Functional Behavior Assessments and Behavior Intervention Plans.
Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs), crucial tools for understanding and supporting students with behavioral challenges. Often, behaviors communicate an underlying need
This Presentation by Yordanos Gebreamlak - Deputy Director, Governor’s Office of the Education Ombuds, explores Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs), crucial tools for understanding and supporting students with behavioral challenges. Often, behaviors communicate an underlying need. By understanding the 'why' behind behaviors, effective strategies for positive change can be developed.
Part 1 Key topics included:
•Behavior as Communication: Behaviors often indicate a student is trying to avoid something distressing, gain attention, or access a more comfortable environment.
•When to Consider an FBA: An FBA may be needed when behaviors are repeated, potentially harmful, or disruptive to learning. Parents can request an FBA.
•The FBA Process: This involves gathering information through interviews, observations, and ABC analysis (Antecedent, Behavior, Consequence).
•Developing a BIP: BIPs should focus on teaching new skills to replace target behaviors, and they should be created collaboratively with input from all relevant parties, including parents. BIPs should consider whether the student has the skills needed to perform the expected behaviors.
•Importance of Collaboration: Collaboration between parents, educators, and other relevant individuals is essential for effective FBAs and BIPs.
•Neurodiversity Affirming Practices: Interventions must be neurodiversity affirming and not aimed at making non-disabled people more comfortable. Do not try to change behaviors that are part of a student's neurodiversity, such as stimming, if it does not interfere with safety or learning.
•Least Restrictive Environment: FBAs and BIPs are intended to support students in the least restrictive environment. The goal is to keep students in general education settings with the necessary support.
•Review and Revision: FBAs and BIPs are not static and should be reviewed and revised regularly to ensure they are effective.
•Parent Rights: Parents have the right to request an FBA. School districts have 25 school days to respond to a written FBA request and 35 school days to complete the evaluation if they agree to do it.
Resources:
Part 2: Overview of the Office Of the Education Ombuds
FBA & BIP information on the OEO website:
Prior Written Notice:
https://www.oeo.wa.gov/en/education-issues/supports-students-disabilities/prior-written-notice-pwn
WA statute relating to manifestation determination meetings:
Reminder that “every behavior is communication, and it’s important to listen and respond appropriately."
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Washington State Office of the Education Ombuds (FBA’s & BIP’s pt.2)
Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs), crucial tools for understanding and supporting students with behavioral challenges. Often, behaviors communicate an underlying need
The Office of the Education Ombuds (OEO) in Washington state is a statewide agency established in 2006 to help remove barriers to education. A small team of nine addresses concerns from students, families, and professionals, focusing on strategic priority groups including students of color, students with disabilities, and those experiencing homelessness or involved in the juvenile justice system. Services include informal conflict resolution, information sharing, and policy recommendations, acting as an independent resource separate from school districts and the state superintendent's office. The OEO prioritizes special education questions and offers services such as intake support and, in certain cases, casework with senior ombuds for up to 120 days per student.
For Part 1 Visit: https://www.peacenw.org/presentations/functional-behavior
Part 2 of this presentation on FBA’s and BIP’s describes the work of the Office of the Education Ombuds (OEO), a statewide agency in Washington created in 2006 to remove barriers to education. The OEO is an independent office, separate from the State Superintendent's office and school districts. It serves as a resource for anyone, including students, parents, and the general public, with questions or concerns about education policies and procedures.
The office has a small staff of nine, which includes two associate ombuds who answer calls and four senior ombuds who handle priority cases. Anyone can contact the OEO with a question or concern and receive support in the form of brainstorming, information sharing, and assistance in finding relevant policies.
The OEO prioritizes certain groups of students for assignment to a senior ombuds. These strategic priority groups include:
Students who are out of school
Students with disabilities on partial days (not including collaborative partial-day plans)
Students of color, including Black and Indigenous students
Students experiencing homelessness
Students in kinship or foster care
Students involved in the Juvenile Justice or Rehabilitation system
Immigrant, refugee, asylee, or migrant students
Students or families whose primary language is not English
Students receiving wrap-around with intensive services (Wraps) or in long-term patient care
Transgender and non-binary youth
The OEO works through informal conflict resolution and can provide information on formal dispute resolution options. They also provide training on topics such as special education, IEPs, 504s, attendance, and truancy. Additionally, the OEO engages in policy work by offering annual recommendations and serving on policy committees to give real-world insight into how policies are impacting students and families.
To reach the OEO, individuals can use the intake line, which can be accessed by phone, email, or an online form. The intake process involves gathering information to either provide immediate resources or assign the case to a senior ombuds if it falls within the strategic priorities. Cases can last up to 120 days per student. All OEO services are confidential, and the office will only communicate with a school with written consent. The most common issues the OEO handles include special education, student discipline, harassment, intimidation, bullying, enrollment, transportation, attendance, and language access.
For more information visit: https://www.oeo.wa.gov/en