case manager, and classroom staff who will implement it. The template is designed to capture team input in one place so responsibilities are clear. It should not be filled out by one person in isolation when the student’s support plan depends on coordinated implementation.
How often should the plan be reviewed?
Review it on the schedule set in the template and sooner if the behavior escalates, the student changes settings, or data show the plan is not working. The review date and success criteria help the team decide whether to continue, adjust, or replace the intervention. Frequent early review is often useful when the team is still testing supports.
What information should be included in the FBA summary?
Include the observable target behavior, when and where it happens, how often it occurs, how long it lasts, and the likely function identified by the FBA. The summary should be specific enough that different staff would describe the same behavior the same way. Avoid vague labels like "disruptive" without defining what was actually seen.
Does this template support ADA or reasonable-accommodation planning?
Yes, it can support school-based accommodation planning when behavior is connected to disability-related needs, but it should be used within the school’s formal process. The template helps document supports, staff response, and implementation ownership in a way that is easier to review. It should be paired with any required district procedures and student-specific accommodation decisions.
What are the most common mistakes when filling out a BIP?
Common mistakes include writing goals that are too broad, choosing replacement behaviors that are not actually taught, and listing supports without naming who will do them. Another frequent issue is skipping baseline data or failing to define what success looks like. The template is strongest when every section is concrete and measurable.
Can this template be customized for different grade levels or settings?
Yes, it can be adapted for elementary, middle, or high school, and for classroom, hallway, cafeteria, bus, or virtual settings. The conditional sections make it easier to show only the supports that apply to the student’s environment. You can also tailor the language for self-management, adult prompting, or crisis response as needed.
How does this compare with handling behavior through ad hoc emails or meeting notes?
Ad hoc notes often miss key details like the function of behavior, the replacement skill being taught, and who owns each action. This template creates a single record for implementation, monitoring, and review, which makes follow-through easier. It also reduces confusion when multiple staff members support the same student.
What should happen after the form is submitted?
The completed plan should be shared only with authorized staff, then used to brief the team on implementation, monitoring, and safety steps. The template includes a submission notice and privacy section so the team knows how the information will be handled. After submission, the next step is usually staff assignment, baseline confirmation, and a scheduled review.
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