School systems face the challenge of effectively and efficiently addressing the disciplinary needs of their students and providing a safe environment conducive to learning. The 1997 and 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA) mandates the use of functional behavioral assessment (FBA) for students who, because of their impeding behavior, are referred to an alternative setting or suspended for more than 10 days. This article describes the development and implementation of a team-based FBA and the behavior intervention planning (BIP) process, specifically, with an emphasis on early intervention for students with identified patterns of misbehavior in typical school settings, and provides tips for facilitators. A case study demonstrates how FBA and BIP steps are combined as an integrated process. (Contains 4 figures.)