upc iep coach training - november 09, 2010

November 2010

Rebecca Turley, Volunteer Coordinator

The mission of the Utah Parent Center is to help parents help their children with disabilities to live included, productive lives as members of the community.

• Introductions• Training and Resource Manual• Items to be returned to UPC Staff• Agenda• Rules for the day

• A uniquely/specially trained volunteer through the Utah Parent Center.

• Has current knowledge regarding the IEP process, Special Education Rules, and Effective Advocacy Techniques.

• Is equipped to attend an IEP or similar meeting at a school or district as an assistant to the parent.

• Complete the IEP Coach Training offered by the UPC and pass the open book completion test.

• Attend the IEP Coach Refresher Training when scheduled and participate in ongoing continuing education as offered by the UPC.

• Complete the necessary Intake Forms and Evaluations and submit them to the UPC Volunteer Coordinator with 14 days of the IEP Parent Meeting.

• Utilize the UPC staff as needed during the process for educational support, materials and advocacy assistance.

• Attend a minimum of three IEP/Parent meetings or three approved continuing education activities per year to keep IEP Coach status active.

• Maintain current IEP knowledge level by reading materials provided by the UPC in the newsletter and as sent by the Volunteer Coordinator.

• Conduct him/herself respectably as outlined by UPC IEP Coach Volunteer Contract.

• Actively work to promote a positive, effective partnership between parents, their school and other professionals that serve their child.

• Approximately 62,000 children are on IEPs in Utah.

• 200 eligible children are identified each month for early intervention and beyond.

• UPC takes more than 1600 calls from parents.

PARENTS AS PARTNERS

IN THE IEP PROCESS OVERVIEW

Utah Parent Center 2009


Introducing….

Louise OgdenUPC Parent Consultant

Phone: 801.272.1051Email: [email protected]: www.utahparentcenter.org

Utah Parent Center 2290 East 4500 South Suite 110

Salt Lake City Utah 84417-4428

Utah Parent Center 2009 12

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1313 Utah Parent Center 2009

Topics Covered During This Workshop

IDEA 2004

Free Appropriate Public Education (FAPE)

Appropriate Evaluation

Individualized Education program (IEP)

Least Restrictive Environment (LRE)

Parent/student participation in decision making

Procedural Safeguards.

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1414 © Utah Parent Center 2009

SET A GOAL…By the end of the workshop

today, identify at least one thing

you will do because of what you

have learned.

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GOAL 1:____________________

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Free Appropriate Public Education

Beginning no later than the child‟s 3rd birthday

Special education & related services

Public expense and supervision

No cost to parents

Meets the standards of the SEA

Include preschool, elementary, or secondary education

Provided in conformity with the IEP

FAPE also applies to suspended or expelled children.

Ages 3 through 21

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Special Education

…is specifically designed instruction at no cost to

parents, to meet the unique needs of a child with a

disability, including:


instruction in the

classroom, home, hospital

or institution, and in

other settings, and

instruction in physical

education.

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Special Education Process

Evaluation

Eligibility

IEPPlacement

Annual Review

Referral

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EVALUATION

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Initial Evaluation

A full and individual initial evaluation to

determine:

If child is a “child with a disability” under IDEA, and

The Educational needs of the child.

The initial evaluation must be completed within 45

school days or parent consent or within State timeline.


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Special Education Categories Ages 3-21

Mental retardation

Hearing impairment,

including deafness

Speech or language impairment

Visual impairment,

including blindness

Emotional disturbance

Developmental Delay


Orthopedic impairment

Autism

Traumatic Brain Injury

Other health impairment

Specific learning

disability

Deafblindness

Multiple disabilities

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who, because of the disability, needs special education

and related services.


ELIGIBILITY

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Eligibility

A child cannot be determined to have a disability

based on the lack of appropriate instruction in

reading (including essential components), lack of

instruction in math, or limited English proficiency.

A team of qualified professionals and the parent

determine the need for special education and

related services.

Parents must be given a copy of the evaluation report

and eligibility determination.

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Needs Determine IEP Goals

Assessed Needs

IEP Goals

From present levels of academic and

functional performance.


DEVELOPING THE IEP


The IEP is your child‟s written

Individualized Educational Program

that is developed, reviewed and

revised in a team meeting.

What is an IEP?

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Individualized Education Programs

In effect at the start of each school year,

IEP for preschool children ages 3-5,

IEP for school age children ages 5-21,

Initial IEP

Meeting to develop IEP is held within 30 days of

determining that child needs services, and

Provide services, as soon as possible after IEP is

developed.

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Members of the IEP Team…

Parents

Student for transition IEP

Special Education Teacher

General Education Teacher(s)

LEA Representative* – Local

Education Agency

An individual that can

interpret evaluation results, if

evaluation is being discussed

Student of any age

Others with knowledge or

expertise of the student.

Related service providers.


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Required members include…Others that can be invited include…

The LEA representative is

qualified to supervise

special education, knows

about general curriculum

and can allocate funds.


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IEP Development

During IEP development, the team shall consider:

The child‟s strengths

The concerns of parents for the child‟s education

Results of initial or most recent evaluation

Academic, developmental and functional needs

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Individualized Education Program


IEP Components

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written statements of…

1. Present levels of academic achievement

and functional performance:

How disability affects involvement and

progress in the general curriculum

For preschool age children, how disability

affects participation in appropriate activities.

For children taking alternate assessments,

benchmarks or objectives


IEP Components

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2. Measurable annual goals, including

academic and functional goals to meet:

Needs so the child can be involved and make

progress in the general education curriculum

Other educational needs that result from

disability


IEP Components

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3. For children taking alternate assessments,

a description of benchmarks or short term

objectives.


IEP Components

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4. How progress will be measured and when

reports will be issued, including a

description of:

How the student‟s progress toward meeting the

annual goals will be measured; and

When periodic reports to the parents on the

progress the student is making toward meeting

the annual goals will be provided.


IEP Components

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5. Special education and related services and

other supports and services for the child to:

Advance toward annual goals.

Progress in the general curriculum.

Participate in extracurricular and non-academic

activities.

Be educated and participate with all children.


IEP Components

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6. Extent the child will not participate with

non-disabled children in regular classes or

activities

Least Restrictive Environment – LRE


IEP Components

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7. Any individual accommodations needed to

measure academic achievement and

functional performance on state and district-

wide assessments.

If the IEP team determines the Utah Alternate

Assessment (UAA) is needed, as statement of why:

The child cannot take regular assessment.

The alternate assessment is appropriate.


IEP Components

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8. Date services and modifications begin and

their frequency, location and duration.

Tip:

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Other Special Considerations

Assessment needs

State & District assessments

Behavior needs (FBA & BIP)

Limited English Proficiency (LEP)

Blind and Visually Impaired

Braille

Communication Needs

Deaf/Hard of Hearing

Assistive Technology

Extended School Year


are components of the IEP and include,

„transportation and such developmental,

corrective, and other supportive services as are

required to assist a child with a disability to

benefit from special education.

Related Services…

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Related Services include:

Speech-language pathology and audiology

Interpreting services

Psychological services

Physical and occupational therapy

Recreation, including therapeutic recreation

Social work services

School nurse services

Counseling including rehabilitation counseling

Orientation and mobility services

Medical services for diagnostic or evaluation purposes

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TRANSITION

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Transition IEP Components

Components to be included annually, beginning at age 16 or younger as needed. Goals based on age appropriate transition assessments related to:

Training

Education

Employment

Independent Living Skills (when appropriate)

Transition services needed to reach the goal

Must be in place on the last IEP before the student’s 16th birthday, for example, the IEP meeting

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Transition IEP Components

The coordinated set of activities is based on the student’s needs, taking into account the student’s strengths, preferences, and interests and include:

Courses of study;

Employment development;

Community experiences;

Related services;

Other post-school adult living objectives; and

If appropriate, daily living skills and a functional vocational evaluation.

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Student Representation

Child must be invited if the purpose is

to consider postsecondary goals and

transition services.

If child does not attend, the school must

ensure that his or her preferences and

interests are considered in planning.

Where appropriate, the school must

invite participating agency likely to

provide or pay for transition service(s).


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Rights transfer to student at age 18, unless guardianship is awarded.

Any notice required by IDEA must be provided to both the student and the parent(s).

A statement must be included in the IEP not later than one (1) year before the student reaches age 18.

Age of Majority

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Guardianship

Does not happen automatically

Requires a court order

Names specific powers and duties

More information about Guardianships and Trusts can be found under Resources at www.utahparentcenter.org

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PLACEMENT

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Placement

Least Restrictive Environment (LRE)

„…To the maximum extent

appropriate, children with

disabilities, including children in

public or private institutions or

other care facilities, are educated

with children who are not

disabled.‟

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Placement

Placement is made by team including parents.

Placement is determined annually:

based on the IEP,

as close to home as possible,

same placement as if nondisabled, unless IEP says otherwise, and

consider harmful effects.

A child should not be removed from general education based solely on modifications needed.

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Placements Include

Continuum of alternative placements must include:

regular classes

special classes

special schools

home instruction

instruction in hospitals and institutions

Supplementary services are to be provided in conjunction with regular class placement.

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PROCEDURAL SAFEGUARDS


Notice is given once per year, except upon:

initial referral or request for evaluation

first occurrence of the filing of a complaint

request by parent.

Procedural Safeguards Notice

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Some Key Points…

Confidentiality of Information

Discipline

Due Process

State Complaint Procedures

More detail on these and other procedures are

available in your copy of procedural safeguards!

Don’t be afraid to ask for an

explanation of your rights!

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Written Parental Consent

Before:

Initial evaluation or reevaluation, consistent

with State law

Initial provision of special education and

related services

Written consent is not required for review of

existing data as part of evaluation or

reevaluation

Consent for evaluation is not an agreement for

placement in special education

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5555

At public expense, if parents disagree with the

agency’s evaluation

If parents request IEE:

Agency must initiate a hearing to show

that its evaluation is appropriate, or

Pay for the IEE

If the public agency shows at a hearing

that its evaluation is appropriate, parents

may still obtain an IEE, but not at public

expense

Independent Educational Evaluation

©PACER Center, Inc. 2007

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School Records and Meetings

Parents must have the opportunity to

examine all education records in their

child’s file

Participate in all meetings related to

the evaluation, identification, and

educational placement and the

provision of FAPE for their child

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Written Prior Notice

Written notice – whenever the public

agency proposes or refuses to

initiate or change:

identification

evaluation

educational placement

provision of FAPE

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Written Prior Notice

Content of notice:

proposed or refused action

why action is proposed/refused

where parents may obtain procedural safeguards

who parents can contact about understanding their

rights

options considered and rejected

all records used by the district in reaching a decision

factors relevant to proposal/refusal

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Problem Solving

When It Just Doesn’t Work


Tip: Communicate with your school team.

Follow the chain of command.

Teacher

Principal

LEA

District

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Early Dispute Resolution

UPC Parent Consultant

UPC District Consultant

UPC IEP Coach

LEA IEP Facilitator or

State IEP Facilitator

Early dispute

resolution

should always

be tried FIRST!

Have you tried?

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Formal Dispute Resolution Options

Mediation

State Complaint

Due Process Hearing

Resolution Meeting

Civil Action

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Mediation

is used to resolve disputes involving a

written request for a due process hearing

is voluntary

may not deny or delay parents’ right to a

due process hearing

can create a legally binding agreement if

parties resolve dispute

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State Complaint

an allegation that federal or state law

is not being followed

must be filed in writing

must allege a violation that occurred

not more than one year prior to the

date complaint is received by LEA

must be investigated and resolved

within 30 days.

parties must receive written decision

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Due Process Hearing

formal process where parties are generally

represented by attorneys.

parent or LEA may file a due process

complaint on any matter related to the

identification, evaluation or educational

placement of a child with a disability, or the

provision of FAPE

complaint occurred not more

than two years ago65


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Due Process HearingResolution Meeting

once complaint is filed both parties have 30

days to try and resolve issues either through

mediation or a resolution meeting

if agreement is not reached or both parties

agree in writing to waive resolution meeting

and/or mediation, a 45 day timeline will

begin for an impartial due process hearing

with a hearing officer

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IT CAN BE CHANGED!

THE IEP IS NOT ETCHED IN STONE…

INFORMED

EFFECTIVE

PARENTS

IEPalso stands for….

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SHARE YOUR GOAL…Identify one ore more goals that you will do because of what you have learned today.

GOAL 1:____________________

GOAL 2:____________________

GOAL 3:____________________

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Positive Behavioral Interventions

Presented by the

Utah Parent

Center

Presented by the Utah Parent Center

Positive Behavioral Interventions


Jody Jones

Utah Parent Center Parent ConsultantPhone: 801-272-1051

Toll-Free: 1-800-468-1160

Email: [email protected]

Website: www.utahparentcenter.org

Introducing….


SET A GOAL…By the end of the workshop

today, identify at least one thing

you will do because of what you

have learned.

GOAL 1:____________________

Question & Discussion

PACER Center, Inc 1999


What makes it so difficult to handlechildren with behavior problems?

Problem Behaviors Serve A Function

to get something-attention-approval-reward

to escape or avoid something

-attending school-peers or adults-doing work

to control something



Behavior is a Communication

Non-Purposeful

Behavior may result from

a physical condition.

Clothing

Sick

Purposeful

Behavior may result

from an unmet need.

Attention

Approval


Problem Behaviors are Context Related

They Arise In Response to Environmental Events

Classroom Environment Seating

Noise Level

Disruptions

Temperature

Child-specific Conditions Medication Effects

Allergies/Sickness

Anxiety

Fatigue

Setting Events Peer Issue

Teacher Interaction

New Person(s)

Instruction/ Curriculum Work too hard or too

easy

Transitions

Directions

Length of Assignment

No Choices



unhappy

discouraged

frustrated

concern

empathy

support

encourage

help

Positive Perspective of Behavior(the child HAS a problem)



ConsequencePunish Mary

Mary hits Ann

Reacting to Problem Behavior



Consequences

Positive Behavior Intervention

Mary hits Ann



Positive Behavior Supports

and Interventions

Home and School



ABC’s of BEHAVIOR



ANTECEDENT:The event, cause or condition that influences behavior

BEHAVIOR:What one does

CONSEQUENCE:What happens as a result of the behavior

Positive Behavior Interventions

An approach to supporting positive behavior skills;

teach

model

consistently recognize and reward

consistently enforce meaningful consequences



Teach Expected Behavior

Begin with simple, broad rules

Clearly state the expectation

Provide examples of appropriate behavior

Provide examples of inappropriate behavior

Re-teach expectations regularly



Enforce Logical Consequences

Logical consequences should:

• Be stated clearly in advance

• Be understood

• Be enforced consistently

• Apply to all in a family



Teach or Re-teach Expected Behavior

Provide Meaningful Positive Incentives

Enforce Meaningful Consequences



Functional Behavior

Assessment (FuBA)



“The IEP team will….

“In the case of a child whose behavior

impedes the child's learning or that of

others, consider the use of positive

behavioral interventions and supports,

and other strategies to address that

behavior.” IDEA 2004 statute



Functional Behavior Assessment

A process for collecting data:

To determine the possible cause of problem behaviors

To develop strategies to change the behaviors

To develop a plan that is proactive



Functional assessment: when?

When a child does not respond to the interventions used

with all students, or

When a child is repeatedly disciplined for behaviors

that do not improve, and

It is required when a child is to be removed from his or

her educational program beyond 10 days, then

The team should request FuBA as part of

initial or ongoing evaluation.



Behavior Plans

ARE IN WRITING.

Are team developed.

Are based on functional assessment.

Have a manipulation of the antecedents.

Include strategies to strengthen appropriate behaviors.

Include a crisis intervention plan, if needed.

Have general educator input.

Include modifications in the curriculum and/or classroom

expectations.

Utah PACER Center, Inc 1999


Building the IEP

Do the goals address:

academic support?

mental health needs?

behavioral needs?

Does the child need:

an Functional Behavior Assessment?

related services?

a Behavior Intervention Plan (BIP)?

a crisis plan?



Something to Consider

“Can my child follow the school district and building

discipline policy?”



The determination must be based on dataand if necessary, the IEP team can modify the

policy as part of the child’s IEP.

Least Restrictive

Behavioral Interventions (LRBI)


http://www.schools.utah.gov/sars/manualsguide.htm

http://www.schools.utah.gov/sars/manualsguide.htm

Least Restrictive Behavioral Intervention Plan (LRBI)

LRBI are guidelines used district wide which include:

Proactive strategies to define, teach, and support appropriate behaviors

A positive school environment where all children feel safe and can learn

LRBI is based on the belief

that appropriate behaviors can be taught.



Case Study


Case Study – Define the Problem

BILLY HAS A HARD TIME STAYING IN HIS SEAT DURING MATH…


Three Little Words…

“Where’s the data?”



NOT “Billy is disruptive”

USE DATA: Billy is out of his seat an average of 6x per class hour (class average .75). The greatest frequency (9x) is in math and geography, the lowest (2x) is in art.

When out of his seat, Billy tries to engage other children in conversation. If ignored, he pokes at or touches them or their belongings.

During one observation, Billy was asked by another student to return to his seat; he then threw that student’s papers onto the floor.

Case Study - Collect Data

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Case Study

BILLY HAS A HARD TIME STAYING IN HIS SEAT DURING MATH…

Hypothesis:

Math is too hard

Billy does not understand directions

Billy can not read the math book

There are too many problems on a page

Billy is overwhelmed


Case Study

Billy stays in his seat more during art…

Hypothesis:

Billy likes art, or is good at art

Billy needs hands-on activities

Billy works well with color


Case Study

Billy tries to engage other children in conversation.

IF ignored, he pokes at or touches… Hypothesis:

Billy is bored

Billy wants the teacher’s attention

Billy wants the other children to like him

Billy does not have good problem

solving skills


Case Study - Implement Plan

Possible Interventions for Billy

Plan to provide more attention

Scheduled activity breaks

Alternate curriculums at learning level

Use additional art work as earned reward for increasing in-seat time

Pair child with another student for social reinforcement

Teach problem solving skills

Other?


Case Study - Evaluate

Review data

Is it working?

Successes

What needs to be changed?


Keep It Positive

Repeated punishment does not help children develop appropriate behavior skills

Positive behavior supports

is a better solution




SHARE YOUR GOAL…

Identify one ore more goals that you will do because of what you have learned today.

GOAL 1:____________________

GOAL 2:____________________

GOAL 3:____________________

Use them…they work!!!

Making Assertive Statements:

“I’m not sure that I agree…

I want to talk about…”

“I have a problem with…

and I would like to explore…”

“I feel strongly that…

and I would like to brainstorm…”

Validating Stated Feelings:“So you feel that…”“I sense you are feeling…”“Is it your feeling…?”

Asking Questions:

“Can you describe for me what…?”

“Can you tell me where…?”

“Will you help me understand…?”

Clarifying Information:

“Let me see if I understand…”

“Is it your perception that…?”

“Are you saying that…?”

Expressing Concerns & Feelings

“I concerned about…”

“I am worried that…”

“I feel good about…”

“I am frustrated that…”

Sharing Information

“Let me tell you about…”

“Let me share with you…”

© Utah Parent Center108

A SKILLED LISTENER...

Is willing to work at listening.

Listens for content not delivery.

Screens out distractions and maintains

focus.

Listens to the complete message.

Listens for the main ideas and

interests.

Disregards emotionally charged

language or “red flag words”.© Utah Parent Center110

PURPOSE

To let the other person know that you hear him or her and that you hear the emotions also.

To help diffuse intense emotions that block communication.


LEAD IN PHRASES

“So you feel that...”

“I sense that you are feeling...”

“Is it your feeling that...?”

“So …”

PURPOSE:

To check our understanding and gain

more information;

To check out the other person’s expectations,

concerns or perceptions;

To find out what is being done to help;

To direct the conversation to areas which

you feel need attention;

To get information before you give it or

before you draw conclusions. 114© Utah Parent Center


PURPOSE:

• To help you understand what is being

said;

• To slow the conversation down and give

you time to process the information;

• “It is difficult to treat a thoughtful

person thoughtlessly.”

• To help you hear what has been said;

• To make sure that everyone is

understanding the issue in the same

way.


Expressing concerns:

starts with using “I statements”.

is not threatening or blaming.

focuses on how you are thinking rather

than making judgments about what the

other person may be thinking or feeling.

When expressing concerns, try to avoid

the use of the word “you”.

The word “you” tends to place blame.

Sharing the information

you have is important!

There are many possible solutions to any given

problem that may arise...neither party knows

all the right answers.


PURPOSE

• To clearly and directly express your opinion;

• To be used when you disagree or need to

express your feelings.

Remember: Statements must not reflect

aggressiveness or hostility.


Aggr essi veAn aggressive person

discounts others and

insists on what he or

she wants. The

aggressive person

teaches others to fear

and avoid him or her.

Others may feel forced

to do what the

aggressive person

wants, but they often

feel angry about doing

so and will do only as

much as they have to!


An assertive person

clearly states his or

her point of view and

takes into account

what others have to

say. Other people generally respect an assertive person.


The most important trip you may take in life is meeting

people halfway.

~Henry Boye~


In the Special Education ArenaPresented by the Utah Parent Center

upc iep coach training - november 09, 2010

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