School Function Assessment Template

Guidelines on Filling in School Function Assessment

The School Function Assessment (SFA) is a comprehensive evaluation tool used to measure a student's performance of functional tasks that support his or her participation in the academic and social aspects of an elementary school program (grades K-6). It helps school professionals understand a student's particular needs for participation in school activities. The SFA is typically filled out by a team that may include teachers, parents, and school therapists. Successfully completing the SFA requires attention to detail and a collaborative effort to accurately capture the student's abilities and needs.

To fill out the School Function Assessment form, follow these steps:

1. Collect necessary information about the student, including academic records, reports from parents and teachers, and any previous assessments.
2. Review the instructions provided in the SFA manual carefully to understand each section of the form and the scoring criteria.
3. Identify and convene a team of professionals who know the student well, such as teachers, special education professionals, and therapists.
4. Distribute sections of the SFA to relevant team members, ensuring that each section is filled out by the person most familiar with the student's abilities in that area.
5. Complete the Student Information section with the student’s name, date of birth, grade, and other relevant personal information.
6. Assess and fill in the Participation section, detailing the student’s involvement in school activities.
7. Evaluate the student’s Task Supports, noting the type and amount of assistance required for the student to perform school tasks.
8. Complete the Activity Performance section, which evaluates how well the student performs specific school activities, including physical tasks and cognitive tasks related to school participation.
9. Gather the completed sections and review them for consistency and completeness. Discuss any discrepancies or concerns among team members.
10. Score each section according to the guidelines in the SFA manual. This may involve calculating averages or tallying scores based on observed performances and supports needed.
11. Summarize the assessment results, highlighting the student’s strengths and areas needing support. Discuss the implications for the student’s educational planning.
12. Prepare a report or an action plan based on the SFA results to address the student’s needs in their school environment. This might include recommendations for accommodations, modifications, or specialized services.
13. Ensure that a copy of the completed SFA form and any action plans are included in the student’s school records. Share findings with the student’s parents or guardians and discuss next steps.

Following these steps will help ensure the School Function Assessment form is completed thoroughly and effectively, providing valuable insights into a student’s school functioning and needs. The collaborative effort in filling out the SFA is crucial for developing a comprehensive understanding of the student's abilities and planning for interventions that will support their success in the school environment.

What is the School Function Assessment?

The School Function Assessment (SFA) is a comprehensive evaluation tool designed for use by professionals within educational settings. Its primary function is to measure a student's performance of nonacademic activities that are essential for full participation in school. These activities include a range of tasks, from classroom routines to social interaction with peers. Developed with a focus on children's abilities in various school environments, the SFA aims to facilitate the planning and implementation of support that enhances a student's school participation.

Who should use the School Function Assessment?

Typically, the SFA is used by a team of school-based professionals. This team often includes teachers, special education instructors, occupational therapists, physical therapists, and sometimes school psychologists. The collaborative nature of the assessment allows for a comprehensive view of the student's abilities and needs, ensuring a well-rounded approach to support and intervention planning.

What areas does the School Function Assessment cover?

The SFA evaluates a student's performance in three primary domains:

1. Participation: Looks at the student's involvement in a school setting, including classroom and playground activities.
2. Task Supports: Assesses the supports and accommodations needed for the student to perform school tasks, including physical and cognitive assistance.
3. Activity Performance: Evaluates a student's specific skills in completing tasks and activities related to school participation.

Is the School Function Assessment applicable for students of all ages?

The SFA is designed primarily for students in kindergarten through sixth grade. Its focus is on identifying and addressing the needs of these younger students to support their successful participation in school activities. For older students, other assessments may be more appropriate to their stage of development and academic demands.

How is the School Function Assessment administered?

Completing the SFA involves gathering information from a variety of sources and observers. This includes direct observation of the student, as well as input and insights from teachers, parents, and when appropriate, the students themselves. The assessment process tends to be collaborative, with professionals bringing together their observations to form a comprehensive overview of the student's capabilities and needs.

What outcomes can result from using the School Function Assessment?

Utilizing the SFA yields multiple benefits:

• Identification of areas where a student may need additional support or accommodations.
• Enhanced collaboration among school professionals and between schools and families, centered around the student's needs.
• Guidance for the development of Individualized Education Programs (IEPs) or 504 plans, particularly in identifying goals related to participation and task support.
• A baseline of the student's abilities, which can help in monitoring progress over time.

Can the School Function Assessment be used to monitor progress over time?

Yes, the SFA is an effective tool for tracking changes in a student's performance and participation in school activities. By administering the assessment at different points, school teams can monitor progress, assess the effectiveness of interventions, and make adjustments to support plans as needed to facilitate ongoing improvement and support student success.

Are there any requirements for professionals administering the SFA?

While there is no formal certification required to administer the SFA, it is recommended that professionals have a background in education, occupational therapy, physical therapy, or a related field. Familiarity with the student's educational environment and experience in assessing student performance in school settings are also beneficial. Training workshops and resources are available to help professionals effectively use the SFA in their practice.

Filling out the School Function Assessment form is an important task that requires careful attention to detail. Mistakes can lead to inaccurate information that may affect a student's support and services. Here are nine common mistakes to avoid:

1. Overlooking Instructions: Not thoroughly reading the provided instructions can lead to errors in completing the form. Each section may have specific requirements on how to assess and record student abilities.

2. Incorrect Identification Information: Failing to accurately fill in student identification information can result in assessments being attributed to the wrong individual.

3. Rushing Through Questions: Rushing may cause misinterpretation of questions or the missing of subtleties in the student's capabilities, leading to inaccurate responses.

4. Not Using Recent Information: Relying on outdated information to answer questions can give an incorrect current view of the student's abilities and needs.

5. Skipping Sections: Each section captures different aspects of school functioning. Skipping any section can result in an incomplete assessment of the student's capabilities.

6. Lack of Detail: Providing too little detail in open-ended responses can obscure the nuanced understanding of the student's school functioning.

7. Not Seeking Input: Failing to collaborate with other staff members or the student's caregivers who have additional insights into the student's school functioning.

8. Assuming Instead of Assessing: Making assumptions about a student's abilities without concrete assessment or observation can lead to inaccuracies.

9. Failure to Review: Not reviewing the completed form for errors or omissions can result in the submission of inaccurate or incomplete information.

By avoiding these common mistakes, individuals responsible for filling out the School Function Assessment form can ensure a more accurate and beneficial documentation of a student's abilities and needs.

The School Function Assessment (SFA) serves as a critical tool in evaluating a student's performance in various school activities, focusing on tasks that support their academic and social success. Alongside the SFA, several other documents and forms are frequently utilized to ensure a comprehensive approach to a student's educational and developmental needs. These documents work in tandem with the SFA to paint a complete picture of the student's abilities, challenges, and progress.

• Individualized Education Program (IEP): This document is customized for each student with a disability. It outlines the educational goals, the support services the student will receive, and how progress will be measured.
• 504 Plan: Similar to an IEP, a 504 Plan is designed for students who have disabilities that impact their learning or other school activities. It specifies accommodations that need to be made for the student in order to ensure their academic success.
• Student Health Record: This comprehensive record includes the student's medical history, immunizations, and any relevant health issues that the school should be aware of to ensure the student's safety and well-being.
• Behavior Intervention Plan (BIP): For students demonstrating challenging behaviors, a BIP outlines strategies and interventions aimed at improving undesirable behaviors that affect learning and social interactions.
• Functional Behavioral Assessment (FBA): Often used in conjunction with a BIP, an FBA seeks to identify the cause of specific behaviors in order to develop effective interventions to address them.
• Teacher Observation Notes: These notes provide insights into the student's day-to-day performance, interactions with peers, and response to various teaching methods and classroom environments.

Each of these documents contributes valuable information, supporting efforts to create a nurturing and effective educational path for each student. When used together with the School Function Assessment, educators, and caregivers can ensure a well-rounded approach to addressing the holistic needs of students, particularly those facing unique challenges in the school setting. This collaborative approach fosters an inclusive environment where every student has the opportunity to thrive.

• The Vineland Adaptive Behavior Scales serves as a comparable tool by evaluating personal, social, and academic skills necessary for everyday living. The focus on assessing adaptive behaviors across various environments makes it akin to the School Function Assessment form, which looks into a student's ability to participate in school tasks.

• The Pediatric Evaluation of Disability Inventory (PEDI) closely parallels the School Function Assessment by evaluating a child’s capability in key areas such as mobility, self-care, and social skill. Both tools aim to understand how a child's disabilities may influence their functional performance in certain settings.

• The Bruininks-Oseretsky Test of Motor Proficiency shares similarities with the School Function Assessment because of its focus on assessing motor skills that are foundational for school participation and daily activities. Both instruments are used to identify areas needing intervention or support.

• The Functional Independence Measure for Children (WeeFIM) vies closely with the School Function Assessment by aiming to gauge a child's level of independence in various functional tasks. While WeeFIM has a broader scope, covering aspects like cognition and communication, both tools provide valuable insights into areas where support might be required.

• The Behavior Rating Inventory of Executive Function (BRIEF), while primarily measuring executive function behaviors in home and school settings, shares the objective of identifying how certain limitations can affect a child’s participation and performance, similar to what the School Function Assessment seeks to accomplish.

• The Strengths and Difficulties Questionnaire (SDQ) assesses emotional and behavioral difficulties as well as prosocial behavior, which can indirectly affect a student's ability to function in school, making it a relevant complement to the School Function Assessment's broader objective of capturing how students fare across different school activities.

• A collaboration between the Social Skills Improvement System (SSIS) Scale and the School Function Assessment can provide a comprehensive view of a child's social and functional capabilities within a school setting. The SSIS specifically measures social skills, which are crucial for effective participation in school tasks and activities.

• The Conners' Rating Scales offers an assessment of behavioral, emotional, and academic issues in children and adolescents. This tool’s approach to understanding challenges that might impede school function complements the School Function Assessment's purpose of identifying functional performance in educational contexts.

Completing the School Function Assessment form is a critical step in understanding and supporting a student's needs within the educational environment. It's essential to approach this process thoughtfully and accurately. Here are several do's and don'ts to keep in mind:

• Do gather information from a variety of sources. It's important to get a holistic view of the student's abilities and challenges. This could include observations, reports from parents or caregivers, and input from other professionals who work with the student.
• Don't rush through the form. Each question provides valuable insight into the student's school functioning, so take your time to consider each response carefully.
• Do be as specific as possible. Vague answers can lead to misunderstandings or misinterpretations of the student's needs. If a question asks for examples, provide them.
• Don't guess. If you're unsure about how to answer a question, it's better to seek clarification or additional information than to fill in the form based on assumptions.
• Do use the student's own words or observations when applicable. This can provide valuable insight into their perceptions of their school experience and their own needs.
• Don't overlook the importance of privacy. Be mindful of the confidential nature of the information you're handling. Ensure that all discussions and documents are kept secure and are only shared with those who have a legitimate need to know.
• Do review the completed form for accuracy and completeness. Before submitting the form, double-check that all information is correct and that no sections have been missed.
• Don't ignore the guidelines provided with the form. These are designed to help you complete the form accurately and effectively. Make sure you understand the instructions before you begin.

By following these guidelines, you can contribute valuable information that will help in developing a comprehensive understanding of the student's needs and strengths, leading to a more supportive and effective educational plan.

Understanding the School Function Assessment (SFA) form is crucial for accurately evaluating a student's performance in school settings. However, several misconceptions often cloud its utility and interpretation. Here, we clear up some of those misunderstandings:

• It's solely designed for students with physical disabilities. The SFA is beneficial for assessing students across a wide range of abilities, not just those with physical challenges. Its purpose is to measure a student's performance in non-academic activities essential for school participation.

• It replaces the need for professional judgment. While the SFA provides structured and standardized criteria, it is not a substitute for professional expertise. Educators and therapists still need to interpret the results within the context of each student's unique needs.

• It's only for individual evaluations. Though often used for individual assessments, the SFA can also help school teams develop broader programs and strategies by identifying common needs among students.

• It assesses academic performance. The focus of the SFA is on a student's ability to participate in school activities outside of academic learning, such as playground interaction, mobility in school, and handling classroom materials.

• Teachers are the only ones who can administer it. While teachers play a significant role in administering the SFA due to their close observation of students, other school professionals like occupational therapists or special education coordinates also provide vital insights during the assessment process.

• Results are primarily used for eligibility determination. Beyond determining eligibility for specific services, the SFA's results can guide the development of personalized educational plans and interventions that support a student's full participation.

• It's a one-time assessment tool. The SFA is designed to be used multiple times to monitor a student's progress and adjust educational strategies as needed, rather than being a single assessment.

By dispelling these misconceptions, educators and support staff can utilize the School Function Assessment more effectively, ensuring that every student receives the support they need to thrive in the school environment.

The School Function Assessment (SFA) is an essential tool designed to evaluate a student's performance of nonacademic activities at school. Understanding its components and how to accurately complete and utilize this form can significantly support educational planning and the identification of necessary interventions or supports. Here are five key takeaways to remember when dealing with the SFA:

1. The SFA measures a student's level of participation, the type of support currently required, and performance in specific tasks and activities within the school environment. It's important to note that it focuses on tasks outside of the standard academic curriculum, highlighting its unique contribution to developing a comprehensive educational plan.
2. Accuracy in filling out the form is crucial. It requires detailed observations and input from those who work closely with the student, including teachers, paraprofessionals, and parents. Collaboration ensures that the filled form reflects the student's abilities and needs accurately.
3. When using the SFA, one must be aware of its scope. It does not diagnose or label students but provides a functional performance profile that helps in planning and implementing educational and support services.
4. Implementation of findings from the SFA should be a team effort. The results can guide discussions and planning among all stakeholders involved in a student's education, including special education services, occupational therapists, and other specialists, to ensure the necessary adjustments and supports are put in place.
5. The SFA is part of an ongoing process. It should be revisited periodically to adjust educational plans according to the evolving needs and progress of the student. Continuous reassessment helps in ensuring that supports remain relevant and effective.

In conclusion, the School Function Assessment is a comprehensive tool aimed at enhancing the educational experience for students with diverse abilities. By paying close attention to the way it is filled out and utilized, schools can better support their students in achieving greater participation and success in the school environment.