FBA/BSP Roles & Responsibilities

  • 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