FBA/BSP Roles & Responsibilities
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Family Members & Guardians
Family members and guardians participate as members of FBA/BSP teams, and provide input, background information, and ideas for how to best support their student.
Responsibilities:
- Participates as a member of the FBA/BSP team
- Provides Consent
- Participates in the development and monitoring of the FBA/BSP
Plan Manager
For special education students, this will typically be special education case manager. For general education students, may be counselor, student management specialist, building-level behavior coach, or other non-special education staff person (including building administrator), as designated by building administrator.
Responsibilities:
- Participates as a member of the FBA/BSP team
- Coordinates and facilitates all meetings, including reviews
- Ensures all team members receive a copy of the FBA/BSP (including: administrators, family, and teachers)
- Assembles support materials
- Coordinates district behavior coaching support
- Coordinates and facilitates skills instruction
- Collects and interprets implementation data and assessment results frequently
- Communicates intervention elements to students’ teachers/families
Building Administrator
For General Education students: May serve as plan manager or Designate plan manager role to counselor, student management specialist, building-level behavior coach or other non-special education staff person.
Responsibilites:
- May participate as a member of the FBA/BSP team
- Understands the PPS FBA/BSP process
- Supervises fidelity of interventions included in the BSP
School Psychologist
Provides school-wide consultation, support and assistance in the development, implementation, and ongoing monitoring of FBA/BSP process.
Responsibilities:
- Participates as a member of the FBA/BSP team. This may include:
- Selecting appropriate and time-efficient data collection tools to measure behavior of concern and alternate behavior.
- Assisting team with data analysis and identification of function of behavior.
- Assisting team with identifying an alternative behavior that minimizes disruption to the learning environment.
District-Level Supports
Provides additional coaching, consultation, and guidance to team members as needed. This may include: classroom management coaching, professional development opportunities.
(*This may include: School Climate TOSAs, Special Education TOSAs, Equity TOSAs, QMHPs, TICs, School Conduct Coordinators, Academic Program Administrators, and Autism Coaches as appropriate.)
Responsibilities:
- Assists teams with:
- Selection of appropriate and time-efficient data collection tools to measure behavior of concern and alternate behavior.
- Use of data to identify the function of the behavior of concern.
- Identification of an alternative behavior that minimizes disruption to the learning environment.
Team
Additional team members may include: Teachers, counselor, classified support staff, Speech and Language Pathologist, Occupational Therapist, mentor, community partners.
Responsibilities:
- Participates as a member of the FBA/BSP team
- Participates in the development and monitoring of the FBA/BSP
- Implements elements of the BSP with fidelity
- Collects and provides the following data to plan manager:
- Alternative behaviors and behaviors of concern
- Intervention implementation fidelity