Embedded Files
Based on the student's defined needs, the team develops a plan that consists of measurable goals and appropriate services. For students who require supports or services but are not suspected of having a disability, the plan is the Behavior Support Plan. For students eligible for IDEA and 504 services, the plan includes the Individualized Education Program (IEP) and Modification Plan (MP), respectively.
PURPOSE: To select and implement strategies that are focused on what to teach, how best to teach it, and how to monitor progress.
What is the simplest thing that can be done that has the greatest impact?
Guiding COMPONENTS
Guiding COMPONENTS
Support and Implementation must be based upon data and knowledge gained through the steps of Student Support Process
Support plan development includes selection of an evidence-based practice, determination of who will be responsible, alignment of resources, how fidelity of implementation will be measured, how progress will be monitored, and specific decision points criteria met.
GUIDING QUESTIONS TO DEVELOP SMART GOAL(S)
GUIDING QUESTIONS TO DEVELOP SMART GOAL(S)
What specific supports and interventions* will be implemented, by whom/how often?
Is this plan “acceptable” and “realistic”?
How will team measure the plans effectiveness?
How often and who will collect data on progress towards the goal(s)?
Assurance of plan integrity?
Plan review date?
OUTCOMES
OUTCOMES
CLASSROOM LEVEL SUPPORT
CLASSROOM LEVEL SUPPORT
Based on the area of concern and review of data, the team may recommend classroom level strategies. Utilize DBW 17+1, PBIS World or PRIM for evidenced based interventions.
BEHAVIOR SUPPORT PLAN
BEHAVIOR SUPPORT PLAN
For more intensive challenges in the areas of behavior, emotional needs, or social skills, the team may use the available data to develop a Behavior Support Plan (BSP) with measurable goals and appropriate interventions. See attachment Student Strategies Matching Form and/or BSP on eCSSS
CRISIS PLANS & QBS
CRISIS PLANS & QBS
If multiple restraints are imposed on any student during the same school year, the team shall discuss “additional intervention to reduce or prevent future incident involving restraints” (Restraint and Seclusion Guidelines, 2018, p9).
ADDITIONAL ASSESSMENTS
ADDITIONAL ASSESSMENTS
When a disability is suspected, the recommendation may be the need for more information through additional assessments.
Click here for more BSP 411
Click here for more BSP 411
BSP - Behavioral Support Plan.doc
A quick reference on how to locate and print the BSP information on eCSSS:
Go to the eCSSS homepage - Resource - CSSS Enhancements (09/26/2011)- look for Behavior Support Plan
Follow the eCSSS Navigation Guides to input all supports provided to the student.
To see an overview of inputted concerns and/or available data accessible through ECSSS go to Student Profile- Referral - Display Student Summary.
GUIDE TO INPUTTING
GUIDE TO INPUTTING
Student Profile - Concerns Tab.doc
Follow the eCSSS Navigation Guides to input all supports and interventions provided to the student.
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