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National Associaton of Special Education Teachers: Behavioral and Emotional Needs

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National Associaton of Special Education Teachers: Behavioral and Emotional Needs

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https://www.naset.org/publications/the-practical-teacher/teaching-students-with-emotional-and-behavioral-disabilities-ebd

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There are numerous resources that are available to facilitate and make teaching students with emotional and behavioral disabilities (EBD) easier. Unfortunately, there is no magic pill or one program that can be called fool proof for this. Also, any program is only as good as the teacher teaching it. Today's classrooms witness high burn-out rate among existing teachers since the challenges that students with EBD pose are difficult to handle while continuing to teach for extended periods of time. The program that proves effective in such scenarios will be the one that is written by teachers, who are in the midst of it all. Any researcher who writes such a program should have experienced these situations oneself to realize the actual stumbling blocks. This issue of NASET's Practical Teacher, written by Soumya Vaidya, MA, Bed, will focus on teaching students with EBD.

NASET Members may access this Practical Teacher by Logging in (see Login area to the right). Visitors can access a sample issue by Clicking Here

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National Association of Special Education Teachers: Teaching Students with Emotional and Behavioral Disabilities (EBD)

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The National Association of Special Education Teachers-national membership org for teachers, professors, and college students involved in special education

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https://epuchildren.org/resources/

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However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

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Resources

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https://www.nationalautismcenter.org/resources/for-families/

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Being armed with information about autism spectrum disorder (ASD) helps families feel more comfortable as they face new challenges. Some families need to know where to start when one member of the family has been recently diagnosed. Other families face unexpected difficulties as their loved ones with ASD learn to live effectively in home, school, or community settings.

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National Association of Special Education Teachers

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National Association of Special Education Teachers

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https://www.naset.org/

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Take a moment to review the various e-Publications, professional development and special education resources.

NASET is proud to offer its' members free access to one of the most extensive and comprehensive sources of Professional Development courses available today. With over 100 courses ranging from 1 to 3 hours each, NASET provides it's members the opportunity for over 100 hours of professional development included with your membership in NASET.

Professional Development Courses (101 courses) - Free with Membership!

Board Certification in Special Education establishes a much needed standard for professionals, across disciplines, who work with exceptional children.

NASET provides the multiple areas with valuable information about IEPs. From a ePublication IEP Components to mutlple articles resources, forms, NASET has a wealth of information for the special education professional.

The online Special Educator e-Journal is published monthly throughout the year and provides timely information on what's current in special education.

This list is provided to all members of NASET to help facilitate the numerous tasks required on a daily basis. All documents are available to view online or download as a PDF file for offline printing.

NASET's Week in Review is a weekly emailed publication that provides members with some of the most interesting stories, topics and issues reported during the week in the field of special education.

NASET News Alerts provide the latest special education news as it happens. News Alerts are emailed, posted and through RSS feeds.

This series provides NASET members with an in-depth look at the step-by-step process of assessing students for eligibility and educational placement in special education.

This series is devoted to lesser known disorders that you may encounter in special education. While not as prevalent as other disorders experienced by most special education teachers, you should be aware of these disorders in order to become more knowledgeable, and increase your ability to assist patents of children with these disorders if they should appear in your classroom or school. Each month we will present a list of 3 disorders that appear in the special education population. Some of these disorders may contain subtypes which will also be presented.

The NASET LD Report is an education resource that provides NASET members with a comprehensive overview of learning disabilities. The NASET LD Report covers many areas of study in the field of LD.

The Practical Teacher is a monthly education resource that provides NASET members with practical tools, strategies, and relevant information that they can use both in and outside of the classroom.

Parent Teacher Conference Handouts can be given at the end of parent teacher conferences to reinforce concepts and help parents better understand information discussed at the conference. New additions are added monthly.

The NASET RTI Roundtable is an educational resource that provides members with the latest information on RTI.

The NASET Autism Spectrum Disorder Series is an education resource that focused on the research, writing, and practical information that we have obtained on causes, characteristics, eligibility, assessment, and teaching strategies.

NASET's Behavior Management Series is a unique guide for all teachers in helping to understand what their student's behavior really means and how to identify and resolve the issue. This series offers teachers the insight into the inner dynamics, conflicts, fears, symptoms, tension, and so on of students who may be experiencing difficulty learning or behaving in the classroom.

The Classroom Management Series provide teachers with practical guidelines covering a variety of topics and supportive information which may help improve their classroom.

A Journal of Research Based Articles in Special Education are provided courtesy of The Journal of the American Academy of Special Education Professionals (). Each issue contains articles that are derived from multiple authors and are based upon the latest research in our profession.

This series is devoted exclusively to students with severe disabilities. This series will cover all aspects of students with severe disabilities focusing especially on understanding this population and what skills and information are necessary if you are asked to teach this population of students.

At NASET, we get many questions from our members about certain areas of interest. The NASET Q & A Corner provides all members with the opportunities to have access to these questions, and more importantly, answers to them from professionals in the field.

This series is intended to provide teachers, related service personnel, administrators, and other individuals charged with assisting in the development of the paraprofessional workforce with information and strategies to build strong, effective, supportive teams to ensure successful educational services for all students.

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National Association of Special Education Teachers: Teachers Teaching Exceptional Children

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Special Education Web Site - Teachers Teaching Special Education National Association of Special Education Teachers

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http://blog.csba.org/learner_toolkit/

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The U.S. Department of Education has released a new guide to help schools better support English learner students, immigrant students and their families. Dubbed The English Learner Family Toolkit, the publication should be of particular interest in California, home to more than 1.3 million English learner students.

The toolkit, which is available in English, Spanish, Arabic and Mandarin, consists of a series of modules that the agency will publish throughout the year. In January, the department unveiled the first two chapters. The first focuses on how to enroll a child in public school and outlines topics such as family and student rights, suggested questions to ask school staff members and tips for families. The rights portion addresses issues such as immunizations, documentation and personal information. The second chapter highlights issues about attending school in the United States, which includes an outline of how the country's schools may differ from those in other places.

The toolkit also offers recommendations on how parents can approach situations in which language may be a barrier to their involvement, such as asking school staff for an alternative way to receive important information traditionally relayed through English-language text messages, email and phone calls.

The department's Office of English Language Acquisition developed the resource and states that educators, elementary and secondary school teachers, principals, and other school staff should share it with students and their families. Engaging with and respecting English learners and their families can also help close achievement gaps, as honoring and leveraging English learner students' backgrounds and home languages can be assets for learning.

Future chapters in the toolkit, which should be coming soon, will focus on obtaining services for English learners, finding additional resources for children, keeping children safe and healthy in school, and helping with schoolwork at home.

The parent toolkit is the second how-to guide the office has recently released. In the fall, the department released a resource for teachers who use educational technology to work with English-learners (PDF).

CSBA English learner resources

CSBA has a series of resources focused on supporting English learner success, available at the CSBA webpage on English learners. These include:

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Toolkit offers guidance and resources for English learner, immigrant parents - CSBA Blog

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The U.S. Department of Education has released a new guide to help schools better support English learner students, immigrant students and their families. Dubbed The English Learner Family Toolkit, the publication should be of particular interest in California, home to more than 1.3 million English learner students.

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National Resources for Parents of Children and Youth with Disabilities

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National Resources for Parents of Children and Youth with Disabilities

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https://www.washington.edu/doit/national-resources-parents-children-and-youth-disabilities

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Parents of youth with disabilities have unique opportunities to promote their successful transition to postsecondary education, employment and full adult participation in society. Families can assist in the transition process by providing adolescents direction in their exploration of interests, guidance in career and college planning, and encouragement as they pursue their dreams. Parents can help each other, too. As they develop skills in working with their own children they can:

The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center serves to increase the successful participation of individuals with disabilities in academics and careers, especially in promising fields where they have been underrepresented, including science, engineering, mathematics, and technology. DO-IT helps individuals with disabilities use technology as an empowering tool.

Parents can provide the foundation for young people to become self-determined, to learn decision-making skills, and to gain access to resources. They can empower their children's personal plans for success.

Parents can be more effective with up-to-date information, communication, and community resources. The following resources may be particularly helpful in assisting parents as their children prepare for college and careers. Compiled with the input from many parents, this list includes printed materials, electronic discussion lists, websites, disability-related conferences and organizations, and agencies that provide services to individuals with disabilities.

Parent Resources

Disabilities, Opportunities, Internetworking, and Technology (DO-IT)
206-685-DOIT (voice/TTY)
888-972-3648 (voice)
509-328-9331 (voice)
www.uw.edu/doit/
Comprehensive set of resources and programs with a focus on access to technology, college, and careers for youth with disabilities.

Institute on Community Integration
612-624-6300 (voice)

Provides research, professional training, technical assistance, and publishing activities to improve community services and social supports for individuals with disabilities and their families.

Learning Ally
800-221-4792 (voice)
learningally.org
Educational and professional books on audio, covering all subjects from kindergarten through postgraduate studies.

Mobility International USA (MIUSA)
541-343-1284 (voice/TTY)
www.miusa.org
A clearinghouse on disability-related and parenting information regarding international exchange and educational opportunities for individuals with disabilities.

National Center on Secondary Education and Transition (NCSET)
ncset@umn.edu
www.ncset.org
Identifies needs of youth with disabilities to successfully participate in postsecondary education and training, civic engagement, and meaningful employment.

National Council on Independent Living (NCIL)
202-207-0334 (voice)
1-844-778-7961 (toll-free voice)
202-207-0340 (TTY)

Information and resources for people with disabilities and their families regarding independent living.

TransCen
301-424-2002 (voice Maryland)
415-979-9520 (voice San Francisco)
414-277-8506 (voice Milwaukee)
www.transcen.org
An organization that develops projects in school to work transition, education systems change, and employment for people with disabilities.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs and careers, such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages, contact:

DO-IT
University of Washington
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
509-328-9331 (voice/TTY) Spokane
206-221-4171 (fax)

Founder and Director: Sheryl Burgstahler, Ph.D.

Acknowledgment

This publication was developed under a grant from the U.S. Department of Education, #H324M990010. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

Copyright © 2022, 2014, 2012, 2009, 2006, 2000, University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.

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National Resources for Parents of Children and Youth with Disabilities

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Parents of youth with disabilities have unique opportunities to promote their successful transition to postsecondary education, employment and full adult participation in society.

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Caliornia Department of Education: Behavioral Intervention

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Caliornia Department of Education: Behavioral Intervention

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https://www.cde.ca.gov/sp/se/ac/bipleafaq.asp

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Noted: Responses to these frequently asked questions provide information contained in state and federal laws and regulations and OSEP guidance. For information about behavior intervention that is based on peer-reviewed research, see the Behavioral Intervention Plans Web page.
Assembly Bill 86 (AB 86), the Education Omnibus Trailer Bill, Chapter 48, Statutes of 2013, repealed regulations and added state statute that addressed behavioral interventions. In accordance with Assembly Bill 110, California's 2013-2014 budget bill, the California Department of Education (CDE) is required to provide oversight of, and technical assistance and monitoring to, local educational agencies regarding changes to the requirements related to the identification and provision of behavioral intervention services.

The following questions were submitted to the CDE during the Behavioral Intervention Plan Stakeholders Workgroup meetings. The questions are arranged in categories, and therefore are not provided in the order in which they were submitted.

Behavior Emergency Interventions

What is an LEA required to do after an emergency intervention is used on a student?

To prevent emergency interventions from being used in lieu of planned, systematic behavioral interventions, the parent, guardian, and residential care provider, if appropriate, shall be notified within one school day if an emergency intervention is used or serious property damage occurs. A behavioral emergency report shall immediately be completed and maintained in the file of the individual with exceptional needs. All behavioral emergency reports shall immediately be forwarded to, and reviewed by, a designated responsible administrator. ( Education Code sections 56521.1(e) and (f))

Under what circumstances must an LEA schedule an IEP team meeting within two days following the use of an emergency intervention?

If a behavioral emergency report is written regarding an individual with exceptional needs who does not have a behavioral intervention plan, the designated responsible administrator shall, within two days, schedule an individualized education program (IEP) team meeting to review the emergency report, to determine the necessity for a functional behavioral assessment, and to determine the necessity for an interim plan. The IEP team shall document the reasons for not conducting the functional behavioral assessment, not developing an interim plan, or both. ( Education Code Section 56521.1(g))

When does a parent or guardian see the behavioral emergency report?

The parent shall have the right and opportunity to examine all school records of his or her child and to receive copies of them within five business days after the request is made by the parent, either orally or in writing. The public agency shall comply with a request for school records without unnecessary delay before any meeting regarding an individualized education program or any hearing or resolution session and in no case more than five business days after the request is made orally or in writing. ( Education Code Section 56504)

Under what circumstances must an incident involving the use of an emergency intervention be referred to the IEP team?

If a behavioral emergency report is written regarding an individual with exceptional needs who does not have a behavioral intervention plan, the designated responsible administrator shall, within two days, schedule an individualized education program (IEP) team meeting to review the emergency report, to determine the necessity for a functional behavioral assessment, and to determine the necessity for an interim plan. The IEP team shall document the reasons for not conducting the functional behavioral assessment, not developing an interim plan, or both.

If a behavioral emergency report is written regarding an individual with exceptional needs who has a positive behavioral intervention plan, an incident involving a previously unseen serious behavior problem, or where a previously designed intervention is ineffective, shall be referred to the IEP team to review and determine if the incident constitutes a need to modify the positive behavioral intervention plan. ( Education Code Section 56521.1(g) and (h))

Are there prohibitions on the types of emergency interventions that can be used to address a student's behavior? What are they?

Education Code Section 56521.2 lists the following prohibitions:

(a) A local educational agency or nonpublic, nonsectarian school or agency serving individuals with exceptional needs pursuant to Sections 56365 and 56366, shall not authorize, order, consent to, or pay for the following interventions, or any other interventions similar to or like the following:

(1) Any intervention that is designed to, or likely to, cause physical pain, including, but not limited to, electric shock.

(2) An intervention that involves the release of noxious, toxic, or otherwise unpleasant sprays, mists, or substances in proximity to the face of the individual.

(3) An intervention that denies adequate sleep, food, water, shelter, bedding, physical comfort, or access to bathroom facilities.

(4) An intervention that is designed to subject, used to subject, or likely to subject, the individual to verbal abuse, ridicule, or humiliation, or that can be expected to cause excessive emotional trauma.

(5) Restrictive interventions that employ a device, material, or objects that simultaneously immobilize all four extremities, including the procedure known as prone containment, except that prone containment or similar techniques may be used by trained personnel as a limited emergency intervention.

(6) Locked seclusion, unless it is in a facility otherwise licensed or permitted by state law to use a locked room.

(7) An intervention that precludes adequate supervision of the individual.

(8) An intervention that deprives the individual of one or more of his or her senses.

Emergency interventions shall not include an amount of force that exceeds that which is reasonable and necessary under the circumstances. Further, no emergency intervention shall be employed for longer than is necessary to contain the behavior. A situation that requires prolonged use of an emergency intervention shall require the staff to seek assistance of the school site administrator or law enforcement agency, as applicable to the situation. ( Education Code Section 56521.1(c) and (d)(3))

Can LEAs rely on the use of such emergency interventions as restraint and seclusion instead of developing positive behavioral intervention plans?

Emergency interventions may only be used to control unpredictable, spontaneous behavior that poses clear and present danger of serious physical harm to the individual with exceptional needs, or others, and that cannot be immediately prevented by a response less restrictive than the temporary application of a technique used to contain the behavior. Further, emergency interventions shall not be used as a substitute for the systematic behavioral intervention plan that is designed to change, replace, modify, or eliminate a targeted behavior. ( Education Code Section 56521.1(a) and (b))

Individualized Education Programs and Teams

What special factors should IEP team members consider in developing or reviewing the IEP?

In Title 34, Code of Federal Regulations, (34 CFR) Section300.324 "Development, review, and revision of IEP," the term "special factors" appears as follows: "(2) Consideration of special factors. The IEP Team must- (i) 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." Similar language is found in Education Code sections 56521.2(b) and 56341.1(b)(1).

What is the role of school personnel in reviewing the IEP of a student with behavioral challenges?

In developing the IEP, the IEP Team shall, 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 [PBIS], and other strategies," to address that behavior. The IEP team shall also consider these matters when reviewing the IEP. A regular education teacher of the child, as a member of the IEP Team, shall, to the extent appropriate, participate in the development of the IEP (or review of the IEP) of the child, including the determination of appropriate positive behavioral interventions and supports, and other strategies. (Title 20, United State Code, (20 USC) sections 1414(d)(3)(B)(i); 1414(d)(3)(C); 1414(d)(4); 34 CFR Section 300.324(a)(2)(i); 300.324(a)(3)(i); 300.324(b)(2); 300.324(b)(3); Education Code sections 56341(b)(2); 56341.1(b)(1); 56341.1(e); and 56521.2(b)).

How and when does the IEP team determine that a student's behavior impedes his or her learning or that of others?

When a child's behavior is impeding his learning or that of others, the IEP team must consider the use of positive behavioral interventions and supports and other strategies to address that behavior. The statutes and regulations do not provide specific guidance as to when a child's behavior is deemed to "impede" his learning or that of others.

How does an IEP change when a student is determined to have behavioral challenges?

The IDEA does not specify the particular interventions, supports or strategies that must be used. The federal Office of Special Education Programs (OSEP) has stated that while conducting a functional behavioral assessment (FBA) typically precedes developing positive behavioral intervention strategies, in the case of a child whose behavior impedes learning, the focus is on interventions and strategies, not assessments. The IEP team may address the behavior through annual goals in the IEP, program modifications, support for teachers, and any related services necessary to achieve behavioral goals in the IEP.

OSEP has encouraged a "proactive" approach to ensure that students who need BIPs to succeed in school receive them. Thus, if the IEP team determines that a BIP would be appropriate for the child, it must be included in the IEP. If the child needs a BIP to improve learning and socialization, the BIP can be included in the IEP and aligned with the goals in the IEP. (71 Federal Register 46683 (August 14, 2006); 71 Federal Register 46721 (August 14, 2006); Questions and Answers on Discipline Procedures, U.S. Department of Education Office of Special Education and Rehabilitative Services (OSERS), 52 Individuals with Disabilities Education Law Report 231 (June 1, 2009), Q. E-1, E-2, E-3.)

Assessment

What is a functional behavioral assessment?

No state or federal law or regulation defines a functional behavioral assessment (FBA). However, it is generally understood to be an "evaluation" under the IDEA when a public agency conducts an FBA to assist in determining whether a child is, or continues to be a child with a disability and/or to determine the nature and extent of the special education and related services that the child needs, including the need for a BIP. ( Questions and Answers on Discipline Procedures, OSERS, 52 Individuals with Disabilities Education Law Report 231 (June 1, 2009), Q. E-4; Letter to Anonymous, 59 Individuals with Disabilities Education Law Report 14 (OSEP, April 9, 2012); 20 USC Section 1414(a), (c); 34 CFR Section 300.15)

When are LEAs required to conduct FBAs?

An FBA must be conducted when school authorities seek to change the placement of a child with a disability because of a violation of a code of student conduct and the IEP team determines that the conduct was a manifestation of the child's disability and the LEA had not conducted an FBA prior to such determination before the behavior that resulted in the change of placement.

An FBA must be conducted " as appropriate" in cases of disciplinary removals involving a change in placement in which the IEP team determines that the conduct was not a manifestation of the child's disability.

An FBA must be conducted when the IEP team determines that it would be appropriate for the child. (20 USC sections 1415(k)(1)(D)(ii); 1415(k)(1)(F)(i); 34 CFR sections 300.530(b)(2); 300.530(d)(1)(ii); 300.530(d)(5); and 300.530(f); Questions and Answers on Discipline Procedures, OSERS, 52 Individuals with Disabilities Education Law Report 231 (June 1, 2009), Q. E-1)

Who is qualified to conduct a functional behavioral assessment?

Education Code Section 56320(b)(3) establishes that assessments of students with exceptional needs "are administered by trained and knowledgeable personnel and are administered in accordance with any instructions provided by the producer of the assessments, except that individually administered tests of intellectual or emotional functioning shall be administered by a credentialed school psychologist." Assessments must "be conducted by persons competent to perform the assessment, as determined by the local educational agency."

In addition, the Education Code states that "a person recognized by the national Behavior Analyst Certification Board as a Board Certified Behavior Analyst (BCBA) may conduct behavioral assessments . . . for individuals with exceptional needs." However, educational entities are not required to use a BCBA to perform a behavioral assessment, indicating that other "trained and knowledgeable" personnel may perform behavioral assessments. It should be noted that the California Commission on Teacher Credentialing standards relating to preparation for the School Psychology credential state that candidates must be well versed in a variety of assessment methods, including behavioral assessment. ( Education Code sections 56322, 56525(a) and (b)).

Does conducting a functional behavioral assessment require a parent's or guardian's consent?

Yes, parental consent is required before an FBA may be conducted.
( Questions and Answers on Discipline Procedures, OSERS, 52 Individuals with Disabilities Education Law Report 231 (June 1, 2009), Q. E-4)

Do the procedural requirements for conducting assessments to determine a child's eligibility for special education or the child's educational needs apply to functional behavioral assessment?

Yes. There are no state and federal laws or regulations that pertain specifically to functional behavioral assessments only. References in law and regulation to assessment pertain to all assessments.

If a parent disagrees with a functional behavioral assessment does he or she have the right to obtain an independent educational evaluation?

Subject to certain conditions, a parent or guardian has the right to obtain, at public expense, an independent educational assessment of the pupil from qualified examiners, if the parent or guardian disagrees with an assessment obtained by the public education agency. The public agency has the option of requesting a due process hearing to show that its evaluation is appropriate. (34 CFR 300.502)

What other types of assessments could be completed when a student has behavioral challenges that impede his or her learning or that of others?

Education Code Section 56320 says "...An individual assessment of the pupil's educational needs shall be conducted, by qualified persons, in accordance with requirements including, but not limited to, all of the following:

(e) Pursuant to Section 1414(b)(2)(B) of Title 20 of the United States Code, no single measure or assessment is used as the sole criterion for determining whether a pupil is an individual with exceptional needs or determining an appropriate educational program for the pupil.

(f) The pupil is assessed in all areas related to the suspected disability including, if appropriate, health and development, vision, including low vision, hearing, motor abilities, language function, general intelligence, academic performance, communicative status, self-help, orientation and mobility skills, career and vocational abilities and interests, and social and emotional status. A developmental history shall be obtained, when appropriate. For pupils with residual vision, a low vision assessment shall be provided in accordance with guidelines established pursuant to Section 56136. In assessing each pupil under this article, the assessment shall be conducted in accordance with Sections 300.304 and 300.305 of Title 34 of the Code of Federal Regulations."

Behavioral Intervention Plans

What kinds of behaviors would require an LEA to consider providing a student with a behavioral intervention plan?

Education Code Section 56521.1 says "(b) In the case of a child whose behavior impedes the child's learning or that of others, the individualized education program team shall consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior, consistent with Section 1414(d)(3)(B)(i) and (d)(4) of Title 20 of the United States Code and associated federal regulations." Please also see the California Department of Education's guidance document "Local Educational Agency and Individualized Education Program Team Responses to the Behavior of Students with Disabilities"

When are LEAs required to develop behavioral intervention plans (BIPs)?

A BIP must be implemented when school authorities seek to change the placement of a child with a disability because of a violation of a code of student conduct and the IEP team determines that the conduct was a manifestation of the child's disability and the LEA had not conducted an FBA prior to such determination before the behavior that resulted in the change of placement. If a BIP had already been developed, the IEP team must review the existing BIP and modify it as necessary to address the behavior.

In cases of disciplinary removals involving a change in placement in which the IEP team determines that the conduct was not a manifestation of the child's disability, the child shall receive, as appropriate, behavioral intervention services, and modifications, that are designed to address the behavior violation so that it does not recur.

Finally, if the IEP team determines that a BIP would be appropriate for the child, it must be included in the IEP. (20 USC sections 1415(k)(1)(D)(ii); 1415(k)(1)(F)(i) and(ii); 34 CFR sections 300.530(b)(2); 300.530 (d)(ii); 300.530 (d)(5); 300.530(f); Questions and Answers on Discipline Procedures, OSERS, 52 Individuals with Disabilities Education Law Report 231 (June 1, 2009), Q. E-2)

Who is qualified to develop behavioral intervention plans and provide positive behavioral intervention services and supports?

In California, a person recognized by the national Behavior Analyst Certification Board as a BCBA may provide behavioral intervention services, although an LEA is not required to use a BCBA for this purpose. Otherwise, "behavior intervention" shall be " designed or planned " only by personnel who have one of the following: (1) pupil personnel services credential with authorization in school counseling or school psychology; (2) special education instruction credential; (3) Marriage and Family Therapist license; (4) Clinical Social Worker license; (5) Educational Psychologist license; (6) psychologist license; or (7) master's degree in education, psychology, counseling, behavior analysis, behavior science, human development, social work, rehabilitation, or a related field.

In order to provide behavior intervention, including implementation of BIPs, but not including development or modification of BIPs, one must either (1) have one of the qualifications listed above (for those who may design or plan behavior intervention), or (2) be under the supervision of someone qualified to design or plan behavior intervention, possess a high school diploma or its equivalent, and receive the specific level of supervision required in the pupil's IEP. Please also see the California Department of Education's guidance letter "Requirements for Personnel Involved in Behavioral Intervention." ( Education Code Section 56525(a) and (b); 5 CCR Section 3065(d) and (e))

Discipline

How are disciplinary procedures related to positive behavioral intervention planning for students with IEPs?

If a disciplinary removal from school constitutes a change of placement, i.e., the removal is for more than ten consecutive days (including a removal of up to 45 days in a case involving weapons, drugs, or serious bodily injury) or a series of removals totaling more than ten days in a school year constitutes a pattern, the IEP team must determine if the conduct (1) was caused by, or had a substantial relationship to, the child's disability; or (2) was the direct result of the local educational agency's (LEA) failure to implement the IEP. If (1) or (2) applies, the conduct is determined to be a manifestation of the child's disability. When the IEP team determines that the conduct was a manifestation of the child's disability, the IEP team shall (1) conduct an FBA, and implement a BIP for such child, unless the LEA had already conducted an FBA prior to such determination before the behavior that resulted in the change in placement, or (2) in the situation where a BIP has already been developed, review the BIP and modify it, as necessary, to address the behavior. (20 USC sections 1415(k)(1)(C); 1415(k)(1)(E); 1415(k)(1)(F)(i) and (ii); 1415(k)(1)(G); 34 CFR sections 300.530(c); 300.530 (e)(1) and (2); 300.530(f); 300.530(g); 300.536.)

If a student's behavior is determined to be a manifestation of the student's disability, what are the district's obligations with respect to positive behavior interventions and assessment?

When the IEP team determines that the conduct was a manifestation of the child's disability, the IEP team shall (1) conduct an FBA, and implement a BIP for such child, unless the LEA had already conducted an FBA prior to such determination before the behavior that resulted in the change in placement, or (2) in the situation where a BIP has already been developed, review the BIP and modify it, as necessary, to address the behavior. (20 USC sections 1415(k)(1)(F)(i) and (ii); 34 CFR Section 300.530(f))

If a student's behavior is determined not to be a manifestation of the student's disability, what are the district's obligations with respect to positive behavior interventions and assessment?

In disciplinary removals involving a change in placement in which the IEP team determines that the conduct was not a manifestation of the child's disability, the child shall receive, as appropriate, an FBA, behavioral intervention services, and modifications, that are designed to address the behavior violation so that it does not recur. (20 USC Section 1415(k)(1)(D)(ii); 34 CFR sections 300.530(b)(2); 300.530 (d)(1)(ii); 300.530 (d)(5))

Questions: Policy & Program Services | BIP@cde.ca.gov | 916-323-2409

Last Reviewed: Wednesday, November 20, 2019

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Noted: Responses to these frequently asked questions provide information contained in state and federal laws and regulations and OSEP guidance. For information about behavior intervention that is based on peer-reviewed research, see the Behavioral Intervention Plans Web page.

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National Geographic for English Learners

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National Geographic for English Learners

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https://www.fresnou.org/learningguides/Pages/natgeo.aspx

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National Geographic for English Learners

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Fresno Unified School District • 2309 Tulare St., Fresno, CA 93721 • (559) 457-3000

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https://www.colorincolorado.org/ell-basics/resources-state/california-ell-resources

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As of the 2016-2017 school year, California's schools were home to more than 1,260,500 English language learners. As of the 2014-2015 school year, the most common five languages spoken by ELLs in California were Spanish, Chinese, Vietnamese, Tagalog, and Arabic. (U.S. Dept. of Education, National Center for Education Statistics)

State ELL Resources

State Agency: California Department of Education

ELL Website: English Learners in California

Laws & Regulations
ELL Guidance & Documents: ELL Forms Website
ELL Identification

Home Language Survey: A sample home language survey and translations are available through the CDE English Learner Forms website.

Placement Exam: California English language Development Test (CELDT)

ELP Standards & Assessment

ELP Standards: English-language Development Standards

ELP Assessment: English Language Proficiency Assessments for California (ELPAC)

English Language Arts Materials: CDE Web site

Statewide Standards-Based Assessment

Assessment: California Assessment of Student Performance and Progress (CAASPP) System

Additional Information

Title III Information: Title III Information and Accountability

NCELA: Title III Information
ESSA: California ESSA State Plan California and Nevada TESOL
Common Core State Standards: Yes
California Association of Bilingual Education
Statewide Organizations
California DREAM Act
CATESOL, which represents teachers of English language learners throughout California and Nevada, promotes excellence in education for English-language learners and a high-quality professional environment for their teachers.
California Federation of Teachers
The California Association for Bilingual Education (CABE) is a non-profit organization incorporated in 1976 to promote bilingual education and quality educational experiences for all students in California.
California: Seal of Biliteracy
This website provides information about California's DREAM Act, as well as steps for filling out an application.
California Healthy Kids Resource Center (CHKRC)
As the statewide affiliate of the American Federation of Teachers, the CFT represents faculty and other school employees in public and private schools and colleges, from early childhood through higher education.
California State Parent Information Resource Center
California was the first state to create and adopt the Seal of Biliteracy. The state adopted the Seal in 2012. Learn more about that process in this article from Laurie Olsen of Californians Together. The Seal of Biliteracy is an award given by a school, district, or state in recognition of students who have studied and attained proficiency in two or more languages by high school graduation.
California Teachers Association
The California Healthy Kids Resource Center (CHKRC) maintains a comprehensive collection of health education materials for professionals who work with preschool through 12th grade students in school settings and after-school programs.
California Youth Services
Regional parent information resource centers are listed in this directory compiled by the Center for Parent Information & Resources.
Californians Together
California Teachers Association is a National Education Association State Affiliate that regularly lobbies legislators for the resources schools need, campaigns for higher professional standards for the teaching profession, and files legal actions to protect academic freedom and the rights of school employees.

California Youth Services is a multi-service nonprofit organization whose mission is to provide a variety of programs and services to include education, prevention, intervention, assessment, and counseling that assist and support adolescents, individuals, couples, and families to address life's challenges specializing in issues related to substance abuse, delinquent behavior, mental health struggles, and families in crisis.
Korean American Coalition
Californians Together is a statewide coalition of parents, teachers, education advocates and civil rights groups committed to securing equal access to quality education for all children, specifically underserved English Language Learners.
Partnering to Create a College-Going Culture: Resource Guide
EdSource is an independent, nonpartisan, not-for-profit organization whose mission is to clarify complex education issues and to promote thoughtful policy decisions about public school improvement.
Policy Analysis for California Education
KAC is a national nonprofit community service, education and advocacy organization established in 1983 to facilitate the Korean American community's effective participation in civic, legislative, political and community affairs. The first chapter was founded in Los Angeles.
Public Policy Institute of California
Prepared as part of the Building Educational Success Through (BEST) Collaboration in Los Angeles County initiative, this report is meant to serve as a resource for local educators aiming to build and maintain partnerships geared toward cultivating college going cultures in their schools.

PACE is an independent research center that aims to enrich education policy debates with sound analysis and hard evidence. From preschool, to K-12, to higher education we are dedicated to carefully defining issues and assessing the effectiveness of policies and programs. PACE provides analysis and assistance to policymakers, educators, and the public.

PPIC is a private, nonprofit organization dedicated to improving public policy in California through independent, objective, nonpartisan research. PPIC examines a number of issues, including education and immigration.

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As of the 2016-2017 school year, California's schools were home to more than 1,260,500 English language learners. As of the 2014-2015 school year, the most common five languages spoken by ELLs in California were Spanish, Chinese, Vietnamese, Tagalog, and Arabic. (U.S. Dept.

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https://www.cde.ca.gov/ls/pf/pf/

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Parent/Family - Parents/Family & Community (CA Dept of Education)

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Information for parents and family members about becoming involved in the education of their children.

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Office of Elementary and Secondary Education- Department

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Office of Elementary and Secondary Education- Department

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https://oese.ed.gov/resources/social-emotional-behavioral-support/resources-educators-schools/

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Office of Elementary and Secondary Education

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This resource collection provides available resources for school leaders and educators working remotely supporting social-emotional and behavioral needs during COVID-19.

Responding to the Novel Coronavirus (COVID-19) Outbreak through PBIS. The Positive Behavioral Interventions and Supports (PBIS) TA Center encourages all schools to continue to focus on building prosocial skills, not simply attempting to eliminate challenging or problem behavior, as well as other key principles of PBIS, as they continue to address the COVID-19 pandemic. This resource compilation provides simple recommendations educators can embed across a continuum of supports.

Investing in Evidence-Based Social and Emotional Learning. This report from the Center to Improve Social and Emotional Learning and School Safety (SEL Center)provides guidance on how to assess local needs relative to SEL and how to identify appropriate evidence-based interventions that address those local needs.

Navigating Social and Emotional Learning from the Inside Out. This report from the SEL Center provides an in-depth guide to 25 evidence-based programs - aimed at elementary schools and Out of School Time (OST) providers - offers information about curricular content and programmatic features that practitioners can use to make informed choices about their SEL programs.

Creating Coherent Safe and Supportive Environments Through SEL, Trauma Informed Practices, and Restorative Practices Alignment. This video from the SEL Center aims to help education leaders communicate how social emotional learning, trauma-informed and restorative practices fit together as part of one aligned, coherent system for creating safe and supportive learning environments.

Resources for Social-Emotional Learning. This resource repository for schools and districts from the Regional Educational Laboratory (REL) Northwest addresses Social and Emotional Learning.

Creating a PBIS Behavior Teaching Matrix for Remote Instruction. This practice brief shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a few adaptations, teachers can use a PBIS framework to make remote learning safe, predictable, and positive.

Informational Resources on Improving Social and Emotional Learning and Outcomes. This resource document by the Region 6 Comprehensive Center supports educational stakeholders with improving students' social and emotional learning (SEL) and outcomes by providing resources for understanding, prioritizing, and measuring SEL competencies and providing resources on evidence-based SEL programs and interventions. The document organizes resources and information about SEL into nine categories listed under two broad headings: What is SEL? and How is SEL being implemented?

When Teachers and Students Are Separated: Strategies from Research on Social Presence for Teaching at a Distance. This infographic by Regional Educational Laboratory Southeast for teachers and school leaders provide a "social presence" framework for increasing student engagement and connects with strategies that can be applied in face-to-face classrooms or when teachers and students are physically separated in the context of online courses.

Culturally Affirming Care for Rural Students During the Pandemic: A Karuk Perspective. This blog by Regional Educational Laboratory West for social workers, support providers, and teachers share Preston-Donahue's approach to supporting student well-being, both before the pandemic and during the pandemic, has been firmly grounded in Karuk culture. Her practices are strength-based and culturally meaningful, building on the tribe's beliefs, customs, and natural environment.

School Social Work in the Time of COVID-19: When Human-Centered Work Moved Online. This blog by Regional Educational Laboratory West for social workers, support providers, and teachers share how some social workers are figuring out which services are needed and how they can be delivered online.

Strategies for Educators to Support the Social and Emotional Needs of Students Impacted by the COVID-19 Pandemic and the Demand for Racial Justice: Plans for Reopening Schools. This recorded webinar by the Regional Educational Laboratory West for school and district leaders provide evidence-based information about social and emotional competencies that educators can use to rebuild conditions of success for students. Using a trauma-informed lens, strategies addressed: Creating safe and supportive school environments; Promoting family and community communication and collaboration; and Fostering collective care.

Go Back to OESE Resources page

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Resources for Educators and Schools - Office of Elementary and Secondary Education

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This resource collection provides available resources for school leaders and educators working remotely supporting social-emotional and behavioral needs during COVID-19. Responding to the Novel Coronavirus (COVID-19) Outbreak through PBIS. The Positive Behavioral Interventions and Supports (PBIS) TA Center encourages all schools to continue to focus on building prosocial skills, not simply attempting to eliminate challenging ...

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https://nationalautismassociation.org/

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National Autism Association | Providing real help and hope for the autism community since 2003.

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All of NAA's programs are designed to provide tangible, effective resources at no charge to families, individuals, caregivers, educators, clinicians and first responders. NAA is a 501(c)3 non-profit organization founded in 2003. If you'd like to make a tax-deductible donation to these programs, please click the button below. Thank you!

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https://www.centerforautism.com/

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Center for Autism and Related Disorders (CARD®)

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Home - Center for Autism and Related Disorders (CARD®)

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Leading the Way in the Successful Treatment of Autism The Center for Autism and Related Disorders (CARD®) is the nation's leading treatment provider with over 30 years of experience. GET STARTED Understanding Autism Autism spectrum disorder (ASD) is a developmental disorder marked by impaired social interaction, limited communication, behavioral challenges, and a limited range of [...]

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https://www.fresnoteachers.org/resources/

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Thank you for visiting the Fresno Teachers Association Resource Center. Here you will find helpful information. Downloads & Documents Feel free to download and print any of these resources below. Become a lifelong member! If you would like to become a lifetime member of CTA Retired please review the information on this link.

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Central Valley Regional Center: Behavior Intervention- Behavioral Tool Classes

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Central Valley Regional Center: Behavior Intervention- Behavioral Tool Classes

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https://www.cvrc.org/