THIS IS A 2 DAY TRAINING.
DAY 1: DECEMBER 2ND 8:00-3:00PM
DAY 2: DECEMBER 21ST 8:00-3:00PM
2 Day FBA/BIP Training
Please note, thatattendance is required for both days of this training course. Registering for Day 1 will automatically register you for both days. The intended audience for this training is administrators, general education and special education teachers, integrated co-teaching teams, psychologists, counselors, social workers, and paraprofessionals. It is highly recommended that participants bring an IEP, FBA, and BIP for one of their students, as well as supporting data to both trainings as there will be a reflection activity that requires these documents.
Day 1: Functional Behavioral Assessments (FBA)
Participants will review the explicit connections between the NYSED Regulations and the Multi-Tiered System of Supports Framework for Behavior (MTSS-B) and examine strategies and behavioral supports for each tier. This information will serve as guidance while considering the Functional Behavior Assessment (FBA) process and the steps and supporting documentation required for each section. Participants will engage in a case study to unpack each step of the FBA process, including how to operationally define behaviors, understand the function of behavior and brainstorm functionally-based replacement behaviors. Participants will explore different types of indirect and direct data collection methods and formulate a summary hypothesis, which is the foundation for developing the behavior pathway. Participants will be given a facilitator’s guide and materials to train their colleagues regarding appropriate FBA development. Using the FBA Review tool, participants will engage in a reflection activity with their IEP and FBA.
Day 2: Behavior Intervention Plans (BIP)
This professional learning will build on the knowledge and materials from the FBA session by expanding on the explicit connections between the NYSED Regulations, IEP, FBA and the BIP. Participants will use the Functional Behavioral Assessment as the foundation for developing a Behavior Intervention Plan. There will be explicit instruction in order to create a BIP, including implementing strategies and supports to neutralize or reduce the impact of setting events, altering antecedents to help remove or reduce triggers, developing functionally-based replacement behaviors, and addressing consequence strategies to help increase the replacement behavior and decrease the target behavior. Participants will engage in a reflection activity whereby they will review the alignment between the IEP, FBA, and BIP with their school-based teams that support behavior. Participants will be given facilitator’s guide and materials that can be shared back at their schools. Lastly, participants will create action plans to train colleagues at their schools in order to develop and progress monitor BIPs.