1. Special education students with emotional impairment in grades K–12 up to 26 years of age.
    2. The student’s disability, primary deficits, and educational needs are clearly identified to be within the Affective Domain.
    3. The student has demonstrated chronic and unmanageable behavior problems across special ed. and general. ed. school settings which have significantly interfered with learning over an extended period of time despite individualized programming attempts.
    4. The student is unsuccessful and lack of success is not primarily the result of cognitive or sensory impairment, health factors, insufficient instruction, or behavior management practices.
    5. Less restrictive programming options have been attempted within the general education setting and found to be ineffective in meeting the student’s affective needs and other disability-related needs, including:
      • the local sp. ed classroom (with AGs/STOs within the Affective Domain) for a minimum of 50% of the day for 30 school days
      • supplementary aids and services, accommodations and modifications, and interventions that address the student’s disability-related needs within the general education setting
      • Social Work services as needed to assist in addressing the student’s Affective needs and to provide consultation support to classroom teachers.
    6. Documentation that a current Functional Behavioral Assessment and a related individualized Behavior Intervention Plan have been completed and currently being implemented with integrity across school settings with behavioral progress data collected for a minimum of 30 school days.
    7. Referrals have been made to other agencies for further intervention when needed; particularly in cases involving neglect, abuse, truancy, criminal behavior, or medical/biological factors.
    8. There have been sufficient attempts to address the student’s needs and these needs cannot be met within the local school setting with further individualized attempts.
    9. The full continuum of programs and services was considered without regard to availability with first consideration given to placement within general education, the local special education classroom, and as close as possible to the child’s home.
    10. The student is capable of participating within the general education curriculum and his/her educational, social, and other disability-related needs can be sufficiently addressed within the BEC (i.e. curriculum, instructional needs, social acceptance/socialization needs, sensory needs).
    11. The potential benefits and harmful effects of placement have been considered and favor placement.
    12. Parents support placement within the BEC.