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Limited English Proficiency:

Limited English

If the student is identified as LEP in PowerSchool, then you will answer Yes to this question.

Report WIDA scores here, including all categories. Components will be: Speaking, Listening, Reading and Writing. Students will be scored in each domain. The overall score will determine eligibility for ELL services. Any score below 5 will indicate that the student has an LEP.

If you do not have access to the scores through PowerTeacher, please ask the AA or guidance counselor for them. In PowerTeacher, look for the scores under Academics--> Test Results.

Behavioral Concerns

Check Yes if the student exhibits any behavior which may require behavioral accommodations and/or specific behavioral goals or behavior plan.  

Behavior 1

Provide a description of the behavior of concern. Describe what an observer would see when the behavior occurs. What does it look like? Where does the behavior happen? Where does the behavior not happen?  Guidance: Describing Behaviors of Concern

Behavior 2

Does the pattern of student behavior impede his or her learning or that of others?

Behavior 3
Choosing the correct option:

Choices

Choose when:

Choose #1: Yes - Describe how the student's behavior(s) of concern impedes his or her learning or that of others. What is the impact of the behavior?

  • Student needs  consistent  supports to develop  skills needed to be successful in school.
    • Behavior can be addressed by accommodations and environmental supports.
  • Student needs additional interventions to develop skills needed to be successful in school.
    • Behavior can be addressed by behavior goals and specially designed instruction.
  • Intensive behavioral support  to develop skills needed to be successful in school.
    • Requires a functional behavior assessment and behavior plan

Choose #2: No - Document the reasons for determining the behaviors of concern are not impeding the student's learning or that of others.

  • Student can be successful with the provision of academic provisions and accommodations.

Choose #3: No - The behavior intervention plan was discontinued based upon the following data and team discussion:

  • There was a behavior plan previously, and student is no longer displaying that behavior.
  • If you choose #1 -Yes:  Describe how the student's behavior(s) of concern impedes his or her learning or that of others.  (What is the impact of the behavior? Reactions of students and staff, classroom disruption, etc. You must always select this option when student has a primary disability of ED. You may also select this option when:

Some examples might be:

        • XXX's behavior disrupts the classroom resulting in missed instruction for peers
        • XXX's behavior results in suspension from the classroom or office referrals (how many?)
        • XXX's behavior poses a risk to self or others (including elopement or other safety concerns)
        • XXX's behavior has resulted in a Manifestation Determination Conference/request for alternate placement.

      Behavior 4

  • If you choose #2 - No: Document the reasons for determining the behaviors of concern are not impeding the student's learning or that of others.
      • Use this option if the current IEP's academic accommodations and provisions address the behavior of concern.
      • Use this option if the log entries are showing a pattern of behavior that has not yet reached the level of dismissal from class or suspension.

    An example might be:

      • XXX' accommodations and provisions address the behavior of ____________.

        Behavior 5

  • If you choose #3 - No: The behavior intervention plan was discontinued based upon the following data and team discussion:
      • Provide data that the behavior is no longer a concern:
        • reduced log entries
        • progress on behavioral goal
        • academic progress

    Behavior 6

Case Conference Committee Determination

Behavior 4a

Frequently Asked Questions:

What to do when I have a move in student with a BIP?

  • Student has a BIP, but no FBA information available….
    • NEW FBA must be completed
    • Decide if there is sufficient EXISTING DATA to conduct the FBA or if NEW DATA is needed (consult staff as needed)
    • Follow process
  • Student has a BIP and existing FBA information available….
    • If yes, you will check that an FBA has been completed and upload the document into the IIEP system, or use the IIEP system to document the existing FBA information.

What to do with a current SBCSC student with a BIP?

  • A current student with a BIP will not be subject to the new format until the ACC unless:
    • IEP needs to be revised for any reason
    • A new behavior, not listed in the IEP, is impeding learning
  • When preparing for the conference, first identify whether there is existing FBA information available for the student.
    • If yes, you will check that an FBA has been completed and upload the document into the IIEP system, or use the IIEP system to document the existing FBA information.
    • If no, decide if there is sufficient EXISTING DATA to conduct the FBA or if NEW DATA is needed (consult staff as needed)
    • If new data is needed, complete the request for parent permission, and proceed.

What if I have a student scheduled for an MDC for an isolated incident?

  • NEW FBA must be completed
  • Decide if there is sufficient EXISTING DATA to conduct the FBA or if NEW DATA is needed (consult staff as needed)
  • Follow process

What if the student is exhibiting a behavior not previously addressed as part of his/her BIP?

  • NEW FBA must be completed
  • Decide if there is sufficient EXISTING DATA to conduct the FBA or if NEW DATA is needed (consult staff as needed)
  • Follow process

Choosing the correct option:

Option

Choose when:

Option 1: A Functional Behavior Assessment (FBA) is not recommended at this time. Supports will be implemented as indicated.

  • The behavior can be addressed by accommodations and environmental support, and are low level of frequency such as Tier 1 (Off task, not following instructions the first time) or Tier 2 (behaviors tend to escalate, active refusal to comply, inappropriate peer interactions)
  • You will need to add a behavioral goal if behaviors are Tier 2, including Specially Designed Instruction.

Option 2: A Functional Behavior Assessment is recommended. The FBA will include new data.  

  • There is: a new pattern of behavior, a new behavior, or if an FBA has never been completed, and that this response requires that a Notice of Reevaluation be generated in the IIEP system.

Option 3: A Functional Behavior Assessment (FBA) is recommended. The FBA will be solely based on the review of existing data.

  • There is no existing FBA, or the existing FBA needs to be revised
  • AND you have:
    • EXISTING DATA includes: discipline referrals, Powerschool data, (log entries, attendance records, health records, outside evaluation reports, historical grades, previous standardized testing)
    • documentation of:
      • progress on behavioral goals
      • response to previous interventions, accommodations, supports
      • anecdotal data from gen ed teachers

Option 4: A Functional Behavior Assessment (FBA) has been completed.

  • Reconvening an IEP after an Option 2 FBA or an Option 3 FBA have been completed.

Option 5: A review of the Existing Functional Behavior Assessment (FBA) is needed.

  • When an FBA was completed previously that will be reviewed to determine if you can adequately address all of the current behavioral patterns and needs.

Completing the FBA

On the IEP Forms page, there is a link to a form for a Functional Behavioral Assessment. Use this to develop the FBA, and transfer all information online, including data forms. TOR is responsible for making sure the FBA is completed and uploaded.

  • When the FBA form is complete, download to your computer or print. Scan the printed form with all surveys and data forms and upload to the student's IEP. Upload with the title:  "FBA (Student First Initial Last Name) MM_DD_YY". Your document will also appear on the Documents page.

Option 1: A Functional Behavior Assessment (FBA) is not recommended at this time

FBA not recommended

  • After selecting this option under the circumstances described above, you will need to choose one or more of the following (Please note that for a Tier 2 type student, you must include a behavior goal as part of his/her IEP, so you will need to include SDI as one of the options you select for these students.):

    Enviornmental Supports

    Please note:  After identifying the supports, accommodations, and specially designed instruction necessary to support the student, you must also indicate the CCC's plan to monitor the effects/impact of these supports at the case conference. Reconvene in 4-6 weeks to review the data you have collected and evaluate the effectiveness of the identified strategies.

    Now, you must hold another case conference to add supports to the student's IEP.

Option 2: A Functional Behavior Assessment is recommended. The FBA will include new data.

    Please note:  Option 2 will generate a 50 day timeline.
      1. Get permission to test
        • When you are going to propose this option as part of a case conference, you should contact your school psychologist prior to the conference.  He/She will consult with you in order to help identify which data should be collected as part of the process. You will then document this information in its corresponding text box in IIEP and it will be presented as part of your draft proposal. If the TOR is an SLP, the SLP should generate this Notice of Re-evaluation.  The SLP can generate the Notice if Speech/Language is a secondary disability.
        • Email your request for an FBA consent to your school psychologist or SLP, and copy the Special Education Administrative Assistant.
        • The psychologist/Special Education Administrative Assistant will complete the Notice of Re-Evaluation that the parent will need to sign in order to obtain consent for the FBA.
          • Document all attempts to obtain consent in IIEP Parent Communication. These attempts could include:
            • having a meeting with the parent to sign the Notice of Re-evaluation
            • sending the Notice of Re-evaluation home with the student
            • sending the Notice of Re-evaluation via US mail with this attached letter
            • making reminder phone calls/emails
          • If there is no response, the Notice of Re-evaluation should be sent to the parent at least 3 times over a period of at least one month. The third time it is sent, it should be sent via certified mail with a letter indicating that if the school does not hear from the parent, the school will proceed with the FBA. Wait 10 days after the certified letter was mailed, and if there is no response, notify the SpEd AA and Amber Plank that you will be proceeding with the evaluation.  This is the date that will be used as the start of the 50-day timeline. This entire process could take approximately 6 weeks.
        • When the permission is received, send it downtown to the Special Education Office.
      2. Why do you need an FBA?Option 2a
        • In this text box you must document the reason for determining that a new FBA and new data are necessary to develop an appropriate BIP.
          • E.g. Previous FBA is 2 years old and strategies are not enabling student to meet behavioral goals. CCC feels that the function of the behavior may be different than originally determined.
      3. What information is being collected?
        • List or describe the new student data to be collected to Option 2b reevaluate this student.
        • In this text box you must describe/document the data/information that you propose to collect as part of the new FBA.  Remember, that this proposal is based on the previous conversation you have had with your school psychologist and team members, as it relates to the behaviors of concern/need for new data.
        • Some examples would be:
        • Keep the interview forms and other data that have been collected in the student’s working folder. There is no need to upload them into the IIEP system with the FBA.  Please do not purge this information when sending on your working folder to the next TOR.
      4. Add enviornmental supports. If you are adding supports/accommodations/behavioral goal to the IEP, you must convene a case conference.

When the FBA is complete, reconvene the IEP and select Option 4.

Option 3: A Functional Behavior Assessment (FBA) is recommended. The FBA will be solely based on the review of existing data.

    1. When you are going to propose this option as part of a case conference, you should meet with your team to review the student’s existing data to determine if there is sufficient information to address all of the required FBA components prior to holding the conference
      • At a conference where you propose to complete a new FBA with existing data, you will need to identify the date when the case conference committee will reconvene to review the FBA data and revise the student’s IEP to reflect any proposed BIP supports. Use a 4-6 week timeline, and come to the case conference prepared with BIP recommendations based on the FBA data reviewed/documented during this period of time.

        Date

      • In the next text box you must document the reason for determining that a new FBA and new data are necessary to develop an appropriate BIP.  (E.g. Previous FBA is 2 years old and strategies are not enabling student to meet behavioral goals. The CCC feels that the function of the behavior may be different than originally determined.)

        Rationale

      • In the second text box you will type the following:

         "A review of student data may include, but is not limited to the following: education and behavior records, attendance records, progress reports, medical history, current academic assessments, historical grades, etc."

      • Existing Data

    2. Choose one or more of the following If you are adding supports/accommodations/behavioral goal to the IEP, you must convene a case conference. (Please note:  for Tier 2, you must write a goal so you will need to include SDI):
    3. How will the FBA take data on monitoring the implementation of these supports?

      Data sheets can be found on the IEP Forms page.

      Monitor

      If you select Other for the Type or Location of the data collection, indicate your meaning here.

      Other supports

When the FBA is complete, reconvene the IEP and select Option 4.

Option 4: A Functional Behavior Assessment (FBA) has been completed.

      1. Functional Behavior Assessment was completed using the IIEP System. Do not select this option.
      2. Functional Behavior Assessment was completed without using the IIEP System. Always choose this option.

      Behavior 4a4

      • When you have completed the Functional Behavior Assessment, you will upload it here.  (Please note that you will download as a .pdf or scan to your desktop if you have done it by hand before you can upload it.)
      • Upload it into IIEP with the title:  "FBA (Student First Initial Last Name) MM_DD_YY". Your document will also appear on the Documents page.
      • If the FBA contains new data, email or scan a copy of the completed FBA to the Special Education office.
      • When an FBA with new data has been completed, be sure to indicate Re-evaluation Review as the purpose to the IEP.

      Upload Documents

Option 5: A review of the Existing Functional Behavior Assessment (FBA) is needed.

You will select this option only if the FBA is current and valid.

If the student has an FBA document (e.g. from another school or state), enter the information into the correct boxes.

If the student has an Indiana IEP that has Functional Behavioral information in it, that may also be considered an FBA.

CCC Analysis of Functional Assessment Data

Begin this process by opening the completed FBA form.

Interfering Behaviors

Copy and paste the Behaviors of Concern that you identified earlier.

Behavior should already be described in specific measurable terms.

    Interfering Events

Precipitating Factors

Copy and paste from the FBA form under Related Deficits--> Precipitating Factors.

Copy and paste from the FBA form under Related Deficits-->Setting Events.

Setting Events

Antecedents

Copy and paste from the FBA form under Related Deficits-->Antecedents.

Antecedents

Maintaining Consequences

Copy and paste from the FBA form under Related Deficits--> Maintaining Consequences.

Maintaining Consequences

Related Deficits

Copy and paste from the FBA form under Related Deficits--> Related Deficits.

Deficits

Summary and Hypothesis

Copy and paste from "Functional Behavior Assessment Summary and Hypotheses" at the end of the FBA form.

Behavior hypothesis

Developing a Behavioral Intervention Plan

Note: Due to the changes in the IIEP system, we are no longer using the previous link for the Behavior Intervention Plan for students with IEPs. On the IEP Forms page, there is a link to a form for a Behavioral Intervention Plan. This has been left there because often a BIP will be developed for a student who does not currently have an IEP. This form may be used by GEIT teams, social workers, etc.

You will be developing the Behavior Plan using IIEP by following the process outlined below.

Hypothesis of the Function of the Behavior

Copy paste the statement from the Functional Behavior Assessment Summary & Hypothesis(es) textbox in the IIEP system. This is the same statement you just copied into the previous box. Just paste it again.

DevelopBIP1

Proactive Strategies

Instructional Strategies

Copy and paste the specially designed instruction here. Make sure it addresses the questions to consider listed in IIEP.

Instructional Strategies

Antecedent Strategies

Positive Consequence Strategies

Using the Student Reinforcement Survey, set up a reward system for when the student exhibits the desired, expected behavior http://www.sped.sbcsc.k12.in.us/ppm/behavior/positiveinterventions.html

Positive Consequences

Negative Consequence Strategies

Note the negative consequences (ISS, Office referral, At home isolation, OSS) that the student may receive for misbehavior including under what circumstances. http://www.sped.sbcsc.k12.in.us/ppm/behavior/discipline.html

Add crisis, safety and elopement plans, if necessary. http://www.sped.sbcsc.k12.in.us/ppm/behavior/functionalsuport.html

Negative Consequences

Crisis plans, Elopement plans and Safety plans

  • The information required to address these issues should be documented in the Negative Consequences Strategies text box with the appropriate header typed in bold.  
    • The need for a crisis plan must also be documented under the provisions tab.  In the text box that opens up, please type/copy paste: Provisions to be provided as part of the Crisis Plan can be found under Negative Consequence Strategies as part of Xxx’s BIP.   
  • Remember the required components for Crisis Plans, Elopement Plans and Safety Plans can be found at the bottom of the following webpage:  Functional Support

Behavioral Goal(s)/Skills to be Taught and Learned

Copy and paste behavioral goal again.

Available Local and State Resources for Families