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ERs, IEPs, Behavior Plans, Chapter 14 and Data Collection!! Bucks County Intermediate Unit #22 August, 2011.

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Presentation on theme: "ERs, IEPs, Behavior Plans, Chapter 14 and Data Collection!! Bucks County Intermediate Unit #22 August, 2011."— Presentation transcript:

1 ERs, IEPs, Behavior Plans, Chapter 14 and Data Collection!! Bucks County Intermediate Unit #22 August, 2011

2 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

3 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!

4 Does anyone need a break yet?

5 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

6 FAPE F ree P ublic E ducation ← Appropriate

7 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 A ppropriate

8 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.

9 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.

10 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

11 The Starting Place Referral for evaluation Multidisciplinary eval Determine eligibility Development of IEP

12 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

13 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

14 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.

15 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

16 16 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

17 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:

18 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

19 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.

20 PSSA-M (modified) There is now modified PSSA testing in Math, Reading and Science

21 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

22 22 Goal Requirements Pennsylvania measurable goal statements include: Condition Student name Behavior Criteria

23 23 Condition Measurable Goals at a Glance Use the Student’s Name -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. Name Locate Point Separate Rank Choose The level and frequency the student demonstrates mastery. % of the time #times/# times With the # or % accuracy “X” or better on a rubric “X” or better on a checklist. Clearly Defined Behavior Performance Criteria Evaluation Schedule 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

24 24 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!

25 25 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!

26 26 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!

27 Examples of Standards-Aligned Goals  Goal: Given a reading passage at the 4 th 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 2 nd 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.

28 Let’s Talk About It -- Count off New ideas? Questions? Concerns? Thoughts?

29 For Information on Standards Aligned System: SAS : Explore this site!

30 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

31 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.

32 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

33 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

34 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

35 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.

36 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.

37 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

38 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

39 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.

40 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

41 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

42 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.

43 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

44 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.

45 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.

46 And… If it’s written in the IEP, it needs to happen. If it’s not written in the IEP, it didn’t happen.

47 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.

48 Let’s Take a Break! Hurrah!!

49 Positive Behavior Support: Chapter 14 Regulations

50 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.”

51 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…”

52 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…

53 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?

54 “Death Toll Rises for Children in Programs” – Physical Restraint Angellika Arndt 7 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 Tallman 12 years old

55 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”

56 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

57 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.” Examples of Restraint?

58 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

59 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…

60 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.”

61 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

62 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.

63 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.

64 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

65 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!

66 Discussion What questions do I have about providing behavioral support/ using restraint? What concerns do I have about developing behavior support plans?

67 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

68 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:

69 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.

70 Data Collection: Behavior Measurable Can be counted or otherwise measured Observable Behavior 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

71 Data Collection: Observation Narrative Frequency count Duration Checklist

72 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

73 A-B-C Observation Form Student ___________________________ School ____________________________ Teacher ___________________________ Class/District _______________________ Observer __________________________ Date _____________________________ SETTING DESCRIPTION: TIMEANTECEDENTSBEHAVIORSCONSEQUENCES

74 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

75 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

76 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.

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79 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.

80 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

81 Observation Role of the Paraeducator: Paraprofessionals can be called upon to gather information through observation under the direction of the teacher…

82 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

83 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

84 Questions to Ask Your Supervisor ABOUT: IEPs Behavior Plans Data collection Things that make you go “hmmm…”

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