Partnership Services
- MTSS Partnership
- Student FBA/BIP
- Classroom Supports
- Staff Training
Procedures
MTSS Partnership
Description: Behavior Bridges can participate in ongoing MTSS activities of the school district as a community representative or upon request to attend specific meetings or topics.
Referral Process: A district administrator or MTSS representative may request Behavior Bridges to attend a specific MTSS meeting or committee, pending approval from appropriate district members.
Outcome: Increased community collaboration and partnership leading to better outcomes for students.
Student FBA/BIP
Description: Behavior Bridges is available to provide outside individual evaluation services in the form of Functional Behavior Assessments and Recommendations for Behavior Intervention Planning that can be incorporated into a student’s new or existing 504 or IEP programs within the district.
Referral Process: A district administrator may make a referral to Behavior Bridges after agreement from the current school team has been reached that this is necessary for the student. The student’s parent/guardian must be included in this decision and written consent is required prior to accessing this service. The district administrator is responsible for coordinating communication between Behavior Bridges and other team members.
Assessment Process: Upon receipt of the referral, student information will be gathered, which includes any existing behavior data, reports, or skills assessments related to the student’s referred behavior(s). Student observation, team interviews, and records review will occur. Individual direct assessment may also be conducted. This process takes approximately 4 weeks to complete.
Outcome: A Functional Behavior Assessment & Recommendations for Behavior Intervention Planning report will be completed and shared with the district team. This is formalized through a team meeting with the parent/guardian in which the recommendations are discussed and a 504 plan is created, or the FBA/BIP is added to the student’s IEP. In many cases, the recommendations by Behavior Bridges are adopted by the existing 504 or IEP team. A monthly report of all student FBA progress will be available upon request.
Follow-Up: Upon completion of the FBA/BIP and participation in the team meeting to discuss findings and recommendations, Behavior Bridges recommends that the existing IEP team maintain and monitor the FBA/BIP. In some circumstances, the district will request ongoing follow-up from Behavior Bridges to monitor progress and or conduct ongoing staff training. In this case, a district administrator will coordinate with Behavior Bridges on the scope of
Classroom Support
Description: Behavior Bridges may provide observations, consultation, and support to classroom teachers about preventative strategies which can contribute to positive student outcomes for Tier 2 interventions.
Referral Process: A district administrator may make a referral to Behavior Bridges on the request needed, which will include timelines, scope, specifications of the support, and expected outcomes prior to implementation. The MTSS team and/or classroom teacher should be included in the recommendation.
Outcome: A classroom systems checklist will be completed along with recommendations for interventions and supports to achieve the expected outcomes within 1 month of the referral. Follow-up training, support, and consultation will be pre-approved by district administration. A monthly report of all classroom supports provided will be available upon request.
Staff Training
Description: Behavior Bridges may provide a variety of staff training options, which can be tailored to the district’s schedule needs, topic, length of training, and audience. Training can also be adapted to include families.
Referral Process: Requests for training are preferred to be made at least 1 month in advance. District staff may request through school or district administrators any training needs from the following topics. Specifications of the training will be agreed upon by Behavior Bridges and the requesting party.
Training topics include, but are not limited to:
- Functional Analysis & Behavior Intervention Planning
- School-Wide PBIS & Preventative Interventions
- Classroom Management Strategies
- Effective Supports for Autism Spectrum Disorder and Related Developmental Disabilities
- Crisis Intervention
- Adaptations and Modifications for Behavior Supports
- Supporting Social-Emotional Learning
Outcome: Improved professional development for district personnel. A report of all completed training can be made available upon request, and competency-based or evaluative assessments may be incorporated into any training with advanced notice.