1. EC Department Refresher Training, 2010-2011 Presented by Cynthia Debreaux, EC Prog. Dir. Teresa King, Transition Coordinator Laura Clark, Crisis Intervention Norma Saunders, EC Records Manager February 2, 2011

2. OBJECTIVES ELIGIBILITY/REEVALUATION (cwd) ANNUAL REVIEW (cwd) WRITING GOALS (cwd,tk) TRANSITION PLANS (tk) FBA/BIP (lc) END OF YEAR CHECK OUT PROCESS (ns)

3. ELIGIBILITY/REEVALUATION IEP TEAM Required Members –LEA representative –Regular Education Teacher –Exceptional Children’s Teacher –Parents/ guardians or surrogates “Invited” Members –Student at age 14 or older –Any other service provider involved in working with that student (related service providers must be notified and every attempt made to include them in the meeting but it is possible for them to provide input prior to the meeting if unable to attend)

4. 3-Prong Test for Eligibility In order for a child to be identified as a child with a disability and placed in the EC program, he/she must meet all 3 requirements below. Must meet the eligibility requirements in one of the 13 areas Must demonstrate that the disability has a substantial adverse impact on academic performance Must show that the child is in need of special education

5. ANNUAL REVIEW (NS) Documents to be included: Invitation to Conference (Parent/Student) DEC 4 (IEP) DEC 5 (Prior Written Notice) NC Testing Grid Medicaid Permission form Documentation of giving Parent’s Handbook Minutes Page

6. Writing the Academic PLAAPF (Present Level of Academic Achievement and Functional Performance) Functional performance generally refers to skills or activities that may not be considered academic or related to a child’s academic achievement. Functional is often used in the context of routine activities of everyday living and are varied depending on the individual needs of the child. Functional performance can impact educational achievement. Academic achievement generally refers to a child’s performance in academic areas (e.g. reading, language arts, and math); or for preschool children, age appropriate developmental levels.

7. Writing the Behavior PLAAFP According to teacher observation and the functional behavior assessment, the student is able to follow directions given to him, but it often takes him a long time to comply causing distractions and off task behavior. He has some difficulty with peer/adult interactions. This impedes his progress in the general education setting. Based on the school social worker’s log and staff observations, Joe responds to teasing from his classmates by loud name calling and yelling. This behavior occurs approximately 5-8 times per day. Due to Joe’s inappropriate responses, he is unable to fully participate within the general education setting without the support of school social work services.

8. Functional performance must be addressed for all students within the present levels of performance, and in the annual goals as appropriate. The PLAAFPs… Describe how the disability impacts the student’s involvement in the general curriculum. Convey the unique challenges or barriers that exist for the student as a result of the disability. Describe the current levels of independence and any need for assistance. Present level of Performance

9. Present Level of Academic Achievement and Functional Performance A review of informal checklist of social/emotional skills, indicates that Isabel is very social and loves to tease her friends in a playful way. When required to complete difficult tasks, Isabel often avoids these tasks by talking with her friends, and it often takes 5-10 verbal prompts to get Isabel to begin the task. Once she begins, she almost always completes the tasks. When she is tired she exhibits extreme emotions: uncontrollable giggling, sobbing, and occasional anger, approximately 5 times per week (according to parental and teacher report). This inhibits her progress in the general curriculum, as she needs direct instruction of social skills.

10. Writing the Annual Goal Any important givens/conditions (when, with what, where)…as applicable. A skill/domain area (academic, behavioral, functional). An observable learner performance (what the learner will be doing, an action). Measurable criteria which specify the level at which the student’s performance will be acceptable (e.g., speed, accuracy, frequency).

11. SAMPLE ANNUAL GOAL Measurable Annual Goals Non-Measurable Measurable John will use at least two strategies to take responsibility for his anger management with 80% accuracy. Given verbal prompts by the teacher, John will display no more than one defiant behavior per day. Given ten words, Alex shall group letters and pronounce letter sounds in words with 80% accuracy. Given ten unfamiliar, regular CVC words, Alex will decode nine of ten correctly.

12. Writing the Short Term Obj./Benchmarks Short term objectives (also called IEP objectives) are: measurable, intermediate steps between the present levels of educational performance of a child with a disability and the annual goals that are established for the child, and developed based on a logical breakdown of the major components of the annual goals, and can serve as milestones for measuring progress toward meeting the goals

13. DEC 4- IEP Testing Accommodations www.ncpublicschools.org/docs/accountability/.../tswd/0809tswd.pdf Testing accommodations are to be used during the school year in the school setting not just on EOC/EOG “Continuum” refers to the percent of the school day that the student is with their non-disabled peers – Regular – 80% or more – Resource – 40% - 79% – Separate – 39% or less – Public Separate – most restrictive school setting Lunch, PE, homeroom, etc. are all areas that must be considered when calculating the amount of time

14. Functional Behavior Assessment/ Behavior Intervention Plan (lc) What is A Functional Behavior Assessment? A functional behavioral assessment is a method of looking at behavior to try to decide why the child uses the specific behaviors and how the world around the child affects the child and the behaviors. The Benefits of Using FBA: Operational definition of behavior (what the behavior looks like in operation) Identification of events that are functionally related to behavior (triggers, antecedents) Identification of consequences that maintain behavior (what the student wants to achieve) Hypothesis about function of behavior Direct observation to confirm/support hypothesis

15. Functional Behavior Assessment/ Behavior Intervention Plan (lc) The Purpose of the BIP Use information gained through FBA to choose effective interventions Teach replacement behavior(s) that result in same/similar outcome Ensure environment will not allow problem behavior to result in previous outcomes Ensure replacement behavior will be more efficient than problem behavior

16. Functional Behavior Assessment/ Behavior Intervention Plan (lc) The FBA Process Identify strengths of the student Define the target behavior (the behavior we want to address) Gather information Understand the context (language or discourse) of the behavior Determine the function (cause) of the behavior Write a hypothesis statement (an educated guess about why the student is presenting negative behaviors). This is usually gained from direction observation of the student, interviews with the student, samples of student’s work, as well as other sources.

17. Designing Functional Interventions: “Rasheed Doe” When Rasheed is left unattended by the teacher for longer than 5 minutes (setting event), and he is given independent or small group work (antecedent) he leaves his seat/area (behavior) to obtain adult attention (function). No Teacher contact for 5 minutes Small group or independent work Out-of-seat Off-task Teacher Attention

18. Diagram Behavior (FBA Process) (Where/When) (What’s happening (What happens (What the student prior to problem after the trigger) desires to achieve behavior) after he/she presents the negative behaviors) Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences

19. “Rasheed Doe” Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences No Teacher contact for 5 minutes Small group or independent work Out-of-seat Off-task Teacher Attention Desired Behavior On-task Maintaining Consequences Work Completion & Grades Acceptable Alternative Ask for help/ Recruit feedback

20. DESIGNING FUNCTIONAL INTERVENTIONS Setting Event Manipulations Antecedent Manipulations Behavior Teaching Consequence Manipulations Desired Alternative Acceptable Alternative Maintaining Consequences Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences (Refer To Handout Sample FBA/BIP)

21. Measurable = Countable Identifies an outcome, not a process One goal for each adult outcome area: Education/Training Employment Independent Living (if applicable) Postsecondary Goals (Section C)

22. Postsecondary Goal Questions To guide discussion and development of transition plan Where will student work or engage in productive activities after graduation? Where and how will student continue to learn and/or develop skills after graduation? Where will student live and how will he or she access adult services, participate in the community, and have fun after graduation? Points to remember: Think of the whole person when developing the transition plan. It is not your responsibility to carry out every activity; it is, however, your responsibility to get the discussion going.

23. Examples/Non-Examples of Postsecondary Goals For a student with a mild disability Examples Education/Training Upon graduation from high school, Jamarreo will attend HCC and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate Employment: Upon graduation from HCC, Jamarreo will obtain a small business license and contract out his services as a welder in his Uncle’s Shop. Non-Examples Jamarreo wants to become an entrepreneur. Jamarreo will apply to the industry certificate program at HCC while in high school. Non examples because: a.) learning about welding is not measurable b.) the expectation for learning is not explicitly stated c.) not stated that goal will occur after high school.

24. Examples/Non Examples of Postsecondary Goals for a student with Severe Disabilities Eduation/Training: Immediately following graduation, Debbie will participate in habilitative and functional skill training through Medicaid Waiver Funded Services Employment: Upon graduation from high school, Debbie will work with supoport at a community rehabilitative program assembling and packaging items. Upon graduation from high school, Debbie will express preferences related to employment, given picture symbols and using an augmentative communication device. Non-example: “Express preferences” is an activity, not an outcome

25. Examples/Non Examples of Postsecondary Goals for a student with Moderate Disabilities Education/Training: After high school, Lissette will participate on independent living skills at Mitchell College in the Compensatory Education Program. Employment: Upon graduation from high school, Lissette will work as a dietary aid with the support of a Supported Employment Job Coach. Independent Living: Upon completion of high school, Lisette will live semi-independently with a roommate in an assisted living apartment. Education/Training Lissette would like to go to college. ~Can’t measure “would like.” ~Doesn’t indicate an outcome that will occur after high school Upon Graduation from high school, Lissette will attend UNC-C to become a nurse. ~not reasonable

26. Transition Services Indicator 13 Questions: Are there transition services in the IEP that will reasonable enable the student to meet his or her postsecondary goal(s)? Is a type of instruction, related service, community experience, or development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills, and provision of a functional vocational evaluation listed in association with meeting the postsecondary goals?

27. Transition Services (Section D) (By age 16 and updated annually) Should focus on academic and functional achievement to facilitate movement from school to post school. Include services in the areas of Instruction, Related Services, Community Experiences, Employment, Adult Living Skills and when appropriate, Daily Living Skills and Functional Vocational Evaluation Questions to ask: What experiences must the student participate in this academic year that are necessary for achieving the identified post-secondary goals? What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their postsecondary goals? __________ Keep in mind that many activities require advanced planning and preparation. These activities should be discussed and acted on as soon as possible IE: Obtain a drivers license, take SAT, etc.

28. Agency Coordination Indicator 13 Questions: If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? For the current year, is there evidence in the IEP that representatives of any of the following agencies were invited to participate in the IEP development including, but not limited to: Postsecondary education, vocational education, integrated employment (including supported employment,) continuing and adult education, adult services, independent living or community participation for this postsecondary goal? Was consent obtained from the parent (or student, for a student the age of majority?)

29. End of Year Check out (ns) IEP dates: July 1, 2010 through June 30, 2011 Required documents: Cover sheet, Minutes page, DEC 4, Transition Plan, Testing Grid, FBA/BIP, DEC 5, Parent/Student Invitation To Conference, Documentation of giving Parents Rights Handbook, Medicaid Permission, Agency Invitation Form, NSTTAC form, Compliance Checklist Cover sheet: Make sure all blocks are checked that apply DEC 4 & 5: All questions answered and all boxes addressed. Close and verify all forms after each meeting. Immediately following the meeting, give the annual review packets to me. Copies must be made for parents and c/o by May 23. Annual review packets will be picked up when Saunders visits the school.

30. End of Year Check out (ns) Parent Consent to Invite an Outside Agency – Sent before April 1 April 4-8- EC staff will review all DRAFTS in CECAS. April 8- Invitation to Conference sent (by N. Saunders) April 19- STEM Annual Review begins April 26- WES/WMS Invitation to Conference sent (by N. Saunders) May 6- WES/WMS Annual Review begins May 24- End of year checkout forms due to N. Saunders

31. Questions?? THANKS FOR YOUR ATTENTION AND PARTICIPATION!!