Behavior Support Services

Exceptional Children/Regular Education (PRC29)

Behavior Support Services is provided by the Exceptional Children Department. Behavior Support Services are available to qualifying exceptional children and selected general education students; however the primary focus is on students who need Tier III supports as identified by each school’s Positive Behavior Intervention and Support (PBIS) initiative along with their data decision rules for behavior. Behavior Support Services is part of a team-based approach involving the assigned Behavior Support Assistant, teachers, administrators, parent/guardians(s) and the student. Our primary goal is to facilitate the development of the student’s social and coping skills through positive behavioral supports and intensive interventions.

Behavior Support Services provide a variety of services to assist and support school personnel in managing and modifying challenging behaviors. Services are designed to be an additional service beyond what is provided at the school level.

Behavior Support Services include:

- Direct services to students- observations, functional behavior assessments (FBA) and behavior intervention plans (BIP), coping skills, goal setting, re-teaching schoolwide behaviors and replacement behaviors, nonviolent crisis intervention.

- Consultation- Classroom management, observations, assistance with SAT teams, support for development of FBA/BIP, evidence-based intervention strategies.

Behavior Support Services Entrance Criteria

- Evidence of a Tier II intervention and a completed FBA/BIP which has been reviewed at least once OR a completed FBA/BIP which has had two reviews. Progress monitoring data should be included for all interventions that have been implemented.

- Be specific and direct when stating behaviors of concern. (i.e., The student is disruptive. Clearly define disruptive in a way that anyone reading the plan would understand. What does disruptive look like for this student?)

- All ABE data or any other relevant information (i.e., anecdotal notes) on the student should accompany the entrance application.

- The parent/guardian must be aware of the referral.

- An Entrance Rubric spreadsheet should be completed for the student.

All entrance materials should be sent to Leslie Lowery, MTSS Facilitator. The MTSS and behavior support staff make the decision on whether or not the student will qualify for services. In some cases a Behavior Support Assistant may do observations on a student before a final decision is made.

Entrance Rubric

The Entrance Rubric spreadsheet will generate a score for the categories below. A score of 16 or higher will indicate a need for services.

- Attendance

- Suspensions

- Current Educational Setting

- Retentions

- Academic Performance

- Removals for Disruptive Behavior

- Physically Aggressive Behaviors

- At Risk/Residential Setting for Behavior

- Documented Mental Health Diagnosis/Therapy Services

- Court Involvement

- Disengagement from Internalizing Behaviors (How often is the student not performing the taught behavior?)

The rubric spreadsheet is completed for each student receiving services in the middle and at the end of the school year. Some students may exit services or be placed on a consultative basis depending on their rubric score. Schools will be notified if a student will be exiting services. Schools may also see the need for a student to exit services. This can be handled by completing the Exit Rubric and completing the Exit Referral Form.

Behavior Support Services Forms

2021-2022 Behavior Support Calendar

Evidence Based Practices for Tier III Behavior Support