[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587060-105":59,"doc-detail-587060-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","using-functional-behavioral-assessments-to-create-supportive-learning-environments-us-department-of-education-november-2024","Using Functional Behavioral Assessments to Create Supportive Learning Environments - U.S. Department of Education - November 2024","","Guidance from the U.S. Department of Education explains how functional behavioral assessments (FBAs) can identify why a student’s behavior interferes with learning and how this understanding supports safer, more inclusive classroom environments. It links FBA-based planning—behavioral support or intervention plans—to evidence-based practices and frameworks such as MTSS and PBIS, aiming to reduce reliance on exclusionary discipline. The document addresses implicit bias, highlights disparities in suspension and expulsion, and summarizes stakeholder input, research review, and recommended use cases.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-functional-behavioral-assessments-to-create-supportive-learning-environments-us-department-of-education-november-2024/587060/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-functional-behavioral-assessments-to-create-supportive-learning-environments-us-department-of-education-november-2024/587060.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is a functional behavioral assessment (FBA)?","Question",{"text":111,"@type":112},"An FBA is a process for identifying the reasons behind, or factors contributing to, a student’s behavior that interferes with learning.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How can FBAs help schools reduce exclusionary discipline?",{"text":116,"@type":112},"FBAs support developing positive and proactive behavioral support/intervention plans using a function-based approach, helping educators address the behavior’s function without relying on removals.",{"name":118,"@type":109,"acceptedAnswer":119},"When are FBAs most commonly conducted, according to the guidance?",{"text":120,"@type":112},"FBAs are most typically conducted in response to safety-related behaviors or after a manifestation determination review or other disciplinary action under IDEA, though benefits apply to non-safety-related behaviors as well.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},587060,1792083961,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","USING FUNCTIONAL BEHAVIORAL ASSESSMENTS TO CREATE SUPPORTIVE LEARNING  \nENVIRONMENTS.  \nOFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES OFFICE OF ELEMENTARY AND SECONDARY EDUCATION  \nU. S. DEPARTMENT OF EDUCATION  \nNOVEMBER 2024  \nDear Colleague,  \nThe U.S. Department of Education (Department) is committed to supporting State educational agencies (SEAs), local educational agencies (LEAs), and our partners in ensuring that schools and preschool programs have additional tools to foster safe, inclusive learning environments that increase students’engagement and sense of well-being. The Office of Special Education and Rehabilitative Services (OSERS) and the Office of Elementary and Secondary Education (OESE) are jointly offering guidance on the use of functional behavioral assessments (FBAs) for all students 1 whose behavior interferes with learning.2 Briefly, an FBA is a process for identifying the reasons behind, or factors contributing to, a student’s behavior.3 This guidance is rooted in evidence-based practices to support students and allowable activities under both the Elementary and Secondary Education Act of 1965 (ESEA) and the Individuals with Disabilities Education Act (IDEA)—both of which emphasize a collaborative approach to support our Nation’s students.4  \nStudent behaviors that interfere with learning and overreliance on exclusionary discipline continue to be among the top concerns of educators and families.5 It is critical that we better understand student behavior, including how students’ lived experiences, 6 such as peer pressure, poverty, social media, discrimination, and trauma, may impact behaviors that interfere with learning in the classroom. A common response to student behavior that interferes with learning has been to remove the student from their learning environment through exclusionary discipline, such as through the use of suspensions, expulsions, or informal removals.7 When students are removed from their learning environments, students miss critical opportunities to receive the academic and behavior support they need. Exclusionary discipline can have long-lasting negative impacts for students and their parents; and can lead to decreased academic achievement, absenteeism, not finishing high school, increased involvement in the juvenile justice system, and family stress.8  \nThese negative impacts affect some groups of students more than others. During the 2020-21 school year, Black boys and girls, white boys, boys of two or more races, and students with disabilities attending public schools were overrepresented in receiving suspensions and expulsions.9 This trend starts as early as preschool. 10 It is critically important to note that research demonstrates that one’s perceptions about student behavior can be the result of implicit bias rather than the student’s actual behavior. 11 Therefore, addressing any implicit bias in how student behavior might be perceived and classified should be part of State and local efforts to create inclusive and supportive learning environments.  \nThis is also why our efforts must focus on implementing evidence-based practices that support students’needs. The Department believes that the use of evidence-based practices organized within an implementation framework, such as a multi-tiered system of support (MTSS) 12 and positive behavioral interventions and supports (PBIS), 13 can help schools and early childhood programs 14 shift toward implementing positive, proactive, and preventative approaches to address student behaviors that interfere with learning. Expanding the use of FBAs, and the development of plans, sometimes called either a “behavioral support plan” or “behavioral intervention plan”(BSP or BIP), to implement strategies that address the function of the behavior, can be an integral component of the larger schoolwide framework that supports students and reduces the reliance on exclusionary discipline. 15  \nWhile FBAs have traditionally been used to suppor","cbCairuY1eGbuNWU","https://ap.wps.com/l/cbCairuY1eGbuNWU","pdf",622132,26,"English","# Using Functional Behavioral Assessments to Create Supportive Learning Environments\n## Commitment to Inclusive, Supportive Learning Environments\n## Understanding Behavior and Reducing Exclusionary Discipline\n## Addressing Disparities and Implicit Bias\n## Evidence-Based Implementation Frameworks (MTSS, PBIS)\n## Using FBAs for Students With and Without Disabilities","[{\"question\":\"What is a functional behavioral assessment (FBA)?\",\"answer\":\"An FBA is a process for identifying the reasons behind, or factors contributing to, a student’s behavior that interferes with learning.\"},{\"question\":\"How can FBAs help schools reduce exclusionary discipline?\",\"answer\":\"FBAs support developing positive and proactive behavioral support/intervention plans using a function-based approach, helping educators address the behavior’s function without relying on removals.\"},{\"question\":\"When are FBAs most commonly conducted, according to the guidance?\",\"answer\":\"FBAs are most typically conducted in response to safety-related behaviors or after a manifestation determination review or other disciplinary action under IDEA, though benefits apply to non-safety-related behaviors as well.\"}]","Using Functional Behavioral Assessments to Create Supportive Learning Environments - U.S. Department of Education - November 2024 | PDF",1792060573,66]