Utah's Least Restrictive Behavioral Interventions Guidelines

More documents

Recommendations

Info

For quick reference, the following table outlines IEP team responsibilities regarding disciplinary actions and students who are IDEA protected. Fewer than 10 days = Short-Term Removal No educational services (FAPE) required unless provided to non-disabled students. Not a change of placement. No manifestation determination required. No functional behavior assessment or behavior intervention plan required. More than 10 days = Long-Term Removal Student must receive services determined to be necessary for student to progress in the general curriculum and advance toward IEP goals. IEP Team must meet. Review IEP. Consider special factors, supplementary aide and services (BIP). Determine more assessment data needed. Conduct FUBA. Develop and implement BIP. This LRBI <strong>Guidelines</strong> document does not mandate when a FUBA or BIP must be utilized by an IEP team. However, federal regulations IDEA and USOE Special Education Rules state that the LEA must (1) conduct a functional behavioral assessment and (2) implement a <strong>Behavioral</strong> Intervention Plan. As appropriate, the student should receive a functional behavioral assessment and behavior intervention services and modifications that are designed to address the behavior (§300.530(d)(1)(ii)). A student’s IEP team must conduct a manifestation determination whenever it proposes to change the educational placement of a student with disabilities by removing the student from school more than 10 days due to a violation of the school’s code of conduct. MANIFESTATION DETERMINATION. (§300.530) 1. Within ten (10) school days of any decision to change the placement of a student with a disability because of a violation of a code of student conduct, the LEA, the parent, and relevant members of the student’s IEP team (as determined by the parent and the LEA) must review all relevant information in the student’s file, including the student’s IEP, any teacher observations, and any relevant information provided by the parents to determine: a. If the conduct in question was caused by, or had a direct and substantial relationship to, the student’s disability; or b. If the conduct in question was the direct result of the LEA’s failure to implement the IEP. 2. The conduct must be determined to be a manifestation of the student’s disability if the LEA, the parent, and relevant members of the student’s IEP team determine that the misconduct was caused by or had a direct and substantial relationship to the student’s disability, or was the direct result of the LEA’s failure to implement the IEP. 3. If the LEA, the parent, and relevant members of the student’s IEP team determine that the misconduct was the direct result of the LEA’s failure to implement the IEP, the LEA must take immediate steps to remedy those deficiencies. 85
4. If the LEA, the parent, and relevant members of the IEP team make the determination that the conduct was a manifestation of the student’s disability, the IEP team must: a. Either: i. Conduct a functional behavioral assessment (FUBA), unless the LEA had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan (BIP) for the student; or ii. If a behavioral intervention plan already has been developed, review the behavioral intervention plan, and modify it, as necessary, to address the behavior; and b. Unless the misconduct falls under the definition of special circumstances in V.E.5, return the student to the placement from which the student was removed, unless the parent and the LEA agree to a change of placement as part of the modification of the behavioral intervention plan. 5. Special circumstances. School personnel may remove a student to an interim alternative educational setting for not more than forty-five (45) school days without regard to whether the behavior is determined to be a manifestation of the student’s disability, if the student: a. Carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the jurisdiction of an LEA; b. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the jurisdiction of an LEA, or c. Has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of an LEA. d. Definitions. For purposes of this section, the following definitions apply: i. Controlled substance means a drug or other substance that cannot be distributed without a prescription, identified under schedules I, II, III, IV, or V in section 202(c) of the Controlled Substances Act (21 USC 812(c)). ii. Illegal drug means a controlled substance but does not include a drug controlled, possessed, or used under the supervision of a licensed healthcare professional or one legally possessed or used under the Controlled Substances Act or under any other provision of Federal law (21 USC 812). iii. Serious bodily injury means bodily injury that involves a substantial risk of death, extreme physical pain, protracted and obvious disfigurement, or protracted loss or impairment of the function of a bodily member, organ, or mental faculty (18 USC 1365). Serious bodily injury does not include a cut, abrasion, bruise, burn, disfigurement, physical pain, illness, or impairment of the function of a bodily member, organ or mental faculty that is temporary (20 USC 1365). iv. Weapon means a weapon, device, instrument, material, or substance, animate or inanimate, that is used for or is readily capable of, causing death or serious bodily injury, except that such term does not include a pocketknife with a blade of less than 2-1/2 inches (18 USC 930). 86
Page 1 and 2:
LEAST RESTRICTIVE BEHAVIORAL RESTRI
Page 3 and 4:
Table of Contents Table of Contents
Page 5 and 6:
I. Introduction I.A. Purpose of the
Page 7 and 8:
II. Effective Classroom Management
Page 9 and 10:
likelihood that they will continue
Page 11 and 12:
I.B. Checklist for Classroom Manage
Page 13 and 14:
The RtI Model is a three-tiered sys
Page 15 and 16:
IV. Data Collection IV.A. Data-Base
Page 17 and 18:
Baseline Data Baseline data are col
Page 19 and 20:
IV.C. Classroom Data Behavior Data
Page 21 and 22:
V. Functional Behavior Assessment (
Page 23 and 24:
Behavior Intervention Plan (BIP) Us
Page 25 and 26:
VI.C Emergency Contact Form If an e
Page 27 and 28:
VII. Responsibilities VII.A. Respon
Page 29 and 30:
Selecting Interventions Classroom p
Page 31 and 32:
VIII. Intervention Procedures: Over
Page 33 and 34:
IX.A. Universal Interventions for P
Page 35 and 36: Name of Strategy Description for Im
Page 37 and 38: Name of Strategy A-6. Differential
Page 39 and 40: Name of Strategy A-6(b). Differenti
Page 41 and 42: Name of Strategy A-6(f). Differenti
Page 43 and 44: Name of Strategy A-10. Group Reinfo
Page 45 and 46: Name of Strategy A-14. Instructiona
Page 47 and 48: Name of Strategy A-17. Parent Train
Page 49 and 50: Name of Strategy A-19(a) Continuous
Page 51 and 52: Name of Strategy A-20. Prompting/ C
Page 53 and 54: Name of Strategy A-24. Staff Traini
Page 55 and 56: IX.B. Targeted Interventions for At
Page 57 and 58: Name of Strategy S-1. Administrativ
Page 59 and 60: Name of Strategy S-4. Detention Bef
Page 61 and 62: Name of Strategy S-9. In-School Sus
Page 63 and 64: Name of Strategy S-12. Planned Igno
Page 65 and 66: Name of Strategy S-15. Response Cos
Page 67 and 68: Name of Strategy S-19. Time Out, In
Page 69 and 70: Name of Strategy o Description for
Page 71 and 72: IX.C. Intensive, Individual Interve
Page 73 and 74: Name of Strategy F-1. Contingent In
Page 75 and 76: Name of Strategy F-1(b). Aromatics
Page 77 and 78: Name of Strategy F-3. Extinction No
Page 79 and 80: Name of Strategy F-7. Mechanical Ha
Page 81 and 82: Name of Strategy F-10. Satiation Ad
Page 83 and 84: Name of Strategy F-13. Visual Scree
Page 85: with at least one of the student’
Page 89 and 90: XI. Appendix XI.A. ABC Model ABC/UB
Page 91 and 92: The third condition is knowledge of
Page 93 and 94: Components of a Successful Classroo
Page 95 and 96: Implementation Leadership Team Self
Page 97 and 98: Designing Functional Interventions
Page 99 and 100: ll. Functional Behavioral Assessmen
Page 101 and 102: 6 FUNCTION OF PROBLEM BEHAVIOR FUNC
Page 103 and 104: Functional Behavioral Assessment Te
Page 105 and 106: Student: __________________________
Page 107 and 108: Student:___________________________
Page 109 and 110: Student: __________________________
Page 111 and 112: BEHAVIORAL GRAPHING Student Name: _
Page 113 and 114: OFFICE DISCIPLINE CHECKLIST Conside
Page 115 and 116: DETAILED PROCEDURE FOR DEALING WITH
Page 117 and 118: XII. Frequently Asked Questions (FA
Page 119 and 120: Questions If the offense involved s
Page 121 and 122: Diagnostic assessment Assessment co
Page 123 and 124: Positive behavioral support The app
show all

Utah's Least Restrictive Behavioral Interventions Guidelines

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?