The NEW FBA

and PBSP IN
TIENET
MACOMB INTERMEDIATE SCHOOL DISTRICT
AUGUST 2015

The Process for Re-configuration

of TIEnet documents
1. Identify a referent group and schedule.
2. Outline the mission.
3. Critique existing documents.
4. Choose a model FBA and PBSP.
5. Edit the models.
6. Create document in TIEnet.
7. Test document.
8. Train and provide inservice

Did we need
another FBA
and BIP?

1. The OLD Versions of these

documents were cumbersome to
use.
2. Not always used due to their
complexity.
3. Documents repeated information.
And required more input as a result.

Why change?

4. New staff may need occasional

updates
5. Better practice!
6. Wanted to rename BIP to PBSP.
3

IDEA stipulates at the time of

the MDR
When the IEP Team makes a determination that the behavior
resulting in the removal was a manifestation of the childs disability,
the following actions must be implemented:
1. the IEP Team must conduct a functional behavioral assessment, unless
the LEA had conducted a functional behavioral assessment before the
behavior that resulted in the change in placement occurred, and
implement a behavioral intervention plan for the child;
2. or if a behavioral intervention plan already has been developed, review
the behavioral intervention plan, and modify it, as necessary, to address
the behavior; and
3. return the child to the placement from which the child was removed
(other than a 45-day placement under 300.530(g)), unless the parent
and the LEA agree to a change in placement as part of the modification

Can we develop an FBA and a

PBSP anytime?
1. Clearly, the district must provide the student an FBA
and PBSP when the MDR determines a manifestation.
2. The district may conduct additional FBAs and develop
PBSPs for any student who has challenging behaviors.
3. Some districts have developed early warning FBA
and PBSP interventions to avert further referrals and
suspensions.

Definition of TERMS
Removal suspension of instruction, any part of a day equals one school day
Functional Behavioral Assessment - is generally considered to be a problem-solving
process for addressing student problem behavior. It relies on a variety of techniques and
strategies to identify the purposes of specific behavior and to help IEP teams select
interventions to directly address the problem behavior. Functional behavioral assessment
should be integrated, as appropriate, throughout the process of developing, reviewing, and, if
necessary, revising a students IEP and/or positive behavioral support plan.
Behavior Intervention Plan is a plan that is based on the results of a functional
behavioral assessment (FBA) and, at a minimum, includes a description of the problem
behavior, global and specific hypotheses as to why the problem behavior occurs and
intervention strategies that include positive behavioral supports and services to address the
behavior.
Positive Behavioral Support Plan emphasizes the word positive in the development of
a behavior intervention plan. The P could also stand for PROACTIVE.

TERMS continued
45-Day Placement 300.530(g) School personnel may remove a student to an interim alternative educational
setting for not more than 45 school days without regard to whether the behavior
is determined to be a manifestation of the childs disability, if the child: carries a
weapon to or possesses a weapon at school, on school premises, or to or at a
school function under the jurisdiction of a State educational agency (SEA) or a
local educational agency (LEA); knowingly possesses or uses illegal drugs, or sells
or solicits the sale of a controlled substance, while at school, on school premises,
or to or at a school function under the jurisdiction of an SEA or an LEA; or, has
inflicted serious bodily injury upon another person while at school, on school
premises, or at a school function under the jurisdiction of an SEA or an LEA.
http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,6,

TERMS continued

The section sign, also called the "double S", "sectional symbol" or
signum sectinis, is a typographical character used

mainly to refer to a
particular section of a document, such as a legal code.

Is there a Difference between a BIP

and PBSP?
BEHAVIOR INTERVENTION PLAN (BIP)

The term Behavior Intervention Plan is actually embedded within the

IDEA
( 300.530 (f)(1)(i)).

Has become a term that implies that the school staff will expect certain
targeted behaviors from the student.

POSITIVE BEHAVIOR SUPPORT PLAN

(PBSP)
In the development of the IEP, the team must
consider the use of positive behavioral interventions
and supports, and other strategies, to address that
behavior; ( 300.324(a)(2)(i)).

Definition of Related services ( 300.34). Social work

services includes assisting in developing positive
behavioral intervention strategies.
If the student does not perform those behaviors, there are consequences.
Many BIPs may have evolved into a list of targeted behaviors with
negative consequences.

State agency or LEA toits policies, procedures, and

practices relating to the development and
implementation of IEPs, the use of positive behavioral
interventions and supports, and procedural safeguards,
to ensure that these policies, procedures, and
practices comply with the Act ( 300.170 Suspension
and expulsion rates).

Is there a Difference between a BIP

and PBSP?
BEHAVIOR INTERVENTION PLAN (BIP)

X
X
X

The term Behavior Intervention Plan is actually embedded within the

IDEA
( 300.530 (f)(1)(i)).

Has become a term that implies that the school staff will expect certain
targeted behaviors from the student.

POSITIVE BEHAVIOR SUPPORT PLAN

(PBSP)
In the development of the IEP, the team must
consider the use of positive behavioral interventions
and supports, and other strategies, to address that
behavior; ( 300.324(a)(2)(i)).

Definition of Related services ( 300.34). Social work

services includes assisting in developing positive
behavioral intervention strategies.
If the student does not perform those behaviors, there are consequences.
Many BIPs may have evolved into a list of targeted behaviors with
negative consequences.

State agency or LEA toits policies, procedures, and

practices relating to the development and
implementation of IEPs, the use of positive behavioral
interventions and supports, and procedural safeguards,
to ensure that these policies, procedures, and
practices comply with the Act ( 300.170 Suspension
and expulsion rates).

10

The goal is to get to the root of the problem, not to

discipline a student for the way his or her brain is
wired.

Anyone who works with students who are behaviorally

challenging knows: They've habituated to punishment.

NEED TO BE MORE FOCUSED ON

WHAT SKILLS DOES THE STUDENT
NEED TO LEARN AND HOW CAN
THEY BE TAUGHT.

11

Functional Behavioral
Assessment(FBA)
Emerged from the applied behavioral analytic practitioners in the 1980s and 1990s.
It is a process, but does eventually yield a product or report summary.
Challenging to conduct FBAs, time consuming, should involve the parent and student.
Level and type of involvement of student depends upon the students age and disability.
Requires data collection.
In the early days of behavioral analysis, practitioners did extensive, microanalytic data
collection.
More recent writers suggest for the development and validation of tools that are teambased
strategies for collecting information such as interviews, questionnaires, and
checklists.
Classroom observations are still very important in the process, but may not be the sole
source of information for the purpose of evaluating strategies and progress monitoring.

12

Data Collection Methods

13

10 Steps to a Function-based
Positive Behavioral Support Plan
1. Identify target behavior and collect data.
2. Develop a hypothesis about the function of the misbehavior.
3. Identify any specific contexts and conditions when the target behavior typically occurs
or does not occur.
4. Identify a preliminary behavior change or intervention plan.
5. Identify PROACTIVE/PREVENTATIVE Strategies that will set the student up for success.
6. Identify what replacement behaviors need to be taught and who is responsible.
7. Identify intervention procedures for behavioral errors/misbehavior.
8. Identify safety/emergency procedures.
9. Discuss proposed plan with the student and the students parents.
10. Implement the plan for at least two weeks. Collect data on target behavior to
evaluate the plans effectiveness.
14

Essential skills each team

needs
1. Skills to run a meeting effectively (Meeting Mechanics).
2. Knowledgeable about data collection and data analysis
methods.
3. Communication between team members including
parents.
4. Able to generate positive strategies and maintain a
positive overall demeanor.
5. Focus on the students needs.
15

Q. Do we Need to Obtain Consent to conduct

a Functional Behavioral Assessment?

1.YES.
2.By conducting a REED, the IEP team is seeking
parent consent, cooperation, and collaboration.
3.The REED process also provides NOTICE that
the district is planning or proposing to do
something.
4.What is NOTICE?
16

What is .NOTICE?
Sec. 300.503
(a) Notice. Written notice must be given to the parents of a
child with a disability a reasonable time before the public
agency-(1) Proposes to initiate or change the identification,
evaluation, or educational placement of the child or the
provision of FAPE to the child; or
(2) Refuses to initiate or change the identification, evaluation,
or educational placement of the child or the provision of FAPE
to the child.

17

The REED Includes

a Notice Section.
18

19

20

21

22

This section
provides the
parents and
student with
resources should
there be a
dispute!

23

Common Situations That

Require Notice
Evaluations

Prior to requesting consent.

When a district says No, not now
Following a written request for an evaluation.
When no further information is necessary to
continue eligibility.

Identification

Prior to identification as a student with a

disability.
Following a parents refusal to give consent.
Following a request for a change in eligibility.

Educational
Decisions

The Provision

Prior to convening the IEP team.

Any change to a students placement, including
graduation..
Any change in Special Education Programs or
Services.
Proposal or refusal to provide a particular
educational setting or program.
Any time the contents of an IEP are changed.

24

Resources for More Info..

LIVES IN THE BALANCE
http://www.livesinthebalance.org/
CHAMPS: A Proactive & Positive Approach to Classroom
Management
Randy Sprick, Ph.D. et al.

ISBN: 978-1-59909-030-6

Building the Legacy of IDEA. Website for the U.S. Department

of Education
http://idea.ed.gov/explore/home

25

PART 2: TIEnet Solution

Using the Functional Behavioral Assessment (FBA) and Positive
Behavioral Support Plan (PBSP) documents in TIEnet.

1. The following three documents are available in

TIEnet:
2. Functional Behavior Assessment (FBA)
3. Positive Behavior Support Plan
4. Revision to Positive Behavior Support Plan

26

Part 3: Best Practice Procedures

1. Review IEP after the student has accumulated
a number of suspensions.
2. Sections to review:

Special Factors
PLAAFPP
Goals
Programs and Services

27

There are several

ways to address
Identified NEEDS of
the Student.

28

PART 4: Questions and Answers

1.How often should the IEP team or building-based PBS team conduct a new
functional behavioral assessment (FBA) after one has already been conducted or
completed?
OSEP (The Office of Special Education Programs) responded:
.We believe it would be inappropriate to specify through regulation what constitutes a current or valid
functional behavioral assessment as such decisions are best left to the LEA, the parent, and relevant members
of the IEP Team (as determined by the LEA and the parent) who, pursuant to section 615(k)(1)(E) of the Act, are
responsible for making the manifestation determination. As a policy matter, a previously conducted functional
behavioral assessment that is valid and relevant should be included in the information reviewed by the LEA, the
parent, and relevant members of the IEP Team when making a manifestation determination.
.A logical response to this question would also include that the team must review the FBA, the current behavior
intervention plan and determine and all relevant data collected. Then, if more information is necessary, the
team may need to conduct a new FBA or simply add to the previous FBA.

Federal Register /Vol. 71, No. 156 /Monday, August 14, 2006 /Rules and
Regulations. Page 46721

29

2.

Should the district develop a functional behavioral assessment

and follow up with a positive behavioral support plan whenever
a student is experiencing behavioral challenges and issues?

A. Conducting an FBA, if one has not been completed,

and following with a PBSP are both required at the
point when the MDR determines that the behavior
was a manifestation of the students disability.
B. The district may conduct additional FBAs and develop
PBSPs for other students who have accumulated less
than 10 suspension days in order to avert further
suspensions.

30

3. Sometimes the parents are unable to attend MDRs

or any meetings involving the FBA or developing the
PBSP. What should the district do then?

Due to the need to conduct the MDR within 10 school

days of decision to change the placement of a child
with a disability, the district must proceed. Also, the
parents are a required member of the team. However,
parents sometimes are unable to attend, so
participation may take several forms including
participating by conference call and/or providing input
prior to the meeting via phone or face-to-face
interview.
31

Thomas Koepke, Ph.D.

Director, Special Education Management Services, MISD
tkoepke@misd.net
Jason Novetsky, Ph.D.
Consultant, MISD
jnovetsky@misd.net
Leslie Budnick
TIEnet Team
lbudnick@misd.net
MACOMB INTERMEDIATE SCHOOL DISTRICT
32