Special Ed Advocate Newsletter
(No Name Available)
Wrightslaw, our goals are to help you gain the information and
skills you need to navigate the confusing world of special
education. This issue is about behavior, discipline and IEPs.
schools are obligated to do for kids with behavior problems;
functional behavior assessments and behavior intervention plans;
what parents need to know about behavior assessments and positive
interventions; Writing Measurable IEP Goals & Objectives;
tactics & strategies to avoid common IEP problems; how to use
a parent IEP attachment; caselaw about discipline.
A special educator writes, "We have a 15 year old tenth grader who is 'seriously emotionally disturbed.' Academically, he is functioning at the 2nd grade level. He is placed in a self-contained classroom."
"Must we continue to provide special education services in this setting if we believe the student is a danger to himself or others? What if the school has no alternative placement? What about the safety of teachers, school staff, and other students?"
Problems: What Are Schools Obligated to Do? Pete
describes the school's obligations to provide FAPE. The
school needs good diagnostic testing before they can
develop an appropriate educational plan for this boy. He
asks hard questions.
2. Functional Behavior Assessments & Behavior Intervention Plans
If you are dealing with discipline or behavior issues, you need to learn about functional behavior assessments and behavior intervention plans. In Functional Behavior Assessments: What? Why? When? Where? Who? by Stephen Starin, Ph.D., you will learn:
3. FBAs & Positive Interventions: What Parents Need to Know by Dixie Jordan
the child a problem? Does the child have a problem? Is
suspension from school "good medicine for bad
4. Writing Measurable IEP Goals & Objectives by Barbara Bateman & Cynthia Herr
"Sadly, many professionals who work with Individualized Educational Programs, if given a chance, would abolish them," writes Barbara Bateman in the Preface to her new book, Writing Measurable IEP Goals & Objectives.
Question: What do these IEP goals and objectives have in common?
"Rebecca will increase her active listening skills."
"Kevin will decrease his inappropriate remarks to other children 90% of the time."
"Given 10 words, Alex shall group letters and pronounce letter sounds in words with 80% accuracy."
Answer: These IEP goals / objectives are not measurable.
In Writing Measurable IEP Goals & Objectives, Dr. Bateman and Dr. Herr teach a new way to write IEP goals and objectives "that is simple, clean, useful, economical, worthwhile, common-sensical, legally correct and revoluntionary." The book is divided into three parts:
Part I: About Goals & Objectives (measurability, vagueness / specificity)
Part II: Writing Goals & Objectives (present levels, writing goals & objectives, writing measurable goals & objectives, how to project annual goals, how to move the child's performance to the goal, how to put PLOP, Objectives / Benchmarks, Goals in the IEP).
Part III: Sample PLOPs, Objectives, Goals (includes 75 samples for children with all disabilities)
Order Writing Measurable IEP Goals & Objectives from Wrightslaw:
Internet Orders: http://www.wrightslaw.com/store/index.html
Mail, Fax & Phone Orders: http://www.wrightslaw.com/bks/orderform.htm
5. Use Tactics & Strategies to Avoid Common IEP Problems: A Session with Pete Wright
How can you get good goals and objectives in your child's IEP? What can you do if the school wants to use subjective "teacher observations," not objective testing in the IEP? How can parents avoid methodology disputes?
6. How to Use a Parent IEP Attachment by Judy Bonnell, Advocate
at IEP meetings? Do you find that your questions and concerns
are not answered? Frustrated?
Read How to Use a Parent IEP Attachment at:
7. Caselaw About Discipline
v. Doe, 484 U.S. 305 (1988). Decision from U. S.
Supreme Court in discipline case that involved two emotionally
disturbed students who had academic and social problems.
Clarifies that schools may not expel children for behaviors
related to their handicaps; "stay put"; that
procedural safeguards are designed to protect children and
parents; describes parent role.
Consolidated Sch. Dist. #93 v. John F. (IL)
8. Subscription & Contact Info
The Special Ed Advocate is a free online newsletter about special education legal and advocacy issues, cases, and tactics and strategies. Subscribers receive "alerts" about new cases, events, and special offers on Wrightslaw books.