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When behavior impedes the student’s learning or that of others, §300.324(a)(2)(i) requires considering positive behavioral interventions, supports, and other strategies. The educational response should seek to understand behavior, teach skills, and assess whether supports work.
Functional behavioral assessment
A functional behavioral assessment examines what happens before and after behavior, its contexts, and its possible function. Request observations and data on frequency, duration, and intensity, including family information. Its purpose is an individualized intervention rather than simply describing misbehavior.
What the plan should address
Identify environmental adjustments, replacement skills to teach, supports, responsibility, monitoring, and review. Behavioral needs may require IEP goals and services. ABA or another methodology requires individualized consideration; a diagnosis alone does not guarantee a method or a set number of hours.
If crises or exclusions continue
Bring incident records, calls to collect the student, and missed-service data. Request IEP and behavior-plan review using current information. Functional assessment may support intervention before suspension and is required in specified disciplinary circumstances. Not every difficulty automatically triggers the same procedure.
The answer for your situation depends on the facts and records. An inquiry does not suspend legal deadlines or guarantee that the office will accept the case.
Reference sources
34 C.F.R. §300.324(a)(4), (a)(6), (b) · Revisión y enmiendas / Review and amendments34 C.F.R. §300.304 · Evaluación / EvaluationOSERS/OESE · Evaluación funcional de conducta, noviembre 2024 (orientación / guidance)34 C.F.R. §300.530(b)–(h) · Disciplina, servicios y manifestación / Discipline, services, and manifestationDEPR · Guía para la redacción del PEI 2026–2027Rules must be read in context. This explanation may require updating and individual review.