Step 1 - Checklist for Coordinating and Approving Behavior Analyst and/or RBT Access as Private Instructional Personnel (PIP)

Sep 20, 2026

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Step 1 checklist used to coordinate and approve whether a Behavior Analyst and/or Registered Behavior Technician (RBT) may serve as Private Instructional Personnel (PIP) on a school campus. It captures required participant roles, identifies credentialed staff, and documents scheduling and meeting logistics. It includes permissions and agreements, FERPA and record-release requirements, background screening and fingerprinting, credential proof, district ID badges, confidentiality and policy commitments, supervision and data review plans, communication procedures, and operational details such as escort rules and parking.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Step 1: Checklist for Coordinating and Approving Access

PIP participation, credentials, and meeting setup

Permissions, screening, identification badges, and FERPA agreements

Scheduling, supervision, data review, and communication procedures

Step 1: Checklist for Coordinating and Approving Behavior Analyst and/or RBT Access as Private Instructional Personnel (PIP) Student Name: Date: School: Names of Behavior Analyst(s): Circle credential: BCBA-D BCBA BCaBA Circle credential: BCBA-D BCBA BCaBA Names of Registered Behavior Technicians (RBTs): __________________________ __________________________ __________________________ __________________________ To begin the process, it may help for the School Administrator to arrange completion of the steps on this checklist during an initial meeting. It is important to determine who must be present and when and how to schedule the meeting. Participants may include the School Administrator, school district Behavior Support personnel, school Behavior Support Team member, teacher, parent, and the Behavior Analyst and RBT who may serve as PIP. Specific directions and/or copies of required forms (e.g., background checks) can be shared for review before or atthe meeting. 􀀀 Obtain written, signed permission (e.g., parental consent) for the PIP to serve the student on the school campus. o Broadly describe why PIP services are necessary, plus anticipated service benefits and anticipated outcomes (e.g., enhanced communication and collaboration, data-based goals, graphs of progress, schedule for fading and terminating services) o Broadly describe anticipated methods for the PIP services (e.g., conduct observations and assessment, support interventions, collaborative planning and consultation. ) o Affirm that PIP services will not prevent the district from providing state curriculum, specially designed instruction, and related services that the student’s team has determined to be necessary and may be required by law, statute, regulation or rule. o Agree that PIP services will not conflict with or supplant (i.e., displace, replace, supersede) the provision of FAPE and the student’s existing educational plan. o Agree to avoid activities that might interfere with, or disrupt the flow of instruction, or compromise the teacher’s authority within the classroom. ▪ minimize interaction with staff during instruction ▪ minimize interaction with other students o Determine the optimal times and settings for PIP services: ▪ relevant times and settings when the behaviors of concern are most likely to occur during the school day (in nearly all circumstances, this is the most effective strategy) ▪ before or after school ▪ during non-instructional time: lunch, free time, special classes, pull-out times, nonacademic period, teacher is not present 􀀀 Obtain proof of PIP certification/credentials 􀀀 Obtain directions and: o Complete background screening o Complete fingerprinting and/or the district-approved vendor process o Receive school district identification badge(s) permitting access to the school campus. 􀀀 Provide copies in advance for review and obtain: o Complete agreement to adhere to the requirements and provisions of the Family Educational Rights and Privacy Act (FERPA), a federal law, to ensure the confidentiality of personally identifiable student information for the student named above. ▪ Written, signed permission (e.g., parental consent) for the PIP to share information or records with outside personnel regarding the student named above. ▪ Release of Information (Record Release) procedures and signature form. o Complete agreement to respect the confidentiality of other students at all times. o Complete agreement to follow all applicable School Board policies. o Complete agreement to sign in using the “Safe Net” system and prominently wear appropriate identification when seeking access to, and at all other times when on, the school campus. 􀀀 Collaboratively develop a specific schedule of the best days/times to access the school campus and obtain agreement to follow the schedule. o Frequency of Visit (weekly, bi-weekly, monthly): o Day(s) of the week: o

FAQs

What information must be completed in Step 1 of the checklist?

Step 1 records the student name, date, school, names of the Behavior Analyst(s) and RBT(s), and sets out scheduling and meeting details for coordinating PIP access.

What permissions and agreements are required before PIP can access the school campus?

Obtain written, signed permission (e.g., parental consent) for the PIP to serve the student, share information with outside personnel, and follow FERPA confidentiality requirements, including record-release procedures and signatures.

What steps are required for credentialing and access logistics for the PIP?

The checklist requires proof of PIP certification/credentials, completion of background screening and fingerprinting (or the district-approved vendor process), receipt of district identification badge(s), and plans for supervision, data review, communication, escort procedures, identification, and parking.

Sep 20, 2026

Upload by Finn