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Supporting Behavioral Needs of Students with IEPs
Marge Resan
Jessica Nichols
August 3, 2017
Legal Authority
• Individuals with Disabilities Education Act (IDEA)
• Subchapter V, Chapter 115, Wisconsin Statutes
• Section 504 of the Rehabilitation Act of 1973
https://www2.ed.gov/about/offices/list/ocr/504faq.html
Eligibility
• Enrolled in a Public School
• Ages 3-21
• Disabled
• In Need of Special Education
Referral & Evaluation
• Any person may refer a child for evaluation
• Referrals must be in writing
• Parental consent before evaluation
• Individualized education program (IEP) team
determines eligibility (~60 days)
IEP Team
• Parents
• Special Education Teacher
• Regular Education Teacher
• Local Educational Agency (LEA) Representative
• Others
IEP Content
• Present Level Statement
• Annual Goals
• Specially designed instruction, supplementary aids
and services, related services, and program
modifications
• Placement
IEP Process
• Must be reviewed and revised at least annually
• Student must be re-evaluated every three years
http://www.cesa7.org/sped/pl-07/pl07-index.html
Behavior
• Each student’s IEP team must consider whether the
student’s behavior impedes his or her learning or that of
other students
• Positive behavior supports and interventions must be
specified if behavior impedes learning
• Behavior Intervention Plan (BIP)
Discipline
• In general students with disabilities are subject to the
school’s student code of conduct
• Special protections apply when consequences will result in
a change of placement (10 days)
Discipline: Change of Placement
• Manifestation Determination
• Functional Behavior Assessment (FBA)
• Interim Alternative Educational Setting (IAES)
https://dpi.wi.gov/sped/laws-procedures-
bulletins/bulletins/06-02
Seclusion and Restraint
• Chapter 118.305, Wisconsin Statutes
• Restrictions on School Employees
• Required IEP Documentation
• Reporting
https://dpi.wi.gov/sped/topics/seclusion-restraint
National Urgency
•Exclusionary Discipline: All Time High
•School to Jail Pipeline: 73% of youth with emotional behavioral disabilities who drop out of school are arrested within five years
•Mental Health: 30% of students in need receive services
Wisconsin Urgency
•African American Students: 10 times
•Native American Students: 3.5 times
•Hispanic Students: 2.4 times
Wisconsin Urgency
• Students with Disabilities:
• Suspended: 3 times
• Expelled: 2 times
• Students with Emotional Behavioral Disabilities:
• Suspended of Expelled: 10 times
Systems
•Multileveled Systems of Supports
•Culturally Responsive Practice and Equity
•Universal Design for Learning
•School Mental Health Framework
•Trauma-Sensitive Schools
What we know: ACES in Wisconsin
33% 26%
67%
Have at least one ACE
ACE Score = 0 1 2 3 4+
33% 26% 10% 16%16%
Impact of ACES: Education
Students who have experienced Trauma are more likely:
• To fail a grade in school• Score lower on standardized achievement tests• Struggle more with receptive & expressive language• To be suspended & expelled more often• To be placed in special education
The Heart of Learning & Teaching Compassion, Resiliency & Academic Success Wolpow, Ray;
Johnson, Mona M.; Hertel, Ron; Kincaid, Susan O. 2009
http://k12.wa.us/CompassionateSchools/HeartofLearning.aspx
Precipitating Factors
Students are coming to school:
• Hungry• Dysregulated• Hypervigilant• Tired• Homeless• Afraid• Lonely The Heart of Learning & Teaching Compassion, Resiliency & Academic Success Wolpow, Ray;
Johnson, Mona M.; Hertel, Ron; Kincaid, Susan O. 2009
http://k12.wa.us/CompassionateSchools/HeartofLearning.aspx
Our Assumptions1. Behavior is communication
✓ We need to:✓ Get curious about student behavior✓ Make connections with kids and families✓ Meaningfully co-plan for student success
2. “Kids do well, if they can.” Ross Greene, PhD, Lost at School (2008)
3. What we choose to see, will be
Our Assumptions
4. Student challenges most often expression of:✓ Unsolved problems✓ Lack of skills✓ Unmet needs
5. Interventions should strive first to increase student capacity to succeed
✓ Seeking an effective intervention, not an appropriate consequence
Reframing Student Behavior
Social-Emotional
Lens
Relationships
and Culture
Student-Centered
Paradigm Shift
Resistance
What can you do differently tomorrow?
DO THIS
1. Pre-teach positive behaviors to set students up for success
2. Address most behaviors in the classroom
3. Reward with time-in relationships
4. Look for skill deficits that caused the behavior – plan to teach to those deficits
5. Following cool down, process compassionately
6. Problem solve with student to make amends
NOT THAT
1. Wait for students to misbehave to
address an unacceptable behavior
2. Send students to the office for an
administrator to address the
behavior
3. Use tangible rewards such as food
4. Assume that the student was
willfully disobedient
5. Send the student home with a
written report of the incident and no
processing
6. Permanently remove the student
from the environment
Rita Pierson
https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion
Professional Quality of Life Modelhttp://proqol.org
24
25
• Impatience
• Irritability
• Routine changes
• Absent-mindedness
• Accident-prone
• Elevated startle response
• Moodiness
• Self-destructive behaviorshttp://k12.wa.us/CompassionateSchools/pubdocs/HLT_Chapter2.ppt
Behavioral Response to Toxic Stress &
Trauma in Others
From Chap. 2 PowerPoint of The Heart of Learning & Teaching:
Compassion, Resiliency, & Academic Success
Take care of yourself!
Thank you!
Marge Resan
608-267-9158
Jessica Nichols
608-266-1218