School’s In: Making Special Education Work for Children and Youth with Mental Health Needs

1. School’s In: Making Special Education Work for Children and Youth with Mental Health Needs Kelly Henderson, Ph.D. Executive Director Formed Families Forward

2. Today’s agenda • What we know works • Protections for children and youth with mental health challenges • The special education process • Considerations for mental health • Behavior!! • Resources • Formed families- who we are • Q & A

3. Proven Strategies for Students with Mental Health Challenges • Caring student-teacher relationships • Social engagement with a caring adult • Provision of explicit instruction, cognitive strategies, demonstrations, hands on activities, graphic organizers, thematic units; other tools to increase executive function.

4. More Proven Strategies • Peer tutoring • Instructional planning informed by performance measures • Guided practice and feedback of social skills • Opportunities to complete work in school

5. What guides education of children with special needs? • Special Education law and regulations; Individuals with Disabilities Education Act (IDEA) • Disability/civil rights law - Section 504 of the Rehabilitation Act and Americans with Disabilities Act Amendments of 2008 • Privacy and confidentiality (ex., FERPA)

6. Knowledge is Power

7. Section 504 • Section 504 of the Rehabilitation Act of 1973 protects rights of individuals with disabilities in programs and activities that receive Federal financial assistance, including public school districts. • Prohibits discrimination of those with disabilities- physical or mental impairment that substantially limits a major life activity, including learning, communicating, concentrating, reading, etc.

8. Amendments to Americans with Disabilities Act, 2008 • Amends the ADA and Section 504 to broaden the potential class of persons with disabilities protected by the statutes. • Academic success does not necessarily disqualify a student from being identified with a disability. • http://www2.ed.gov/about/offices/list/ocr/docs/dcl-504faq-201109.pdf

9. 504 in the classroom • Focus is on equal ACCESS, not educational benefit • No categories but rather a limitation of a major life activity. • “Reasonable accommodation” by teacher, staff, school

10. On to the Basics of IDEA-Individuals with Disabilities Education Act Thanks to Parent Educational Advocacy Training Center, the state Parent Training center; some slides from their Special Education Tour, www.peatc.org

11. What is Special Education?Individuals with Disabilities Education Act (IDEA) • Specifically designed instruction • At no cost to parents • To meet the unique needs of a child with disabilities

12. IDEA Guarantee: • A free, appropriate public education for all children (FAPE) • Placement in the least restrictive environment • Protection for the rights of children and their parents • Parent participation in educational planning

13. The Special Education Cycle From the beginning, there are steps to getting a program for a child with disabilities.

14. Children with: Autism Deafness Deaf-blindness Developmental delay * Emotional disability Hearing impairment, including deafness Intellectual disability Multiple disability Orthopedic impairment Other health impairment, including ADHD Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment, including blindness Who is Eligible? * Use of DD is at discretion of local school system, for ages 2 as of 9/30 through age 6

15. Individualized Education Program (IEP) Every child in special education must have an Individualized Education Program (IEP).

16. Individualized Educational Program (IEP) • The IEP is a written statement describing the specially designed program developed to meet the needs of the individual child. • Parents are to be members of the IEP team and participate with school personnel in the development of the IEP. • The child should also participate in the IEP decision making process as early as possible.

17. What is on the IEP? • Present levels of academic achievement and functional performance • Measurable annual goals • Plans for measuring progress • Participation in state and division-wide assessments • Special education, modifications and related services to be provided including dates and locations • Participation with children without disabilities • Secondary transition services including rights at age of majority

18. Occupational therapy Physical therapy Transportation Counseling Speech and language therapy Audiology services Interpreting services Early identification Diagnostic services School health/nurse services Social work services Crisis Intervention Assistive technology Non-academic services Extra curricular activities Orientation/mobility training Rehabilitation counseling Psychological services Parent counseling and training Related Servicespartial list of developmental, corrective, or supportive services required for the child to benefit from special education, including:

19. Placement in the“Least Restrictive Environment” • A placement decision is made at the IEP meeting – identifying the location of the appropriate school program and services needed to meet the child’s educational goals on the IEP statement. • Students with disabilities are to be educated, to the maximum extent possible, with children who are not disabled. This is called the “least restrictive environment” or LRE.

20. A continuum of alternative placements so that each child with a disability will have an appropriate program. This includes: • general education classes; • special education classes; • special education schools; • home-based instruction, if required by the IEP, or homebound instruction; and • instruction in hospitals and institutions, including state facilities.

21. What if LRE is not our neighborhood school? • The IEP team must consider placement closest to the child’s home, where he or she would attend if not disabled, unless the IEP indicates that another school is appropriate. • If your child is placed in a private special education facility, a Comprehensive Services Act (CSA) team, including you, may meet to discuss the child’s placement. • If the student is not receiving services with nondisabled peers, the school should consider extra-curricular activities or other ways for the student to interact.

22. Comprehensive Services Act • CSA is a state law that establishes local multi-agency teams that meet to develop plans (Individual Family Services Plans) to address the needs of certain children and youths in the community. • Foster children and often others are considered “mandated” groups (http://www.csa.state.va.us).

23. Writing IEP Goals • Goals informed by present level of performance of student (POP, PLOP) • S Specific M Measurable A Use Action Words R Realistic and relevant T Time-limited

24. Goal Example 1 • Given 10 minutes of free play time, Samara will engage with peers in at least three neutral or positive verbal interactions of four or more words each, 14 out of 20 opportunities in four-week period. Adapted from Joe Otter, NY Regional Special Ed TA Centers

25. Goal Example 2 • Given a visual cue by staff, Joseph will show and then carry his permanent pass and seek out either the school counselor to utilize relaxation tools and strategies to reduce his anxiety, and to reduce the chances of his becoming irritable, oppositional or disruptive. He will do this without protesting or complaining 50 percent of opportunities by end of 2nd quarter. Adapted from Papolos & Papolos, Bipolarchild.com

26. Instruction and Monitoring After the IEP is written and a child is placed in an educational setting, learning activities begin in the classroom.

27. Instruction and Monitoring • Parents and school personnel must work together to make the IEP and placement work for the child. • Parents are to be kept regularly informed of their child’s progress as defined in the IEP.

28. Transition Planning • Transition planning is careful preparation by the student, parents, educators, and other service providers, for the time when the student leaves high school. • Required before the age of 16 (by age 14 in Virginia) – or younger if appropriate • The plan is written in the Individualized Transition Plan.

29. Transition Services The IEP Transition goals should relate to: - Education - Training - Employment - Independent living skills (if appropriate) • The transition services must consider the student’s strengths, preferences & interests. • By age 16, the IEP must include a statement of interagency responsibilities and linkages. • Parents and caregivers need to be aware of diploma options and graduation requirements!

30. Annual Review • The Annual Review is a meeting held at least once a year to look at, talk about, and study a student’s IEP.

31. Triennial and Reevaluation Re-evaluation occurs • at least every three years, (unless the parent and school personnel agree that it is not necessary). Or • If a child is not making expected progress and a parent or teacher requests one (unless the specific evaluation requested is less than a year old).

32. Protections under the law: • IDEA provides procedural safeguards (legal rights and protections to parent and child). Among these are prior written notice, opportunity to participate, parental consent for many school actions, confidentiality of school records, discipline, use of insurance, and resolving disputes. • Outlined in the Virginia Procedural Safeguards notice, “Your Family’s Special Education Rights”

33. Virginia Procedural Safeguards Notice • Hard copy should be provided to parent at initial eligibility and at least annually at the IEP review. • Parent’s Guide to Special Education, revised 2010, Virginia Department of Education, Division of Special Education and Student Services, http://www.doe.virginia.gov/special_ed/parents/parents_guide.pdf

34. Issues of Importance to Students with Mental Health Needs • Extracurricular, non academic • Accountability/assessment • Credit Accommodations • Collaboration with school personnel

35. Non-Academic Protections Section 504 prohibits discrimination against students with disabilities in non-academic settings: • Before and after-school programs • Field trips • Extracurricular activities & athletics • Career/guidance services • Transportation If student has IEP, should include the program modifications or supports to participate in extracurricular and nonacademic activities

36. Accountability for Students with MH needs • VA testing options: SOL, VGLA, VSEP, VMAST, VAAP. • Accommodations in testing include those that focus on academic need and those that address social/behavioral need • Testing accommodations include time/scheduling, setting, presentation, and response.

37. Tips for Collaborating in theSpecial Education Context • Identifying children: Expedite evaluations • Ensure consents are available, signed and provided to school district. Document. • Attend & share “appropriate” information at IEP meetings. Communicate in between. • Address behaviors, don’t deny them. Attend school discipline meetings. • Conduct functional behavior assessment AND revision IEPs re disability-related conduct. • Consider a child’s need for 504 Plan. • Coordinate transition planning. M.McInerney, Ed Law Center, PA

38. High School EBD Survey • The participants surveyed “faced a formidable challenge in trying to stay in and finish high school. They tended to have a limited potential for success in high school, a negative schooling experience, and limited access to support. These students had a distinct appreciation for specific classroom environments and teacher behaviors…. The key may be to focus attention on changing how high school teachers and the school setting respond to these youths, instead of just trying to ‘fix them.’”(Kortering et al, 2002)

39. Let’s talk Behavior

40. Procedures in IDEA to support behavior change • A Functional Behavior Assessment (FBA) is a process to determine the underlying cause or functions of a child’s behavior that interferes with the learning of the child with a disability or that of his or her peers. • May include review of existing records and other information and may include new information, as determined by IEP team.

41. When is FBA done? • In the event that the child’s behavior impedes the child’s learning or that of others, the IEP shall consider use of positive behavioral interventions, strategies and supports… Team shall either • Develop goals and services specific to the child’s behavioral needs, or • Conduct FBA and determine need for BIP to address child’s behavioral needs • Also can be conducted after a disciplinary incident when the child’s behavior was a manifestation of disability.

42. FBA components FBAs steps often are: • Reason for Meeting • Fact Finding • Possible Explanations (ABCs of behavior) 4. Hypothesis, including function of behavior 5. Validation (enough information to plan BIP?)

43. Behavior Intervention Plan • IEP team develops a BIP that uses positive behavioral interventions and supports to address behaviors that interfere with learning of the child or others, or require disciplinary action.

44. Common BIP components • Hypothesis • Replacement Behavior • Prevention • Teaching • Positive Reinforcement for Replacement Behavior • Consequences when targeted behavior occurs • Crisis plan • Goal Statement • Measurement/Data Collection • Follow-up

45. Foundations of Behavior • Most behavior is learned • Behavior is changeable • We exhibit behaviors for a reason • Changing inappropriate student behaviors requires changing teacher behaviors

46. Put the problem in skinny jeans! Focus on one behavior. Look for the answers to the BIG 5 to plan positive ways to address a challenging behavior. • WHO is engaging in the problem behavior? • WHAT is the problem behavior? (Be specific. What’s observable?) • WHEN is the behavior occurring? How often? • WHERE is the problem behavior occurring? • WHY is the problem behavior occurring? What does the child get or avoid?

47. Behavior is often predictable

48. Problem Behaviors Serve a Function • Problem behaviors, like most behaviors, do not keep occurring unless there is a pay off. • A child may be escaping or avoiding encounters with a particular person or activity like school or work. They may be seeking someone’s attention or approval or get a reward; they may be trying to control something.

49. More on Function • If the consequences for problem behaviors are not based on the function, a child may be getting to do what they want by performing the problem behavior. • Getting good grades and skipping school are both behaviors that get adult attention. • Very different behaviors often serve the same function. • The outcomes of these behaviors are very different for the child.

50. What’s the function of the behavior?