Special Considerations/Behavior
Limited English Proficiency
If the student is identified as LEP in PowerSchool, then you will answer Yes to this question. IEPs cannot be translated into the student's home language unless and until the student is identified as LEP in Power School. This modification (within PowerSchool) can be made by the building secretary. The changes will not show in IIEP immediately, and may take a week or more.
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.
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
Does the pattern of student behavior impede his or her learning or that of others?
Which option should I choose?
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?
Choose this option when:
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
If you choose this option:
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. Be very specific and objective in describing the behavior. You will find some guidelines here and here.
You must always select this option when student has a primary disability of ED. You may also select this option when:
Student's behavior has resulted in request for a more restrictive environment such as:
Homebound instruction due to behavioral concerns. (Protocol for Homebound)
Student is in the BEST program (Remember that anytime you are considering a student for the BEST program, you must follow the protocol for Placement of Students in BEST)
Placing a student on a shortened school day
Student has an Manifestation Determination Conference for multiple suspensions or expulsion
Instructions for holding a Manifestation Determination Conference
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.
When you have completed this section, you must also complete a Functional Behavioral Assessment and develop a Behavior Intervention Plan.
No - Document the reasons for determining the behaviors of concern are not impeding the student's learning or that of others.
Choose when the student can be successful with the implementation of academic provisions and accommodations.
If you choose this option- 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 ____________.
When you are finished documenting the behaviors, you are finished with this section. You do not need to complete a Functional Behavioral Assessment (FBA) or a Behavior Intervention Plan (BIP).
No - The behavior intervention plan was discontinued based upon the following data and team discussion
Choose when there was a behavior plan previously, and student is no longer displaying that behavior.
If you choose this option- 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
No Functional Behavioral Assessment (FBA) or Behavior Intervention Plan (BIP) will be developed.
Please note: You may want to continue a Behavior Plan even as behaviors improve, to ensure the student's ongoing success.
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 require revision to the FBA 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
Case Conference Committee Determination
Choosing the Correct Option (click each option for detailed instructions).
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.
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.
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
A Functional Behavior Assessment (FBA) has been completed.
Reconvening an IEP after an Option 2 FBA or an Option 3 FBA have been completed.
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.
A Functional Behavioral Assessment (FBA) is not recommended at this time.
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.):
Environmental Supports
Here is a list of possible environmental supports you may want to include.
Accommodations (Please note: Label Accommodations as either Academic or Behavioral.)
When you open the box, any accommodations that were previously entered in the Additional Accommodations section will automatically appear here. Here is a list of some suggestions for additional academic and behavioral accommodations.
Specially Designed Instruction will be described when you write your goal in the Goals section of the IEP.
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.
Please note: Option 2 will generate a 50 day timeline.
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?
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 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:
FBA Student Interview to assess student’s insight into behavior choices and potential reinforcers
Discipline logs (from PowerSchool)
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 environmental supports. If you are adding supports/accommodations/behavioral goal to the IEP, you must convene a case conference.
Environmental Supports
Here is a list of possible environmental supports you may want to include.
Accommodations (Please note: Label Accommodations as either Academic or Behavioral.)
When you open the box, any accommodations that were previously entered in the Additional Accommodations section will automatically appear here. Here is a list of some suggestions for additional academic and behavioral accommodations.
Specially Designed Instruction will be described when you write your goal in the Goals section of the IEP.
When the FBA is complete, reconvene the IEP and select Option 4.
A Functional Behavior Assessment (FBA) is recommended. The FBA will be solely based on the review of existing data.
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.
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.)
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."
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):
Environmental Supports
Here is a list of possible environmental supports you may want to include.
Accommodations (Please note: Label Accommodations as either Academic or Behavioral.)
When you open the box, any accommodations that were previously entered in the Additional Accommodations section will automatically appear here. Here is a list of some suggestions for additional academic and behavioral accommodations.
Specially Designed Instruction will be described when you write your goal in the Goals section of the IEP.
3. How will the FBA take data on monitoring the implementation of these supports?
Data sheets can be found on the IEP Forms page.
If you select Other for the Type or Location of the data collection, indicate your meaning here.
When the FBA is complete, reconvene the IEP and select Option 4.
A Functional Behavior Assessment (FBA) has been completed.
Functional Behavior Assessment was completed using the IIEP System. Do not select this option.
Functional Behavior Assessment was completed without using the IIEP System. Always choose this option.
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.
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.
Review and Discussion of the Functional Behavior Assessment Data
Behavior of Concern
Copy and paste the Behaviors of Concern that you identified earlier.
Behavior should already be described in specific measurable terms. You may also find some help here.
Conditions that Contribute to the Behavior of Concern
Copy and paste from the FBA form under Related Deficits-->Conditions that Contribute to the Behavior of Concern
Conditions that Maintain the Behaviors of Concern
Copy and paste from the FBA form under Related Deficits-->Conditions that Maintain the Behavior of Concern
Related Deficits
Copy and paste from the FBA form under Related Deficits-->Related Deficits
Developing a Behavioral Intervention Plan
Please see this page for help in writing a BIP.
You will be developing the Behavior Plan within IIEP by following the process outlined below.
Once the FBA has been completed, copy the Hypothesis of the Function of the Behavior ("When the expectation is..."), and paste it here.
Proactive Strategies:
Antecedent Strategies
Copy and paste the Environmental supports and Behavioral Accommodations that are appropriate for the student.
Additional Strategies can be found here.
Replacement Behaviors
Identify skills to be taught by staff and learned by student.
What do typical students do to meet the same needs? (Raise Hand, Ask Questions for Understanding, Use Conflict Resolution Strategies.)]
Evidence based Instructional Strategies
Consider the goal or skill to be taught. This section corresponds to the Specially Designed Instruction that you will write for the student's behavioral goal.
Maximizing Reinforcement of Replacement Behaviors
When the student is using the newly learned skill, how can we make sure he or she receives the desired function? (If the function is attention, make sure the student gets attention for expected behaviors.)]
Incorporate the information you gathered using the Reinforcement Surveys for the student.
Minimizing Reinforcement of Interfering Behaviors
When the student is not using the newly learned skill, how can we make sure he or she does not receive the desired function? (If the function is attention, make sure the student does not get attention for inappropriate behaviors.)
This is where you will also add the Crisis Plan/Safety Plan/Elopement Plan (if necessary)
Behavioral Goal/Skills to be Taught and Learned
Here is where you identify the behavioral goal for the student. The goal must address the behavior of concern, and be linked to the replacement behaviors.
You may want to leave the Considerations section (MAKE SURE YOU SAVE FIRST) and go to the Goals section to write your behavioral goal(s). If you do, copy the goal and paste it in here.
You may also want to write the goal here, copy it and paste it into the Goal section as a behavioral goal.
You must have a goal in the Goals section that addresses the behavior, and it must agree with the goal here in the BIP.
Available Local and State Resources for Families
(Document any information on local and regional resources that families may unilaterally choose to pursue beyond the student's IEP/ISP services.)
Copy paste the following statement: Parents may wish to consider the following options at their own expense.
Then, refer to the community resources list and type in suggestions specific to each student's behavioral needs.
After each student’s specific suggestions, insert this link.
Sample Language:
Parents may wish to consider the following options at their own expense:
Oaklawn (574)283-1234 provides a full range of mental health and addiction services for children, adolescents and adults in Elkhart and St. Joseph counties. Services include skills training and case management, individual and group therapy, psychiatric services, intensive residential programs for youth and inpatient treatment for adults.
Meridian Health Services (574-254-0229) is a progressive healthcare organization specializing in the "whole person" health, integrating physical, mental and social well-being. The focus on a broader spectrum of health including primary medical care, behavioral health and human service offers a well-rounded approach for happier, healthier patients. Meridian health services has been serving the community for over 35 years and is accredited by the Joint Commission and certified by the Indiana Division of Mental health and Addictions.
Review Behavior Intervention Plan
The CCC determined to implement the BIP as written.
Check this if no changes were made to the BIP as a result of the case conference process.
The CCC determined to implement the BIP with revisions.
Check this if the committee agreed to revisions of the BIP as part of the case conference process.
