1. Special education students within grades K-3.  
    2. The student has demonstrated unmanageable behavior problems across special education and general education settings which have significantly interfered with learning over an extended period of time despite individualized programming attempts.
    3. The student's affective and other deficits and educational needs are clearly identified in the IEP.
    4. The student's lack of progress and success is not primarily the result of cognitive or sensory impairment, medical/health factors, insufficient instruction, or insufficient behavior management practices.
    5. Student’s cognitive ability is not below the mildly impaired level.
    6. Less restrictive programming options has been attempted  within the local general education setting and found to be ineffective in meeting the student's affective needs and other disability-related needs, including:
      • Special education classroom has been attempted a minimum of 50% of the day for at least 30 school days.
      • Supplementary aids and services, accommodations, modifications, and interventions that address the student’s needs.
      • Social work services to assist in addressing the student’s affective needs and to provide consultation support to classroom teachers.
    7. There have been sufficient attempts to address the student’s needs and these needs cannot be met within the local general education setting and special education classroom with further individualized attempts.
    8. Documentation that a comprehensive Functional Behavioral Assessment and Behavior Intervention Plan have been completed and implemented for a minimum of 30 school days.
    9. Referrals have been made, when appropriate, to agencies for further evaluation and/or intervention; particularly in cases involving neglect/abuse (Protective Services), truancy, and/or biological/medical factors (Mental Health).
    10. The potential benefits and harmful effects of placement options have been considered and the BEC is determined to be the most appropriate, least restrictive environment in meeting the student’s needs.
    11. The full continuum of programs and services were considered without regard to availability. Consideration was first given to placement within a general education setting, then the local special education classroom; as close as possible to the child’s home.
    12. Placement is recommended by BEC and supported by parents and local staff.