IBIS: Intensive Behavioral Intervention and Support

  • The IBIS program provides intensive behavioral intervention and support for students in special education with severe emotional/behavior problems. The program incorporates placements ranging from 100% self-contained (in the IBIS Classroom) to mainstream with limited support. The goal of the program is to provide students with the behavioral accommodations, adaptations, interventions, and supports necessary for them to function effectively and appropriately in the educational setting.    

    All students served by the IBIS program will have been placed in IBIS by the ARD Committee.  Currently we are utilizing the PASS (Positive Approach to Student Success) framework.  The IBIS populations consists of students who are demonstrating aggressive behavior, suicidal ideation, and elopement (safety).   Most of our students served have mental health needs and/or meet eligibility as a student with Autism, Emotional Disturbance, Traumatic Brain Injury, and OHI with significant difficulty with self-regulation.  These students are not typically subjected to the disciplinary methods comparable to their non-disabled peers.   The IBIS program is not considered a disciplinary placement.  It is a support program. 

    Eligibility/Consideration for the IBIS Program:

    The following considerations should be addressed prior to convening an ARD to discuss potential placement of a student in the Behavior Intervention Class (IBIS):

    1. Consultation with District Level personnel and/or specialists to seek support with intervention. 
      1. Has a referral for support been initiated?  Has additional input been provided by District level personnel?  Have both academic and behavioral support considered?  Are Social Work services needed? We want to make sure that we are utilizing all our resources prior to considering an IBIS placement.
    2. Functional Behavioral Assessment (FBA) 
      1. Has an FBA been completed on the student recently and does it accurately reflect the behavioral concerns and the effectiveness of behavioral interventions? If the FBA is not current or does not accurately reflect the behavioral concerns and the effectiveness of behavioral interventions, then an ARD should be held to address the FBA prior to considering placement in IBIS.
    3. Behavior Intervention Plan (BIP)
      1.  Does the student have a BIP in place? Is it being correctly implemented by all staff? Has it been changed or adjusted as needed?
    4. Individualized Educational Program (IEP)
      1. Is the student’s IEP (meaning all aspects of the plan developed in the ARD paperwork) being implemented as written and is the student making educational progress?
    5. Effects on Other Students
      1. Is the student’s behavior significantly interfering in the learning of other students?  If the ARD committee determines that the student’s behavior is significantly interfering in the learning of other students, a change of placement should be considered.  If the student is not making educational progress, then an ARD needs to be held to discuss any additional services that may be needed or a possible change in placement.
    6. Documentation
      1. Is there adequate documentation of the student’s behavior and educational progress as well as the effectiveness of the BIP?  Documentation should include behavioral RTI paperwork.