Presented by: Central Area Behavior Specialists

All FBA/ PBIP’s written last school year, should be written on the new forms this year.

The fields are different and the information is not transferring, so they must be updated with current information.

FBA/ PBIP should be started by the 6th day of external suspension

At 15 days of AES, an FBA/ PBIP must be developed.

Purpose of FBA/PBIP’s is to look at patterns developing in problem behavior that is resulting in suspensions. This includes internal, external and alternative to suspension.

FBA/PBIP’s should be a team approach- The purpose is to actually implement

interventions that may decrease problem behaviors- NOT just to do the paperwork.

An interim needs to be held to address special considerations. At this time, the PLP, and goals and

objectives in Social/ Emotional behaviors or Community Experience for Transition IEP’s need to be reviewed.

Allow at least 6 wks to complete the FBA process

Collect baseline data for 2 wks on the target behavior

The student’s IEP will be reviewed or revised OR

Interventions will be implemented OR A PBIP will be developed or revised

When the FBA/PBIP is completed, it should be finalized with the parent, but it does not need to be an IEP meeting.

If necessary, a phone conference can be held.

Should be referenced in the PLP- Social/Emotional Behavior Domain or Community Experience:

A Positive Behavior Intervention Plan based on a Functional Behavior Assessment has been implemented or revised.

Details: For a review- the PBIP was reviewed

and revised based on current information

For dismissal- The student is no longer demonstrating the problem behavior(s) and is using the replacement behaviors in class

Be sure to at least keep "Behavior is addressed through goals and objectives"

Schedule a review meeting with the parent and other team members, especially if problem behaviors persist.

The replacement skills should be tied into the IEP goals in the area of behavior, and should be addressing the problem behaviors.

PBIP’s should be reviewed / monitored/ revised and data needs to be taken to determine if the interventions are working.

This can be reviewed at a parent teacher conference or at an IEP meeting.

The classroom teacher should be monitoring this and be familiar with the plan.

The behavior specialist can assist with creating documentation forms for the PBIP.

Review the plan during the quarterly progress reports .

Minimally, the PBIP should be reviewed annually at the IEP meeting, or during a conference.

Information on the FBA should be based on current data.