Functional Behavioral Assessment (FBA) Behavioral Intervention Plan (BIP)

1. Functional Behavioral Assessment (FBA)Behavioral Intervention Plan(BIP) • These recommendations on the FBA and BIP meet or exceed federal and state standards. • All of the materials presented are the work of a committee representing the Vigo County School Corporation, Southwest Parke Community School Corporation, Rockville Community School Corporation, South Vermillion Community School Corporation, and Covered Bridge Special Education District. This effort was initiated at the request of the Vigo County Teachers Association and Covered Bridge Special Education District.

2. Table of Contents This presentation is in four parts: • Philosophy and Rationale • Compliance • The FBA • The BIP

3. Philosophy/Rationale COMMENTS • In cases where behavior problems are interfering with the education process, it is the school’s responsibility to intervene in a positive way to make desirable changes. • Functional Behavioral Assessment by definition is a comprehensive and individualized approach to examining conditions that result in a specific behavior or patterns of behavior. • Descriptive analysis refers to identifying specific elements of behavior. The behavior is described in detail by multiple observers, and gives a picture of what the behavior looks like when it occurs. The descriptive analysis also takes into account what variables, conditions and antecedents are present when the behavior occurs, and leads to and informed sense (hypothesis) of the relationship between the behavior and the factors that may cause them to occur. • Functional analysis refers to the process of identifying what the behavior achieves and how it is maintained. The functional analysis describes the outcome or purpose of the behavior and what supports it. The functional analysis pinpoints the reason a behavior occurs in terms of what function it serves and what it gets for the student. • A Behavioral Intervention Plan by definition is a plan that describes the strategies that will be used to shape or change a student’s behavior. The behavioral intervention plan includes details about how the student’s environment will be altered and identifies positive strategies that will be implemented across people and settings in which the student is involved. • The behavioral intervention plan is a written plan that is agreed upon by the case conference committee and is incorporated into the student’s Individualized Education Program.

4. Compliance Recommendations for Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) “Start early if the person has a previous history of challenging behaviors – avoid at all costs having to start the process under time constraints or in the midst of a crisis.” -- Dr. Cathy Pratt

5. Compliance Recommendations for Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) COMMENTS Because state standards begin too late in the behavioral/disciplinary process to help the student benefit from a free and appropriate public education in his/her home school, the following standards are recommended as preventive steps to special education referral and identification, as part of the referral process, and as intervention prior to expulsion or a more restrictive placement: • When a student is referred to a Student Assistance Team (SAT) or grade level academic team for a behavioral issue, an FBA/BIP may be developed based on group recommendation. The referring teacher or team may initiate and complete the required forms. • When a student is referred for evaluation to Covered Bridge as a result of behavioral concerns, an FBA/BIP will be developed as part of the assessment. • No later than the student’s 5th day of cumulative suspension, an FBA will be initiated if there is none, or the FBA/BIP will be reviewed. This initiation or review will be the responsibility of the Teacher of Record. • When a student in special education is experiencing attendance problems as outlined by your corporation’s attendance policy, an FBA must be initiated in addition to your corporation attendance guidelines. • In the event of excessive disciplinary referrals, the Teacher of Record will review the student file to determine if an FBA/BIP is needed, or if in place, is up to date. • Prior to a more restrictive change of placement to an alternative program an FBA/BIP will be developed. • There must be a minimum of two conferences before going to a manifestation determination conference. The FBA/BIP must be considered at each. • No FBA/BIP is required for first time Zero Tolerance Issues. • The BIP and FBA must be attached to the student’s IEP. There is not BIP without an FBA.

6. FBA Page 1 COMMENTS • The special education Teacher of Record, team leader, or the teacher referring the student for services is responsible for initiating the FBA/BIP process. • This page is for information only; no action is needed

7. FBA Page 2 COMMENTS • PRESENTING BEHAVIORS: • Select no more than three behaviors that are observable and define them in specific, concrete terms that can be agreed upon by all observers. For example:“Curses; refuses to stay in class,” rather than, “poor attitude.” • DATA COLLECTION: • These are some methods for data collection; the committee may create other methods as needed. • BEHAVIORS REPORTED BY PARENT(S): • This is desirable but optional. The parents may be involved in the creation of an FBA or the school may initiate the FBA unilaterally.

8. FBA Page 3 COMMENTS • ENVIRONMENTAL COMPONENTS: • This page may be completed by the Student Assistance Team, grade level team, Case Conference Committee or Teacher of Record. The more participants, the better.

9. FBA Page 4 COMMENTS • CONDITIONS AND RESPONSES: • Describe the conditions that typically PRECEDE the presenting behavior (antecedents) • This section may be completed by the Student Assistance Team, grade level team, or Case Conference Committee. The more participants, the better. • POSSIBLE BEHAVIOR FUNCTION: • This section may be completed by the Student Assistance Team, grade level team, Case Conference Committee, or Teacher of Record. The more participants, the better.

10. FBA Page 5 COMMENTS • IDENTIFIED BEHAVIORAL CONCERNS: • Behaviors that are observable and defined in specific, concrete terms that can be agreed upon by all observers. For example: “Curses; refuses to stay in class,” rather than, “poor attitude.” • ADDITIONAL DATA DETERMINATIONS • If additional data may be needed, please consult with the school psychologist in advance of a Case Conference or invite the psychologist to the conference.

11. FBA Page 6 COMMENTS • STUDENT BEHAVIOR - ONE: • Observable behavior described in specific, concrete, easily agreed upon terms. The goal is to increase inter-rater reliability. • This percentage refers to a predefined time period such as: per class, day, week, grading period, etc. This is a less accurate measurement than a frequency tally sheet, however charting or tally sheet may be used to determine the percentage. • Responsibility for this form: • Distribution • Teacher of Record or referring teacher • Completion • Multiple respondents across multiple settings; may include any school employee.

12. FBA Page 7 COMMENTS • STUDENT BEHAVIOR – TWO: • Observable behavior described in specific, concrete, easily agreed upon terms. The goal is to increase inter-rater reliability. • This percentage refers to a predefined time period such as: per class, day, week, grading period, etc. This is a less accurate measurement than a frequency tally sheet, however charting or tally sheet may be used to determine the percentage. • Responsibility for this form: • Distribution • Teacher of Record or referring teacher • Completion • Multiple respondents across multiple settings; may include any school employee.

13. FBA Page 8 COMMENTS • STUDENT BEHAVIOR – THREE: • Observable behavior described in specific, concrete, easily agreed upon terms. The goal is to increase inter-rater reliability. • This percentage refers to a predefined time period such as: per class, day, week, grading period, etc. This is a less accurate measurement than a frequency tally sheet, however charting or tally sheet may be used to determine the percentage. • Responsibility for this form: • Distribution • Teacher of Record or referring teacher • Completion • Multiple respondents across multiple settings; may include any school employee.

14. FBA Page 9 COMMENTS • STUDENT BEHAVIOR – FOUR: • Observable behavior described in specific, concrete, easily agreed upon terms. The goal is to increase inter-rater reliability. • This percentage refers to a predefined time period such as: per class, day, week, grading period, etc. This is a less accurate measurement than a frequency tally sheet, however charting or tally sheet may be used to determine the percentage. • Responsibility for this form: • Distribution • Teacher of Record or referring teacher • Completion • Multiple respondents across multiple settings; may include any school employee. • Note: While it is recommended that only three behaviors be tracked, a fourth behavior, for example one that may occur in only one setting or one easily tracked behavior might be tracked. The three behavior recommendation is to help maintain focus on the greater concerns.

15. FBA Page 10 COMMENTS • Teacher of Record, team leader, or referring teacher will oversee the completion of this form. • This is an important opportunity for the student to give the team input. • The interview is the responsibility of the Teacher of Record or referring teacher.

16. BIP Page 1 COMMENTS • Must be completed and signed by the parent as a part of a Case Conference Committee meeting. • Teachers may request Covered Bridge staff attend any/all BIP conferences. • A BIP may be drafted prior to a conference by the Teacher of Record based on his/her evaluation of FBA data, a grade level team meeting, SAT meeting, and/or staffing.

17. BIP Page 2 COMMENTS • Target Behavior Objectives • Positive Behavioral Supports: • This is a point of special emphasis to increase desirable behavior. • Consequences • MC and EP columns need to reference each of the target behaviors.

18. BIP Page 2 Example COMMENTS Positive Behavioral Supports • Interventions that do not involve or result in disciplinary actions Examples: • Cooling off time and place, and designated person to see • Schedule changes including more special education contact, more or less restrictive placement • Referral to in- or out-of-school counseling, group or individual* • Referral to community resources • Exchanges of information with service providers • Behavior management/modification point and reward systems • Incentives such as credit recovery, honor jobs/positions, earning passing periods, recess, and less supervised lunch • Parent contact/conferences Consequences • Progressive discipline • Removal from classes • Loss of driver’s license • Loss of work permit • Loss of recess • Loss of passing periods • Loss of unrestricted lunch • Parent contact/conferences • Loss of privileges • More restrictive educational environment Date for Review • Natural breaks – grading periods, Annual Case Reviews, etc. Outcome Follow-Up • Notes written by Case Conference Committee members *Note: Counseling may include school staff, outside agency staff, individual, group, transition group for incoming students to a new level (such as elementary to middle school, or middle to high school), anger management groups (CODA supported), healthy relationships, smoking cessation groups, substance abuse groups, social skills groups, law enforcement, consultation, wrap-around, family preservation, juvenile probation consultation

19. BIP Page 2 Example COMMENTS Positive Behavioral Supports • Interventions that do not involve or result in disciplinary actions Examples: • Cooling off time and place, and designated person to see • Schedule changes including more special education contact, more or less restrictive placement • Referral to in- or out-of-school counseling, group or individual* • Referral to community resources • Exchanges of information with service providers • Behavior management/modification point and reward systems • Incentives such as credit recovery, honor jobs/positions, earning passing periods, recess, and less supervised lunch • Parent contact/conferences Consequences • Progressive discipline • Removal from classes • Loss of driver’s license • Loss of work permit • Loss of recess • Loss of passing periods • Loss of unrestricted lunch • Parent contact/conferences • Loss of privileges • More restrictive educational environment Date for Review • Natural breaks – grading periods, Annual Case Reviews, etc. Outcome Follow-Up • Notes written by Case Conference Committee members *Note: Counseling may include school staff, outside agency staff, individual, group, transition group for incoming students to a new level (such as elementary to middle school, or middle to high school), anger management groups (CODA supported), healthy relationships, smoking cessation groups, substance abuse groups, social skills groups, law enforcement, consultation, wrap-around, family preservation, juvenile probation consultation

20. BIP Page 3 COMMENTS • Severe clause: • For Zero Tolerance offense, for example, continued charting of behavior is not required. • School policy and practices regarding discipline will be reinforced for all offenses not addressed by this plan or student’s IEP. • The committee mutually agreed to implement the BIP developed by this committee. • Parent/guardian must approve the plan to go into effect. • All staff serving the student should be made aware of the provisions made in the BIP • The same procedure for disseminating goals and objectives and other IEP information to staff will be used to inform staff of the BIP.

21. BIP Page 4 COMMENTS • This page is for information only; no action is needed.

22. BIP Page 5 COMMENTS • This page is for information only; no action is needed. • This may be used as a reinforcer assessment during the student interview.