ERs, IEPs,
Behavior Plans, Chapter 14
and Data Collection!!
Bucks County Intermediate Unit #22
August, 2011
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
Today
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)
Does anyone need a
break yet?
Individuals with Disabilities
Education Act (IDEA ’04)
Special education law guarantees the following
rights to all students with disabilities:

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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
FAPE
Free
Public
Education
←
Appropriate
Defining Appropriate
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.
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.
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.
Persons Responsible for
Implementation of an IEP
All school staff
working directly
with the student
are responsible
for implementing
the IEP.
List may include:

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Administrators
Special education
teachers
General education
teachers
Counselors
Support staff/related
services staff
Paraprofessionals
The Starting Place
Referral for evaluation
Multidisciplinary eval
Determine eligibility
Development of IEP
The Evaluation/Reevaluation Report
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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
Parts of the IEP
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
I. Special Considerations

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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.
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
Present Levels of Academic
Achievement
NEW
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
Types of Information
Included in Present Levels
Academic Achievement:

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Standardized test scores
Curriculum-based
assessments
Teacher records
Observations
Input from parents
State and local assessments
 PSSA, PASA
Functional Performance:
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Classroom performance
Daily living skills
Progress reports on
previous IEP goals
Behavioral records
FBA results
Related Services
Other:
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
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Post-Secondary Education and Training
Employment
Independent Living
IV. Participation in State /
District-Wide Assessments
The IEP team must decide
whether the student:
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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 districtwide
assessments.
PSSA-M (modified)
There is now modified
PSSA testing in Math,
Reading and Science
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
Goal Requirements
Pennsylvania measurable goal statements
include:

Condition

Student name

Behavior

Criteria
23
Measurable Goals at a Glance
Condition
-Describe the
situation in which the
student will perform
the behavior.
Given visual cues..
During lectures in
math…
Given active
response checks…
Clearly
Defined
Behavior
Performance
Criteria
Name the action you
will see the student
actually doing.
Use action verbs.
The level and
frequency the student
demonstrates
mastery.
Name
Locate
Point
Separate
Rank
Choose
% of the time
#times/# times
With the # or %
accuracy
“X” or better on a
rubric
“X” or better on a
checklist.
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
Standards Aligned Goals

Goals need to
correspond to the
identified skill deficits
obtained from present
levels of academic
achievement.

New!
By writing standardsaligned 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.
25
Standards Aligned Goals
New!

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
26
Steps to Standards Aligned Goals
New!
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
Examples of Standards-Aligned Goals
 Goal: Given a reading passage at the 4th 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 2nd 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.
Let’s Talk About It -- Count off 1-2-3.
For Information on
Standards Aligned System:
SAS :
www.pdesas.org
Explore
this site!
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
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.
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
More Examples ...

Extended time on tests
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Material read orally to
student
Modified curricular
goals

Adaptive equipment
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Quick pen
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Preferential seating
near teacher
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Seat cushion
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Reduce number of
items on page to 5 or
less
Pencil grip
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:
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Individualized positive behavior support plan
Consistent rewards and consequences
Visual schedule/ assistance with transitions
Direct instruction in anger management
Direct instruction in social skills
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.
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.
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:
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speech and language
physical and occupational
therapy
audiology services
psychological services
job coaching
mobility services
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
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.
Extended School Year (ESY)
In considering
whether a child is
eligible for ESY
services, the IEP
team must
consider these
factors.
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Regression
Recoupment
Maintenance
Mastery of skill
Crucial skill for selfsufficiency/independence
Withdrawal from learning
process
Severity of disability
VII. Educational Placement
Type of support:
Amount of support:
 Itinerant
(20% or less)
 Supplemental
(>20% and <80%)
 Full-Time
(80% or more)
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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
Educational PlacementLocation 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.
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
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.
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.
And…
If it’s written in the IEP, it needs
to happen.
If it’s not written in the IEP, it
didn’t happen.
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.
Let’s Take a Break!
Hurrah!!
Positive Behavior Support:
Chapter 14 Regulations
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.”
Positive Behavior Support
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Behavior support programs and plans shall:
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“be based on a functional assessment of behavior and
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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…”
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…
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/selfinjury?
“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”
Jason Tallman
12 years old
Suffocated while being restrained
face down on pillow at Kids Peace
in Philadelphia – May 12, 1993
COALITION AGAINST INSTITUTIONALIZED CHILD ABUSE (2006)
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”
Restraint Exclusions
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Excluded from definition of Restraint:
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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
When Restraint is Permissible
“Restraints to control acute or episodic aggressive or selfinjurious 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.”
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Examples of Restraint?
Use Restraint or No Restraint?
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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
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…
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.”
Restraint in IEP

The use of restraints may only be included in a
student’s IEP when:
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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
Restraint in IEP

The use of restraints may only be included in a
student’s IEP when:

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There is a plan in place for eliminating the use of
restraint through use of PBS
The use of prone restraints is prohibited.
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.
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
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!
Discussion

What questions do I have
about providing
behavioral support/ using
restraint?

What concerns do I have
about developing
behavior support plans?
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
Examples of data collection tools
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CBM probes in reading, math, writing
Skills checklists
Teacher-made assessments
Point cards
Observation
Use of prompt hierarchy
Task Analysis
Graphs
OTHER:
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.
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
Data Collection: Observation

Narrative

Frequency count

Duration

Checklist
Observation
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.
A-B-C Observation Form
Student ___________________________
Teacher ___________________________
Observer __________________________
School ____________________________
Class/District _______________________
Date _____________________________
SETTING DESCRIPTION:
TIME
ANTECEDENTS
BEHAVIORS
CONSEQUENCES
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
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
Observation
Frequency Count

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
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.
Summary of Problem Behavior by Time of Day / Activity
Student:
Week (s) of:
Behavior:
Time / Activity
Mon
Tues
Wed
Thurs
Fri
Mon
Tues
Wed
Thurs
Fri
Summary of Problem Behaviors*
8:00- 8:25
O pening
8:25- 9:15
Reading
I I I I II
9:15- 10:30
Spelling/writing
IIII
10:30- 10:50 Morning Recess
10:50- 11:30
Math
II
11:30- 12:25 Lunch / Recess
12:25- 1:15
1:15- 2:00
2:00- 2:45
2:45- 3:00
·
·
Social Studies
Art
/Music
PE
I
Closing
Collected over three week period
Problem behaviors included behavioral outbursts, and
outbursts resulting in time outs or restraint (tipping
desks, shouting, physical aggression, throwing items)
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.
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
Observation
Role of the Paraeducator:
Paraprofessionals can be
called upon to gather
information through
observation under the
direction of the teacher…
Activity: Practice What You Have Learned!
Frequency
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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
Products/ Work Samples/
Portfolios

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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
Questions to Ask Your Supervisor
ABOUT:

IEPs

Behavior Plans

Data collection
Things that
make you go “hmmm…”