Ask five schools who is on the FBA team and you may get five answers: the school psychologist, the case manager, "whoever has a free period," a behavior specialist from the district, or the teacher alone. Part of that is local practice and part is a gap in the rules.
This page sets out what the sources say about who takes part, what each person adds, and how to build a team that can finish the work.
What IDEA defines, and what it does not
IDEA does not define an FBA team. Colorado's guide notes that IDEA does not define an FBA at all. What section 300.321 does define is the IEP team: the parents; not less than one regular education teacher of the child; not less than one special education teacher; a representative of the public agency who is qualified to provide or supervise specially designed instruction, knows the general curriculum, and knows the district's resources; an individual who can interpret the instructional implications of evaluation results; other individuals with knowledge or special expertise regarding the child, at the discretion of the parent or the agency; and the child whenever appropriate.
When an FBA informs an IEP, it makes sense to build the team around those members and add people who can contribute data and skills.
Who contributes
Illinois's guidance lists the contributors to an FBA: school administration, school-based clinicians such as school psychologists and social workers, classroom teachers, board certified behavior analysts, parents or guardians, the student, and any other individuals who regularly interact with the student. It adds that written consent to exchange information allows outside experts, such as a student's private therapist or counselor, to be consulted. It also says information should come from various sources, such as interviews with teachers, bus drivers, paraprofessionals, and lunchroom and custodial staff.
Queensland's guide says no specialist qualifications are required to conduct an FBA in schools, and that most can be done by a school-based team guided by a behavior specialist or a team member trained in conducting FBAs. It lists forming an action team as the first step of the process.
| Person | What they add |
|---|---|
| Parents or guardians | History, home context, setting events, what works, their goals |
| Student | Their view of what is hard and what helps |
| Classroom teacher | Daily observation, data, the conditions in the room |
| Special education teacher or case manager | The IEP, goals, knowledge of services, timeline |
| School psychologist or counselor | Interview and observation skills, assessment, links to other evaluations |
| Behavior specialist or analyst | Training in FBA methods, guidance on data and hypothesis |
| Paraprofessional | Close observation, data, early signs |
| Specials, lunch, recess, bus staff | What happens in other settings |
| Administrator | Resources, scheduling, district policy |
| Related services providers | Information about communication, motor, or other needs that touch behavior |
Not every FBA needs everyone. The point is to cover the settings where the behavior occurs and the people who see the student there.
Consent and information sharing
Colorado's guide says written permission, or informed consent, from a parent is required before the IEP team performs an FBA, because the process is used to evaluate the child's individualized behavioral needs. Illinois notes that written consent to exchange student information is what lets external experts take part. Rules differ by state and district, so ask your special education director what your district requires, and how consent is obtained and recorded.
Families are partners and are required to be notified and involved throughout the FBA and BIP processes, per Colorado. See parent communication about behavior.
Choosing a lead and a recorder
Two jobs make a team work. A lead keeps the timeline and calls the meetings. A recorder keeps a single file with the definition, the data, the interview notes, and the summary. Write the names on the first page. A team of seven with no lead and no recorder tends to produce six versions of the same story.
A first meeting
At the first meeting, decide: who is on the team, who leads, what behavior comes first and how it is defined, what information each person will gather, and when the team will meet again. See FBA steps in order for the steps and BIP team meeting agenda for how to run the table.
Building a team for a small school
A small school may not have a psychologist on site, a behavior specialist, or a counselor with time. A workable team can be as small as the classroom teacher, a case manager, an administrator, the family, and one person who can lead the process, often a district school psychologist or behavior specialist who visits. Queensland's guide says most FBAs can be done by a school-based team guided by someone trained in the process. Ask your district for that guide person early, and give them the data you already have, such as the tally, the definition, and the schedule. A well-prepared small team often moves faster than a large one that meets rarely.
When the team disagrees
Disagreements are normal. A teacher may see avoidance where a parent sees anxiety, and an administrator may want a quick plan while a specialist wants more data. Go back to the evidence: what was seen, counted, and recorded. Agree on what additional information would help settle the question, and who will get it by when. If a family disagrees with the process or the result, listen, write down their concerns, and ask your special education director about the district's options, which may include meeting facilitation or mediation.
Roles during the work
- Teachers keep the daily tally and note what they see.
- Paraprofessionals can record data under the teacher's criteria. See paraprofessional role in BIP.
- General education teachers share the conditions in their rooms. See general education teacher role in a BIP.
- Specialists guide the methods and help read the data.
- Families answer interview questions and review the summary.
Keeping information private
An FBA gathers sensitive information about a student. Share it on a need-to-know basis, by approved channels. Section 300.623 requires privacy safeguards, training for people who use personally identifiable information, and a list of employees who may have access. Use first names or codes outside the team. See documenting incidents factually.
Team slips
- No lead. The work stalls.
- No family. The picture is incomplete.
- Only one setting represented. The behavior may differ elsewhere.
- Too many people on every call. Match the team to the task.
- No single file. Keep one record.
Terms are in the glossary.
What your district decides
Who must be on a team, who may lead, how consent is obtained, and how long each step may take are set by state and district. The sources here are examples. Ask your special education director for your district's process.