Section 3: FBA & BSP's

Procedural Guidelines for the FBA to BSP Process

FBA and BSP Forms are located online: https://sites.google.com/d/1HGr20DQyga1SN626GvjNgDC7MPDSGwYj/p/1AlwsSkCqTVLDJInfD46loqMto_7MQvns/edit

When to conduct an FBA and create a BSP:

• The team has implemented and documented Tier I and II behavioral interventions and have evaluated their efficacy. District consultants and/or school psychologist are invited to IPBS meetings/SAT meetings.

• The data team or teacher assistance team concludes that a student is showing recurrent behaviors that are interfering with the learning of the student or others.

• In most cases, an FBA and BSP should be conducted prior to referring a student for a behavioral evaluation. A BSP is considered a Tier III behavioral intervention.

• An FBA and BSP should be considered as part of a manifestation determination process.

• If the student has a current BSP from a different setting, the team will implement the BSP while conducting a new Bethel FBA and creating an updated BSP, using Bethel’s forms.

• Note: All BSPs require an FBA.

• Note: Before considering a shortened day for any child, teams must conduct an FBA and implement a BSP with fidelity.

Functional Behavior Assessment:

• Written consent is required for conducting an FBA. 

  • Written consent forms are available in English and Spanish on the link above.

• Once consent is obtained, the team leader facilitates the FBA and gathers data using the FBA form (required), and other sources, such as observations, SWIS data, interviews, and a file review. 

  • Resources and tools for gathering data are available on the link above.

• Team leaders can be any staff trained in the FBA/BSP process, including the counselor, special education teacher, general education teacher, or speech pathologist. 

• The FBA/BSP team should include at least one certified staff with whom the student interacts with on a daily basis. If the student has an IEP, the case manager should be highly involved or fill the role of team leader.

• FBAs must be completed within 45 school days of written consent from the parent/guardian.

• A student interview should be conducted as part of the FBA collection because research shows student involvement increases plan efficacy.

Behavior Support Plan:

• Team meets to develop an FBA summary and a behavior support plan. In this meeting the team:

  • Determines how progress will be tracked.

    • Resources for tracking progress are available on the link above. 

      • Please don’t hesitate to reach out to school psychologists/district staff to support data collection ideas and formats, if needed.

  • Assigns roles and responsibilities of team members.

  • Schedules a follow-up meeting in 4-8 weeks and determines how the plan will be monitored.

• BSP is shared with parents/guardians either on the phone or in a meeting. A copy of the BSP is given to the parents/guardians and put in the cumulative file. 

• The BSP is shared with all teachers, staff members, and administrators who work with the student. 

  • Make sure to include any substitute teachers and staff, as needed.

• If a student is already eligible for special education services, the BSP is attached to the IEP in TIENET. 

• Data on student behavior and fidelity of implementation is reviewed at the follow-up meeting. BSP is adjusted as needed. If data shows plan is ineffective, then the team may contact the district behavior specialist for more assistance.

The school’s FBA team may consult with the school psychologist, autism specialist, and/or behavior specialist as needed throughout this process.