supporting behavioral needs of students with ieps · supporting behavioral needs of students with...

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

Marge.Resan@dpi.wi.gov

608-267-9158

Jessica Nichols

Jessica.Nichols@dpi.wi.gov

608-266-1218