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 Ogden
UPC Parent Consultant
Phone: 801.272.1051
Email: louiseo@utahparentcenter.org
Web: www.utahparentcenter.org
Utah Parent Center  2290 East 4500 South  Suite 110
Salt Lake City  Utah  84417-4428

13
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.

14
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.
14
GOAL 1:____________________

15
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

16
161616
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.

17
Special Education Process
Evaluation
Eligibility
IEPPlacement
Annual
Review
Referral

18
EVALUATION

19
191919
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.

20
202020
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
20
who, because of the disability, needs special education
and related services.

ELIGIBILITY

22
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.

23
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?

26
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.
26

27
272727
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.
27
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.

28
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

29
Individualized Education Program

IEP Components
30
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
31
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
32
3. For children taking alternate assessments,
a description of benchmarks or short term
objectives.

IEP Components
33
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
34
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
35
6. Extent the child will not participate with
non-disabled children in regular classes or
activities
 Least Restrictive Environment – LRE

IEP Components
36
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
37
8. Date services and modifications begin and
their frequency, location and duration.
Tip:

38
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…

40
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

41
TRANSITION

42
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

43
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.

44
4444
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).

45
 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

46
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

47
PLACEMENT

48
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.‟

49
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.

50
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.

51
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

53
5353
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!

54
5454
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

55
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

56
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

57
Written Prior Notice
Written notice – whenever the public
agency proposes or refuses to
initiate or change:
 identification
 evaluation
 educational placement
 provision of FAPE

58
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

59
Problem Solving

When It Just Doesn’t Work
60
Tip:
 Communicate with your school team.
 Follow the chain of command.
 Teacher
 Principal
 LEA
 District

61
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?

62
Formal Dispute Resolution Options
 Mediation
 State Complaint
 Due Process Hearing
 Resolution Meeting
 Civil Action

63
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

64
6464
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

65
6565
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 ago
65

66
Due Process Hearing
Resolution 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

67
IT CAN BE CHANGED!
THE IEP IS NOT ETCHED IN STONE…

INFORMED
EFFECTIVE
PARENTS
IEP also stands for….

69
6969
SHARE YOUR GOAL…
Identify one ore more goals that
have learned today.
GOAL 1:____________________
GOAL 2:____________________
GOAL 3:____________________

70
7070
Positive Behavioral Interventions
Presented by the
Utah Parent

Presented by the Utah Parent Center
Positive Behavioral Interventions

Jody Jones
Utah Parent Center Parent Consultant
Phone: 801-272-1051
Toll-Free: 1-800-468-1160
Email: jodyj@utahparentcenter.org
Website: www.utahparentcenter.org
Introducing….

SET A GOAL…
By the end of the workshop
today, identify at least one thing
have learned.
GOAL 1:____________________

Question & Discussion
PACER Center, Inc 1999
74
What makes it so difficult to handle
children 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
75

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
77

unhappy
discouraged
frustrated
concern
empathy
support
encourage
help
Positive Perspective of Behavior
(the child HAS a problem)
78

Consequence
Punish Mary
Mary
hits
Ann
Reacting to Problem Behavior
79

Consequences
Positive Behavior Intervention
Mary
hits
Ann
80

Positive Behavior Supports
and Interventions
Home and School
81

ABC’s of BEHAVIOR
82
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
83

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
84

Enforce Logical Consequences
Logical consequences should:
• Be stated clearly in advance
• Be understood
• Be enforced consistently
• Apply to all in a family
85

Teach or Re-teach
Expected Behavior
Provide Meaningful
Positive Incentives
Enforce Meaningful
Consequences
86

Functional Behavior
Assessment (FuBA)
87

“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
88

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
89

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.
90

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
91

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?
92

Something to Consider
“Can my child follow the
school district and building
discipline policy?”
93
The determination must be based on data
and 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

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.
95

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?”
98

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
99

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
105

SHARE YOUR GOAL…
Identify one ore more goals that
have learned today.
GOAL 1:____________________
GOAL 2:____________________
GOAL 3:____________________

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”.

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 ve
An 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.

In the Special Education Arena
Presented by the Utah Parent Center

UPC IEP Coach Training - November 09, 2010

UPC IEP Coach Training - November 09, 2010

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