California Parent and Youth Helpline
The California Department of Social Services is supporting Parents Anonymous in the launch of the new California Parent and Youth Helpline, which provides support and resource referrals to parent and youth during the current COVID-19 pandemic. We are requesting your assistance in promoting the helpline by sharing the below information with your contacts and placing the logo on relevant websites:
The California Parent and Youth Helpline provides support and resource referrals to parent and youth during the current COVID-19 pandemic, 7-days a week from 8:00 a.m. to 8:00 p.m. Call or text 1-855-4APARENT (855-427-2736) for services in English, Spanish and other languages. For more information, please visit:
https://caparentyouthhelpline.org/
Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers
Both the Individuals with Disabilities Education Act (IDEA) and Elementary and Secondary Education Act (ESEA) require that schools use programs, curricula, and practices based on "scientifically-based research" "to the extent practicable." This means that whenever possible, the educational interventions being used must be strongly supported by evidence from well-conducted research studies. Educational research may be said to be scientific when it:
- Uses a sound research design. The outcomes of students receiving a tested teaching strategy or intervention are compared to similar students who do not receive the intervention.
- Is based on high quality data analysis. Researchers must be sure to carefully collect, store and examine the data.
- Involves other researchers to review the results. The study should be reported in a journal so other researchers can review the methods used and repeat the research in other settings.
Under IDEA, instruction is individualized based on the student's needs. That's why it is especially important that the knowledge and experience of professionals and parents are also considered when deciding how to teach a student with disabilities. Professionals and parents should know about instructional practices and interventions that have been shown by research to be most effective. These research-based practices should then be matched with a student's unique needs and skills when developing a student's Individualized Education Program (IEP). It is important to record what works so that evidence can emerge over time that offers new insights into teaching and learning for students with disabilities.
Both the Individuals with Disabilities Education Act (IDEA) and Elementary and Secondary Education Act (ESEA) require that schools use programs, curricula, and practices based on "scientifically-based research" "to the extent practicable." This means that whenever possible, the educational interventions being used must be strongly supported by evidence from well-conducted research studies. Educational research may be said to be scientific when it:
- Uses a sound research design. The outcomes of students receiving a tested teaching strategy or intervention are compared to similar students who do not receive the intervention.
- Is based on high quality data analysis. Researchers must be sure to carefully collect, store and examine the data.
- Involves other researchers to review the results. The study should be reported in a journal so other researchers can review the methods used and repeat the research in other settings.Under IDEA, instruction is individualized based on the student's needs. That's why it is especially important that the knowledge and experience of professionals and parents are also considered when deciding how to teach a student with disabilities. Professionals and parents should know about instructional practices and interventions that have been shown by research to be most effective. These research-based practices should then be matched with a student's unique needs and skills when developing a student's Individualized Education Program (IEP). It is important to record what works so that evidence can emerge over time that offers new insights into teaching and learning for students with disabilities. (Adopted from Evidence-Based Practices at School: A Guide for Parents by Pacer Center).
According to the US Department of Education Center on PBIS, Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day. It is a way to support everyone – especially students with disabilities – to create the kinds of schools where all students are successful.
PBIS isn’t a curriculum you purchase or something you learn during a one-day professional development training. It is a commitment to addressing student behavior through systems change. When it’s implemented well, students achieve improved social and academic outcomes, schools experience reduced exclusionary discipline practices, and school personnel feel more effective.
Tier 1 Universal
Tier 1 supports serve as the foundation for behavior and academics. Schools provide these universal supports to all students. For most students, the core program gives them what they need to be successful and to prevent future problems.
For examples of various Tier 1 supports, visit PBISWorld.com Tier 1 Positive Behavior Interventions And Supports
Tier 2 Targeted
This level of support focuses on improving specific skill deficits students have. Schools often provide Tier 2 supports to groups of students with similar targeted needs. Providing support to a group of students provides more opportunities for practice and feedback while keeping the intervention maximally efficient. Students may need some assessment to identify whether they need this level of support and which skills to address. Tier 2 supports help students develop the skills they need to benefit core programs at the school.
Student Intervention Matching Form The SIM-Form is designed to match students identified as emotionally or behaviorally at-risk by a universal screening process to particular Tier 2 interventions.
Tier 3 Intensive
Tier 3 supports are the most intensive supports the school offers. These supports are the most resource intensive due to the individualized approach of developing and carrying out interventions. At this level, schools typically rely on formal assessments to determine a student’s need and to develop an individualized support plan. Student plans often include goals related to both academics as well as behavior support. Imperial County SELPA utilizes the protocols from Positive Environment Network of Trainers (PENT) as a model in developing our TIER 3 interventions.
Functional Behavioral Assessments and Behavior Intervention Plans
Education Code Section 56320(b)(3) establishes that assessments of students with exceptional needs “are administered by trained and knowledgeable personnel and are administered in accordance with any instructions provided by the producer of the assessments, except that individually administered tests of intellectual or emotional functioning shall be administered by a credentialed school psychologist.” Assessments must “be conducted by persons competent to perform the assessment, as determined by the local educational agency.”
In addition, the Education Code states that “a person recognized by the national Behavior Analyst Certification Board as a Board Certified Behavior Analyst (BCBA) may conduct behavioral assessments . . . for individuals with exceptional needs.” However, educational entities are not required to use a BCBA to perform a behavioral assessment, indicating that other “trained and knowledgeable” personnel may perform behavioral assessments. It should be noted that the California Commission on Teacher Credentialing standards relating to preparation for the School Psychology credential state that candidates must be well versed in a variety of assessment methods, including behavioral assessment. (Education Code sections 56322, 56525(a) and (b)).
The Imperial County SELPA believes that other staff that meet the following criteria are also “properly trained” to conduct FBAs:
- Possess a professional license, credential, or bachelor’s/master’s degree in a related field and also:
- Prior BICM Certification through a California SELPA (with a minimum of three additional hours of behavior training every three years thereafter) (or)
- The LEA may appoint persons they determine to be qualified to complete FBA’s.
Staff Qualifications for Individuals Assigned to Develop Behavior Intervention Plans
Pursuant to California Code of Regulations, Title 5, Section 3065(d), behavioral intervention shall be designed or planned by personnel who hold one of the following:
- Pupil Personnel Services Credential in School Counseling or School Psychology (issued by the California Commission on Teacher Credentialing (CTC))
- Credential authorizing the holder to deliver special education instruction (issued by the CTC)
- License as a Marriage and Family Therapist (MFT) (issued by the Board of Behavioral Sciences (BBS) within the Department of Consumer Affairs)
- License as a Clinical Social Worker (issued by the BBS)
- License as an Educational Psychologist (issued by the BBS)
- License in Psychology (issued by the California Board of Psychology within the Department of Consumer Affairs)
- Master’s Degree in Education, Psychology, Counseling, Behavior Analyst, Behavior Science, Human Development, Social Work, Rehabilitation, or in a related field, issued by a regionally accredited post-secondary institution of higher education (or)
- Board Certified Behavior Analyst certification
Qualifications for Implementation
In order to provide behavior intervention, including implementation of BIPs, but not including development or modification of BIPs, one must either (1) have one of the qualifications listed above (for those who may design or plan behavior intervention), or (2) be under the supervision of someone qualified to design or plan behavior intervention, possess a high school diploma or its equivalent, and receive the specific level of supervision required in the pupil’s IEP.
Functional Behavior Assessment and Behavior Intervention Plans
Information taken from California Department of Education Frequently Asked Questions for Local Education Agencies Behavioral Intervention
What is a Functional Behavioral Assessment?
No state or federal law or regulation defines a functional behavioral assessment (FBA). However, it is generally understood to be an “evaluation” under the IDEA when a public agency conducts an FBA to assist in determining whether a child is, or continues to be a child with a disability and/or to determine the nature and extent of the special education and related services that the child needs, including the need for a BIP. (Questions and Answers on Discipline Procedures, OSERS, 52 Individuals with Disabilities Education Law Report 231 (June 1, 2009), Q. E-4; Letter to Anonymous, 59 Individuals with Disabilities Education Law Report 14 (OSEP, April 9, 2012); 20 USC Section 1414(a), (c); 34 CFR Section 300.15)
When are LEAs required to conduct FBAs?
An FBA must be conducted when school authorities seek to change the placement of a child with a disability because of a violation of a code of student conduct and the IEP team determines that the conduct was a manifestation of the child’s disability and the LEA had not conducted an FBA prior to such determination before the behavior that resulted in the change of placement.
An FBA must be conducted “as appropriate” in cases of disciplinary removals involving a change in placement in which the IEP team determines that the conduct was not a manifestation of the child’s disability.
An FBA must be conducted when the IEP team determines that it would be appropriate for the child. (20 USC sections 1415(k)(1)(D)(ii); 1415(k)(1)(F)(i); 34 CFR sections 300.530(b)(2); 300.530(d)(1)(ii); 300.530(d)(5); and 300.530(f); Questions and Answers on Discipline Procedures, OSERS, 52 Individuals with Disabilities Education Law Report 231 (June 1, 2009), Q. E-1)
Who is qualified to conduct a functional behavioral assessment?
Education Code Section 56320(b)(3) establishes that assessments of students with exceptional needs “are administered by trained and knowledgeable personnel and are administered in accordance with any instructions provided by the producer of the assessments, except that individually administered tests of intellectual or emotional functioning shall be administered by a credentialed school psychologist.” Assessments must “be conducted by persons competent to perform the assessment, as determined by the local educational agency.”
In addition, the Education Code states that “a person recognized by the national Behavior Analyst Certification Board as a Board Certified Behavior Analyst (BCBA) may conduct behavioral assessments . . . for individuals with exceptional needs.” However, educational entities are not required to use a BCBA to perform a behavioral assessment, indicating that other “trained and knowledgeable” personnel may perform behavioral assessments. It should be noted that the California Commission on Teacher Credentialing standards relating to preparation for the School Psychology credential state that candidates must be well versed in a variety of assessment methods, including behavioral assessment. (Education Code sections 56322, 56525(a) and (b)).
Does conducting a functional behavioral assessment require a parent’s or guardian’s consent?
Yes, parental consent is required before an FBA may be conducted.
(Questions and Answers on Discipline Procedures, OSERS, 52 Individuals with Disabilities Education Law Report 231 (June 1, 2009), Q. E-4)
Do the procedural requirements for conducting assessments to determine a child’s eligibility for special education or the child’s educational needs apply to functional behavioral assessment?
Yes. There are no state and federal laws or regulations that pertain specifically to functional behavioral assessments only. References in law and regulation to assessment pertain to all assessments.
If a parent disagrees with a functional behavioral assessment does he or she have the right to obtain an independent educational evaluation?
Subject to certain conditions, a parent or guardian has the right to obtain, at public expense, an independent educational assessment of the pupil from qualified examiners, if the parent or guardian disagrees with an assessment obtained by the public education agency. The public agency has the option of requesting a due process hearing to show that its evaluation is appropriate. (34 CFR 300.502)
What other types of assessments could be completed when a student has behavioral challenges that impede his or her learning or that of others?
Education Code Section 56320 says “...An individual assessment of the pupil's educational needs shall be conducted, by qualified persons, in accordance with requirements including, but not limited to, all of the following:
(e) Pursuant to Section 1414(b)(2)(B) of Title 20 of the United States Code, no single measure or assessment is used as the sole criterion for determining whether a pupil is an individual with exceptional needs or determining an appropriate educational program for the pupil.
(f) The pupil is assessed in all areas related to the suspected disability including, if appropriate, health and development, vision, including low vision, hearing, motor abilities, language function, general intelligence, academic performance, communicative status, self-help, orientation and mobility skills, career and vocational abilities and interests, and social and emotional status. A developmental history shall be obtained, when appropriate. For pupils with residual vision, a low vision assessment shall be provided in accordance with guidelines established pursuant to Section 56136. In assessing each pupil under this article, the assessment shall be conducted in accordance with Sections 300.304 and 300.305 of Title 34 of the Code of Federal Regulations.”
Functional Behavior Assessment Report Form (PENT)
Functional Behavior Assessment Report Instructions
