Tier 1

General Education Teacher and Case Manager problem-solve and implement strategies

Tier 1 refers to the behavioral supports that are provided to all students through the general education program, which may include, but are not limited to, the implementation of school-wide discipline procedures and classroom management strategies. Tier 1 behaviors that interfere with learning may include: calling out, not following directions, not keeping hands and feet to self, leaving assigned area, and talking during instruction. If a student is having difficulty complying with the discipline procedures and/or classroom rules, the Case Manager and/or general education teacher should implement general behavior management strategies. Examples include:

• Allowing frequent movement breaks
• Providing the student with choices
• Providing opportunities for the student to earn a preferred activity
• Developing an individual motivation or reinforcement system
• Sharing concerns with student’s parents
• Increasing praise or other positive reinforcers
• Providing the student with opportunities to use his/her strengths to assist others

In addition to implementing these strategies the Case Manager and general education teacher should consider analyzing the student’s behaviors that interfere with learning to determine which behavior(s) are most problematic and should be targeted for interventions. Inappropriate behavior can often be linked to one or more of the following variables that may impact the student: environment, curriculum, and behavioral expectations. Determining which variable(s) may be impacting the behavior(s) of concern is critical in developing strategies to support students.

The following questions may be helpful when problem solving to determine which variables may be impacting the student’s learning.

• Environment
  
  
  • Is the room clean and clutter free?
  • Are classroom areas clearly designated for different types of learning (e.g. whole group area, group work area, writing center, independent work area)?
  • Are visuals being used such as timers, schedules, behavior systems, visual supports?
  • Is the student located near windows or doors that are causing distractions?
  • Is the student’s desk or work space organized and orderly?


• Curriculum
  
  
  • Is instruction differentiated to meet the student’s level and needs?
  • Are behaviors occurring when academic demands are being given?
  • Is there excessive downtime?
  • Is there variation in the presentation of lessons for each subject (e.g. all whole group, all worksheets, all individual work, etc.)?


• Behavioral Expectations
  
  
  • Are classroom rules and expectations clearly presented and communicated?
  • Are teacher expectations clearly communicated prior to the student completing an assignment or task?
  • Is the student rewarded frequently for following rules and expectations?
  • Is the student corrected or given consequences as outlined in the rules and expectations?
  • How many positive interactions are being provided by the teacher?
  • Is there evidence that the student is aware of behavior expectations in all areas of the room and during different learning tasks?

The general education teacher and Case Manager may also consult with other personnel in the school that have expertise on managing student behavior. These personnel may include the school counselor, school mental health worker as well as other staff.

If data collected from the implementation of Tier 1 strategies indicate that the student no longer has behavioral needs or that the strategies implemented at this level are helping the student maintain appropriate behavior, the consultations are documented in the Contact Log in EasyIEP and/or the Documentation of Indirect Services form. If the data collected indicate the student requires ongoing support through the implementation of strategies to access the general curriculum, the IEP team would convene to address student needs in the Present Levels of Academic and Functional Performance and include the baseline data and required strategies in the student's IEP.

Tier 2

IEP Team problem-solves and documents strategies in the IEP

If the student demonstrates the need for additional behavioral support after the addition of Tier 1 supports the Case Manager should schedule an IEP meeting. The Case Manager may consider inviting the school counselor and/or school mental health worker to the IEP meeting, since these personnel provide additional school resources to assist students with behavioral and emotional needs. At the meeting, the team should discuss the student's behavioral strengths and needs, and document these in the Present Levels of Academic and Functional Performance. The team should also determine what additional strategies and supports are required to support the learning and behavioral needs of the student. These strategies and supports must be documented in the appropriate sections of the IEP. Strategies and supports that could be documented in the Accommodations Section of the IEP may include:

• Implementing an individualized reinforcement system
• Alternating preferred and non-preferred activities
• Implementing an “if, then” chart
• Using planned ignoring of inappropriate behaviors
• Checking in and out with an adult
• Providing opportunities to interact with age-appropriate role models
• Assigning a peer buddy

At the IEP Meeting the team should discuss and review any factors relevant to the student's behaviors. For example, a student's behavior may be linked to learning frustration and/or environmental changes (i.e. parent divorce, death in the family, change of schools, etc.). After a thorough discussion of the student's strengths, needs and the supports and strategies required for the student to receive a FAPE, the team will amend the IEP in all applicable sections which may include:

• Consideration of Special Factors - this section must reflect that the student has behavioral concerns
• Present Levels of Academic and Functional Performance - data collected regarding student behavior must be included in the strengths, needs, and impact statement. Assessment data may include data collected during implementation of Tier 1 strategies which may serve as a baseline for goals and objectives.
• IEP Goals (and Objectives) - Goals and objectives may need to be added or revised. Examples of behavioral goals:
  
  
  • When given an adult directive or prompt, the student will respond within ____ (time frame) in __ out of __ opportunities.
  • When faced with a frustrating or difficult task during math class, the student will use an appropriate coping skill (raise hand, ask for assistance, refer to visual aid) in 4 out of 5 opportunities.
  • During calendar math, the student will reduce the number of times he leave an assigned area from 4 times in the 30 minute period to 2 or less times in the 30 minute period.
  
  
• Accommodations, Modifications and Supplementary Services
• Special Education and Related Services - the student may require additional special education services in the Social/Emotional/Behavior domain or related services in the area of counseling.
• Least Restrictive Environment - if additional services are required for the student, the student's LRE could also change.

The IEP Team may also consider adding additional services and time to the student’s IEP within the area of Social/Emotional Behavior. The case manager may want to invite the school counselor and/or school mental health worker to the IEP meeting, since these personnel provide additional school resources to assist students with behaviors and emotions.

Tier 3

IEP Team recommends Functional Behavioral Assessment (FBA)

If the student continues to display behavioral difficulties, even with the implementation of Tier 1 and Tier 2 supports, then the Case Manager should initiate an IEP meeting to review data and determine if a Functional Behavioral Assessment (FBA) is required.

Even though an FBA is typically considered as a component of Tier 3, unique situations may necessitate the IEP team considering the completion of an FBA prior to the implementation of Tier 1 and Tier 2 positive supports and interventions. In these situations the Case Manager should consult with the School Psychologist and Special Education Specialist.

The purpose of the FBA is to identify the function (purpose) of the student’s behavior. This process involves analyzing a wide range of factors, including but not limited to, social factors, environmental factors, and affective factors. Understanding the function of inappropriate behaviors is helpful to the IEP team in developing a Behavioral Intervention Plan (BIP) and/or an educational program designed to reduce or eliminate the behavior.

An FBA may be conducted as part of the triennial reevaluation review process, or an FBA may be conducted as an individual evaluation. Regardless of whether an FBA is conducted as part of a reevaluation review or as an individual evaluation through a Special Review of the IEP, parental consent to reevaluate is required prior to conducting the FBA and all procedural safeguards apply. In addition to the required IEP team members, it is recommended that the School Psychologist be in attendance.

It should be noted an FBA must be conducted following an MDR in which the team determined the behavior is a manifestation of the student's disability and the student does not have an FBA that address the specific behavior.

Conducting an FBA through the Reevaluation Process

If an FBA is conducted as part of a Reevaluation Review, the IEP Case Manager initiates the Reevaluation Process in Enrich IEP by consulting with other service providers and completing the Reevaluation File Review. The Case Manager schedules and holds the Reevaluation Planning Meeting (team members should include the School Psychologist and other team members who have data and information to share related to the tiered layers of support provided prior to this meeting). If the team members agree that a reevaluation is required, the Case Manager would provide the parent with the Prior Written Notice outlining the district's proposal to conduct an FBA and provide the data supporting the reasons for this proposal. The Case Manager will request that the parent sign the Consent to Evaluate-Reevaluate. On the Consent to Evaluate form, Functional Behavior Assessment should be selected, along with any other evaluations that the team members agree may be necessary to gather needed information.

The School Psychologist will complete the FBA in Enrich IEP. All evaluation actions and results will be documented by the School Psychologist in the Evaluation Summary Results section of the Reevaluation Process. Upon completion of the FBA and any other assessments conducted as part of the reevaluation review process, the Case Manager will schedule and hold an IEP meeting. At this meeting the results of the FBA and all other assessments conducted will be shared and discussed with the team. The Eligibility Determination form will be completed, and the IEP will be amended as necessary. If the IEP team agrees that a Behavior Intervention Plan is required based on the results of the FBA, a BIP will be developed. Upon completion of the Eligibility Determination form, the projected eligibility date will update. The Case Manager will provide the parent with Prior Written Notice outlining the results of the FBA, the proposal to implement the BIP (if required), and any other revisions required to the IEP as a result of the FBA.

Conducting a FBA as an Individual Evaluation

If the FBA is conducted for the sole purpose of developing or modifying a Behavioral Intervention Plan (BIP) for a student, then it can be conducted as an individual evaluation through a Special Review of the IEP. The School Psychologist should be included in this meeting and is responsible for obtaining the FBA Consent for FBA from the Parent/Guardian/Age of Majority Student.

During this Special Review of the IEP, the student’s need for an FBA will be indicated in the Consideration of Special Factors and the Present Levels of Performance sections of the IEP as well as in Prior Written Notice.

Other sections of the IEP may need to be updated during this meeting. Based on available data this may include accommodations, modifications, services, and goals that will be addressed as the FBA is being conducted.

Following the determination by the IEP team to complete an FBA, the Case Manager will provide the Parent/Guardian/Age of Majority Student with a PWN outlining the district’s proposal to conduct the FBA as an individual evaluation including the data to support the reasons for this proposal.

Following receipt of the signed FBA Consent for FBA, the School Psychologist will facilitate the completion of the FBA and document the results of the FBA in Enrich IEP.

Upon completion of the FBA, the Case Manager will schedule an IEP meeting to review the results.

If the FBA is completed as an individual evaluation outside of the Reevaluation Process, then the original three-year reevaluation due date does not reset.