ERs, IEPs, Behavior Plans, Chapter 14 and Data Collection!! Bucks County Intermediate Unit #22 August, 2011
Dec 14, 2015
ERs, IEPs, Behavior Plans, Chapter 14
and Data Collection!!
Bucks County Intermediate Unit #22
August, 2011
WHY we are here …
Our Vision: “Every child by name reaching core academic proficiency in core academic disciplines regardless of zip code, economic status, race, ethnicity or disability.”
Mission Statement - PDE
Our goal today is to work together to gain an understanding of the requirements for demonstrating excellence in our work and compliance with IDEA.
Focus: Evaluation Report, Reevalution Report IEP Behavior Support Plans Progress Monitoring (data collection)
Today
Paperwork
!
Individuals with Disabilities Education Act (IDEA ’04)
Special education law guarantees the following rights to all students with disabilities:
The right to an education The right to a “free” education The right to an “appropriate” education The right to placement in the “least restrictive setting” The right to due process
The courts define appropriate as
“in accordance with the student’s IEP.”
This means the IEP serves as THE single most important document for a student
with a disability.
Defining Appropriate
The Purpose of an IEP
Serves as a blueprint for the provision of special education services.
Puts into writing the district’s commitment to educating a student with a disability.
Describes the specialized services that are needed for the student to be successful.
The Importance of an IEP
The IEP is a firm, legally binding “commitment of resources” by the district.
When the IEP team specifies that a specialized service is needed, the district must provide it.
Source: Bateman, B. (1995) Writing Individualized Education Programs for Success: Secondary Education and Beyond. Learning Disabilities Association.
Persons Responsible for Implementation of an IEP
All school staff working directly with the student are responsible for implementing the IEP.
List may include: Administrators Special education
teachers General education
teachers Counselors Support staff/related
services staff Paraprofessionals
The Starting Place
Referral for evaluation
Multidisciplinary eval
Determine eligibility
Development of IEP
The Evaluation/Reevaluation Report
Provide detailed information on a student’s current level of academic and functional performance
Are data-rich and address all areas of concern Form the basis for the Present Levels of
Performance in the IEP Include strengths and needs Provide recommendations for teachers
I. Special Considerations
II. Present Levels of Performance
III. Transition Services
IV. Participation in State & Local Assessments
V. Goals and Objectives
VI. Special Education/ Related Services/ Supplementary Aids
& Services/Program Modifications
VII. Educational Placement
VIII. Penn Data Reporting
Parts of the IEP
I. Special Considerations
Blind or visually impaired? If yes, explain:
Deaf or hearing impaired? If yes, develop Communication
Plan Communication needs Assistive technology Limited English Proficiency Behaviors that impede learning
If yes, Behavior Plan based on FBA
Other (Specify)
Any factors
checked must be
addressed in the IEP.
II. Present Levels of Performance
Present Levels of Academic Achievement:Performance in general education curriculum, including reading, writing, and math
Present Levels of Functional Performance:Related to activities of daily living, functional levels of academics, social deficits, etc.
Strengths:Describe what student does relatively well
Academic & Functional Needs:State specific needs related to disability (translates into goals)
Effect on Involvement & Progress in General Education Curriculum
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Present Levels of Academic Achievement
Instructional Level and Grade Level
It is critical that assessments and present levels include both the instructional and grade levels.
Instructional level alone does not meet the criteria of the general education curriculum.
Grade level alone does not meet the criteria of an IEP based on identified skill deficits.
The two levels together allow the student to make progress in the general education curriculum, while also addressing skill deficits
NEW
Types of Information Included in Present Levels
Academic Achievement:
Standardized test scores Curriculum-based
assessments Teacher records Observations Input from parents State and local assessments
PSSA, PASA
Functional Performance:
Classroom performance Daily living skills Progress reports on
previous IEP goals Behavioral records FBA results Related Services Other:
III. Transition Services
Begin Transition Planning if the student will be 14 years of age or if the IEP team decides to begin planning earlier.
Discuss Desired Post-School Outcomes Post-Secondary Education and Training Employment Independent Living
IV. Participation in State /District-Wide Assessments
The IEP team must decide whether the student: participates without
accommodations participates with
accommodations (list them) will be assessed on an
alternative assessment
It is required that all students
participate in state and district-
wide assessments.
V. Goals and Objectives
Goals and objectives need to be:
Measurable / Able to be Monitored
Meaningful
Standards-aligned
Derived from the needs resulting from the disability
Related directly to the present levels
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Goal Requirements
Pennsylvania measurable goal statements include:
Condition
Student name
Behavior
Criteria
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Condition
Measurable Goals at a Glance
Use
the
Stu
dent
’s N
ame
-Describe the situation in which the student will perform the behavior.
Given visual cues..
During lectures in math…
Given active response checks…
Name the action you will see the student actually doing.Use action verbs.
NameLocatePointSeparateRankChoose
The level and frequency the student demonstrates mastery.
% of the time#times/# timesWith the # or % accuracy“X” or better on a rubric“X” or better on a checklist.
Clearly Defined Behavior
Performance Criteria
EvaluationSchedule
Number of times needed to demonstrate mastery
How consistently the student needs to perform the skill(s) before it’s considered “mastered”
Evaluation Schedule -How frequently the teacher plans to assess the student -Method of evaluation
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Standards Aligned Goals
By writing standards-aligned goals, we ensure that we are focusing our instruction on skills that will enable students to access and make progress in the general education curriculum.
Goals need to correspond to the identified skill deficits obtained from present levels of academic achievement.
New!
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Standards Aligned Goals
Standards aligned goals include some of the actual wording of standards/anchors/eligible content in the PA standards.
Not every annual goal must be standards- aligned. For example, functional goals related to independent living, behavior, or personal hygiene do not align with the academic standards.
PDE (2009): Writing Standards Aligned IEPs At a Glance
New!
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Steps to Standards Aligned Goals
1. Review Present Levels of Academic Achievement
2. Identify student’s needs (academic and functional)
3. Prioritize student’s needs
4. Determine the PA standard that correlates with each need
5. Write the goal with the condition, student name, behavior
and performance criteria
New!
Examples of Standards-Aligned Goals Goal: Given a reading passage at the 4th grade level, Samuel will
be able to identify and describe the characters, setting, plot and theme, with 80% accuracy on weekly comprehension probes for 6 consecutive weeks.
Goal: Given reading materials at the 2nd grade level, Amy will use knowledge of phonics and context clues to decode new words with 90% accuracy on weekly reading fluency probes, for 6 consecutive weeks.
Goal: Given a word bank with key math vocabulary, Simon will answer questions related to content in tables, graphs and charts with 90% accuracy on 8 of 10 bi-weekly teacher-made assessments.
For Information on Standards Aligned System:
SAS : www.pdesas.org Explore
this site!
VI. Special Education/Related Services/Program Modifications
Program Modifications and Specially Designed Instruction (including Positive Behavior Support Plan, if required)
Related Services
Supports for School Personnel
Extended School Year
Specially Designed Instruction (SDI)
SDI is what’s “special” in special education.
Designed to meet the unique and individualized needs of the student.
The IEP team must identify the specific strategies that are needed by the student to access and be successful in the general education curriculum.
Often carried out in the general education setting.
Examples of SDI
Instructional:– large print textbooks/ materials on tape– communication devices/assistive technology– test modification– instructional adaptation (repeating directions, use of study guides, frequent checks for understanding)– replacement of traditional reading curriculum with functional sight vocabulary
More Examples ...
Extended time on tests Material read orally to
student
Reduce number of
items on page to 5 or
less
Pencil grip
Modified curricular
goals
Adaptive equipment
Quick pen
Preferential seating
near teacher
Seat cushion
Examples for Positive Behavior Supports
If behavior is identified as an area of concern, list positive behavioral support strategies as part of specially designed instruction.
Social- Behavioral: Individualized positive behavior support plan Consistent rewards and consequences Visual schedule/ assistance with transitions Direct instruction in anger management Direct instruction in social skills
Monitoring Delivery of SDI
For each program modification and/or SDI, the team must indicate the location and frequency of the service to be provided.
LOCATION refers to where the child will be receiving the service.
FREQUENCY refers to how often the child will be receiving the service.
Ensuring Delivery of SDI
School staff must deliver each service or SDI listed in the IEP exactly as outlined in the IEP.
Special educators and general educators need to collaborate to document that each student is receiving the services identified in the IEP.
Related Services
Refers to transportation and any developmental, corrective or other supportive service needed to assist a student with a disability to benefit from special education.
Examples: speech and language physical and occupational
therapy audiology services psychological services job coaching mobility services
Supports for School Personnel
If personnel, such as general educators, need supports to implement the IEP, it should be noted in this section. This could include aids, resource materials, training, or equipment.
Examples: • information/ training on
attention deficit disorder• training in positive
behavior support• training in using assistive
technology• consultation with special
educator regarding modification of instruction
Monitoring Supports
For each support listed, the team must indicate the location and frequency of the support to be provided.
LOCATION refers to where school personnel will be receiving the support.
FREQUENCY refers to how often school personnel will be receiving the support.
Extended School Year (ESY)
In considering whether a child is eligible for ESY services, the IEP team must consider these factors.
Regression Recoupment Maintenance Mastery of skill Crucial skill for self-
sufficiency/independence Withdrawal from learning
process Severity of disability
VII. Educational Placement
Amount of support:
Itinerant (20% or less)
Supplemental (>20% and <80%)
Full-Time (80% or more)
Type of support:
Blind/Visually Impaired Support Deaf/Hard of Hearing Support Autistic Support Learning Support Life Skills Support Emotional Support Physical Support Multiple Disability Support Speech & Language Support
Educational Placement- Location of Child’s Program
State location child will receive services. Explain if not the neighborhood school.
Explain, if any, reasons the child will not participate with non-disabled peers in the regular education class.
Explain, if any, reasons the child will not participate with non-disabled peers in the general education curriculum.
VIII. Penn Data Reporting
Section A: Indicate the percentage of time the student spends inside the regular education classroom per day (examples provided on IEP)
Section B: For students educated OUTSIDE Regular School Building for more that 50% of the day
Final Thoughts
Bigger is not better when it comes to the IEP.
Create a focused, manageable, measurable document.
Develop special education services (SDI) that address the underlying skill deficits needed to
succeed in the general curriculum.
A Few More
Use every section of the IEP to spell out the services and specially designed instruction.
Monitor student progress.
Review the IEP and make changes, if needed.
And…
If it’s written in the IEP, it needs to happen.
If it’s not written in the IEP, it didn’t happen.
This Is It
The IEP is a written commitment to the child and his or her family, outlining the resources
and specially designed instruction to be delivered. The most well-written IEP is
worthless if it is not implemented as written.
FOLLOW THE IEP.
Positive Behavior Support: Rationale “Positive, rather than negative, measures shall form the
basis of behavior support programs to ensure that all students shall be free from demeaning treatment, the use of aversive techniques, and unreasonable use of restraints.”
“Behavior support programs shall include research based practices and techniques to develop and maintain skills that will enhance the student’s opportunity for learning and self-fulfillment.”
Positive Behavior Support Behavior support programs and plans shall:
“be based on a functional assessment of behavior and utilize positive behavior techniques, and
be the least intrusive necessary”
“The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques…”
Positive Behavior Support
Defines Behavior Support Plan - “A plan for students with disabilities who require specific intervention to address behavior that interferes with learning.”
“A positive behavior support plan shall be developed by the IEP team and become part of the student’s IEP. Such plans shall include methods that utilize positive reinforcement and other positive techniques, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards”
It takes a team to develop a plan…
Talk Time: Focus on your students
What are the behavioral challenges of your students?
What procedures do you need to put in place to ensure safety, teach replacement behaviors, and to ultimately decrease the use of physical aggression/self-injury?
“Death Toll Rises for Children in Programs” – Physical Restraint
Angellika Arndt7 years old
Died after being restrained for 40 minutes in a safe room where she had been taken to “calm
down”COALITION AGAINST INSTITUTIONALIZED CHILD ABUSE (2006)
Suffocated while being restrained face down on pillow at Kids Peace in Philadelphia – May 12, 1993
Jason Tallman12 years old
Restraint: Definition
“The application of physical force, with or without the use of any device, for the purpose of restraining the free movement of a student’s body. The term restraint does not include briefly holding, without force, a student in order to calm or comfort him, guiding a student to an appropriate activity, or holding a student’s hand to safely escort her from one area to another”
Restraint Exclusions
Excluded from definition of Restraint: Hand over hand assistance, Devices used for medical treatment Devices used for OT, PT Seatbelts in wheel chairs or on toilets Harnesses in buses Functional positioning devices
When Restraint is Permissible
“Restraints to control acute or episodic aggressive or self-injurious behavior may be used only when the student is acting in a manner to be a clear and present danger to himself, to other students or to employees, and only when less restrictive measures and techniques have proven to be or are less effective.”
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Examples of Restraint?
Use Restraint or No Restraint? Student refuses to go to Time Out area, saying “You can’t make
me!” Student shouts “I’m going to kick you!” and moves toward you Student knocks over table and picks up chair to throw it within
range of other students Student throws crayons, papers and books around classroom Student grabs another student by the hair and begins to punch her Student has tantrum and begins banging head on floor Student runs away from staff in the cafeteria Student is upset and attempts to bite other students, running from
one student to another
Restraint Follow-Up Meeting
“The use of restraints to control the aggressive behavior of an individual student shall cause the school to notify the parent of the use of restraint and shall cause a meeting of the IEP team with 10 school days of the inappropriate behavior causing the use of restraints, unless the parent, after written notice, agrees in writing to waive the meeting.”
Issue Invitation to Meeting…
Restraint Follow-Up Meeting
“At the meeting, the IEP team shall consider whether the student needs a functional behavioral assessment, reevaluation, a new or revised positive behavior support plan, or a change of placement to address the inappropriate behavior.”
Restraint in IEP
The use of restraints may only be included in a student’s IEP when: Utilized with elements of positive behavior
support Used in conjunction with the teaching of socially
acceptable, alternative skills Staff are authorized to use the procedure and
have received the staff training required
Restraint in IEP
The use of restraints may only be included in a student’s IEP when:
There is a plan in place for eliminating the use of restraint through use of PBS
The use of prone restraints is prohibited.
Behavioral Support Requirement
Subsequent to a referral to law enforcement, for students with disabilities who have positive behavior support plans, an updated functional behavior assessment and positive behavior support plan must be completed.
Restraint - Final Thoughts
The use of restraints may not be included in the IEP for the convenience of staff, as a substitute for an educational program, or employed as punishment
Schools shall maintain and report data on use of restraints. The report shall be reviewed during cyclical compliance monitoring
Positive Behavior Support Plans:Final Thoughts
If there are procedures in place to respond to escalated behavior, there is never a crisis…
there is a plan to follow.
Develop a plan!
Discussion
What questions do I have about providing behavioral support/ using restraint?
What concerns do I have about developing behavior support plans?
Data Collection and Progress Monitoring
KEY POINTS: Data must be collected on each IEP goal to
demonstrate progress/make instructional adjustments
The type of data collected and the schedule for collecting data are determined at IEP
Examples of data collection tools
CBM probes in reading, math, writing Skills checklists Teacher-made assessments Point cards Observation Use of prompt hierarchy Task Analysis Graphs OTHER:
What types of data do you plan to collect to monitor student progress?
Make a list of types of data collection needed to monitor goals.
Share your list with a partner.
Circle the items that you are uncertain about how you will collect data.
Data Collection: Behavior
MeasurableCan be counted or otherwise measured
ObservableBehavior or skill to be observed must be defined so all
observers can look for the same thing Objective
Record exactly what is seen and heard Reliable
Observations would be very close to the same if made by another person watching the same behavior
Narrative / Anecdotal Record The purpose is to provide a complete description of
a student’s behavior in a particular setting or during an instructional period.
Describe antecedents and consequences which can be used to make instructional decisions.
Be careful to be objective. Make no personal judgments about the student or the student’s behavior.
Observation
A-B-C Observation FormStudent ___________________________ School ____________________________ Teacher ___________________________ Class/District _______________________Observer __________________________ Date _____________________________
SETTING DESCRIPTION:
TIME ANTECEDENTS BEHAVIORS CONSEQUENCES
Incident Report Violent/Aggressive Behavior
Who: identification of all of the people directly involved with the incident
Where: exact description of the location of the incident When: date and time of the incident What: accurate behavioral description (NOT interpretation)
of what happened How: complete description of how the team intervened Injuries: describe injuries (if applicable) Notification: a statement of who was notified of the
incident Follow-up: identification of follow-up for further action
The purpose of the Incident Report is to:
• provide a description of what happened
• communicate with supervisors and others
• create an official and permanent record
• provide an accurate description of professional
interventions
• protect professionals from misrepresentation of staff
performance
Observation
Frequency Count A count of a target behavior within a specified time Method of choice when the objective is to increase
or decrease the number of times a student engages in a target behavior
Records discrete behaviors – those that have a distinct beginning and ending.
Observation
Duration Measures the length of time a student engages in a
behavior Method of choice for discrete behaviors with an
obvious beginning and ending that occur over a long period of time
Tantrums, crying, sleeping, etc.
Observation
Checklist Can be used to indicate when behaviors or skills
are/are not mastered by a student
Can be commercial or teacher-made
Skills in a checklist should be listed in the sequence necessary for task
Use of prompt hierarchy
Observation
Role of the Paraeducator:
Paraprofessionals can be called upon to gather information through observation under the direction of the teacher…
Activity: Practice What You Have Learned! Frequency Duration Checklist Narrative
Spitting Remaining in his seat Swearing Stopping an activity after being told to stop Sleeping in class Calling out Crying Social interactions at recess
Products/ Work Samples/Portfolios
Can be used to demonstrate that students have mastered a skill or concept or are making adequate progress toward this mastery
Can also be used to show
growth over time
Questions to Ask Your Supervisor
ABOUT:
IEPs
Behavior Plans
Data collection
Things that make you go “hmmm…”