Great Prairie AEA

1. Great Prairie AEA IEP Training 2010

2. Agenda • Behavior overview • Alignment within IEP • FBA • BIP • Examples • Other • Additional Resources • Questions

3. Behavior Overview Behavior Concerns The IEP team must decide if behavior is a concern for the student. They do this by determining if the student’s behavior impacts his or her own learning or the learning of other students. The team must consider the use of positive behavioral intervention or supports and other strategies to address the behavior. The way the behavior will be considered must be documented on the IEP: If yes, the team must then decide how the student’s behavior will be addressed. In the IEP Through a Functional Behavior Assessment and Behavior Intervention Plan If no, document that behavior is not a concern. A student’s Functional Behavior Assessment and Behavior Intervention Plan must be attached to the IEP.

4. Alignment within IEP • B page Behavior boxes; other information essential for the development of this IEP; describe the effect of the indiv. disability; transition information when needed. • Goal pages – Iowa Core (21st Century Skills); Dist. Standard (School Wide; Essential Learning; Social Studies); Current Functioning – student and peer comparison; Baseline – What the student is doing now; Goal – what skill are we teaching; Progress Monitoring • F page – SDI for goal – curriculum using or specific skill they will be learning; align accommodations/modifications with BIP; Paraprofessionals(associates) Handout****(from GPAEA BRT Resource Manual) Supplementary Aids and Services(no LRE) Use PP for behavior assistance(Medicaid) Use TA for Non-academic/non-Medicaid Wording and discussion at the meeting is very important

5. Alignment within IEP • FBA – Function of Behavior – should drive the goal and align with “other essential info”; Current functioning; and baseline info • BIP – Intervention plan – should align with FBA; Goal; current functioning; baseline; and include accommodations/mod from F page

6. FBA • Three Situations When a FBA is Conducted 1. A FBA may be conducted for any child / youth with a behavior concern in order to best understand the purpose / function of behavior and develop an effective support plan. This includes children / youth that are: [41.530] •  In general education •  Receiving an intervention through the IDM process •  Being considered for special education • 2. A FBA should be conducted for any eligible child / youth with a behavioral concern in order to develop an effective behavioral goal and / or behavior intervention plan (BIP) • 3. A FBA must be conducted for any child / youth with an IEP who faces specific disciplinary actions that would result in removal for: •  More than ten consecutive school days •  More than ten school days for separate incidents of behavior that constitute a pattern • From 2010 State Procedures Manual

7. BIP • Developed as a result of the FBA • Focused on the targeted behaviors • Must include positive intervention strategies • Give copy of BIP to all individuals working with student

8. Examples • Goal Page • FBA • BIP • Rubrics

9. Other • Time-out – follow State policies – logging time; appropriate place • Suspension – IEP students over 10 days period --FBA required --review of IEP/BIP --reported to the state --any removal from the setting he/she has in IEP. Extended timeout would be considered a suspension. • Manifestation Determination

10. Additional Resources • AEA Team – work with to develop FBA/BIP • Behavior Resource Team – two components – Challenging Behaviors and Professional Development. • Manual for Process, Procedures, Guidance and Information…show how to find on website

11. Thank You!! • Questions • Contact your AEA team representative for more clarification/guidance/questions.