COUN 6810S: Working With Exceptional Children

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IEP Process: Program Planning, Part 2

IEP Process: Program Planning, Part 2 Program Transcript

[MUSIC PLAYING]

NARRATOR: Welcome to the next segment of the IEP process video programs. Previously, you heard Ryan's IEP teams discuss his academic program planning. In the next part of meeting, the team addresses Ryan's behavioral needs.

KIM REESE: Thank you for coming back to from the break, guys. I hope everybody is feeling OK, and I'm glad you came back. I know these take a while.

We discussed about Ryan's goals. We did talk about that he has been in special education, part-time class, specially designed service where he came into the resource room for one class period daily, five days weekly, last year. Let's go ahead and go into de-stressing. You had brought to my attention this year that sometimes when he has assessments, we get headaches, migraines, we throw up, possibly-- just not real well. We need to come up with some behavior indicators or some behavior de-stressors or something to help with this problem.

SHERRI FAIRCHILD: So is it just tests that he stressed?

RHONDA HUNT: Mostly tests. Or if it's been a prolonged period of time where we've had hours upon hours of homework at night for several days in a row and he just feels bogged down. But generally, it's the testing anxiety.

SHERRI FAIRCHILD: And has he exhibited any of these behaviors at school? Or is this mostly when he comes home, he kind of--?

LAURAL WADE: I haven't seen that in the classroom. He doesn't bring that into the classroom. From what I've seen, he holds that the inside. And then whenever he gets home, that's when he feels comfortable, I think, to express his anxiety that he's feeling over those situations.

KIM REESE: And he's never indicated anything to me either.

SHERRI FAIRCHILD: What we can do is called a functional behavioral assessment, and that is a tool that we use to assess what the problem behavior is, what is causing the behavior. And it'll give us some avenues as to things that we can try to improve that behavior. One thing we need to look at is his student records, previous information, any teacher comments on stress. I know Ms. Wade has said that he doesn't show stress at school. Has any of his previous teachers indicated that he's stressed?

RHONDA HUNT: He never indicates it at all.

IEP Process: Program Planning, Part 2

SHERRI FAIRCHILD: And has this been something ongoing throughout his school career, or is it a new thing?

RHONDA HUNT: No, it's been continually happening all his career.

SHERRI FAIRCHILD: And what kinds of things do you notice when the headache comes on? Is there any pre-warning signs that you can think of?

RHONDA HUNT: Just his attitude get a little worse, and he just doesn't want to do his work the way he should or the way he generally does. And then I know that he's just been pushed too far.

SHERRI FAIRCHILD: Does he identify that he's stressed?

KIM REESE: No.

SHERRI FAIRCHILD: No. But it's something as a mom, you know. OK. Is he on any kind of medication?

RHONDA HUNT: Not at this time. He's had migraine medicine before, but he just isn't on anything right now. We just take care of each migraine as it comes.

SHERRI FAIRCHILD: OK. Well, what we would like to do is maybe do some behavior checklists. Also, we have behavior coordinators that we work with, and we would like them to go observe him in the classroom to kind of get a good idea as to, maybe, what's causing it. You said you felt like it's tests. There may be other things that [INAUDIBLE] be causing this, and they're really good at looking at those. So we would like to do a direct observation and get a good feel for that.

Some suggestions that I could make for right now would include things like, maybe, a stress ball when he's studying, maybe some advance notice to when an upcoming test-- teachers make weekly lesson plans. If they on Monday that Friday there's going to be a test in social studies, that maybe he could know on Monday that Friday's going to be the day so that he can, maybe, break it apart a little bit and study ahead of time. Another suggestion may be working with a school counselor, if he feels like he can trust the school counselor, or even another adult.

RHONDA HUNT: I'm not even sure that he's aware even to bring it in to a verbal contents. I'm not sure that he's aware that he's going to have a headache. It just comes.

SHERRI FAIRCHILD: Well that would be an option. Maybe the school counselor could work with him to teach him to self-monitor when, maybe, he's feeling a little anxious so that, maybe, he can decompress before he gets to the point that he has a migraine.

IEP Process: Program Planning, Part 2

KIM REESE: Do we want to add a goal in him IEP for a de-stressor?

SHERRI FAIRCHILD: I think that would be appropriate.

NANCY ANDERSON: And if we want to do functional behavioral assessment, we need your written permission for that. So we'll need that form.

KIM REESE: We'll need to sign the form before we leave the meeting.

NANCY ANDERSON: Right.

SHERRI FAIRCHILD: OK

KIM REESE: So do we want to go ahead and do a goal?

SHERRI FAIRCHILD: I think adding a goal would be an appropriate idea.

KIM REESE: Ryan will use de-stressing techniques three out of four times in order to relieve headaches, stomach cramps, et cetera, to relieve his anxiety relating to school tests and homework.

RHONDA HUNT: OK, what kind of de-stressing techniques are you talking about?

KIM REESE: Such as the squeeze ball.

SHERRI FAIRCHILD: The stress ball, talking to a trusted adult like the school counselor, or maybe even an older student or someone he looks up to-- just anyone that he trusts that maybe he can say I'm really feeling stressed.

RHONDA HUNT: I'm not sure if he'll talk to anyone.

KIM REESE: Or if he feels comfortable with me, I often tell the kids, I'm your second mama here.

DEBBIE YOUNG: It may just be preparing him for the test and making sure the teacher has the modifications in place before it's time to take the test.

KIM REESE: Reassure him--

DEBBIE YOUNG: Yeah.

RHONDA HUNT: If he feels like he's going to be successful on a test, he doesn't seem to have as much stress. But if he feels like the things that are out of his control are going to affect his performance, then he gets quites a bit more stress.

IEP Process: Program Planning, Part 2

KIM REESE: Which could be that a teacher might not be modifying, which brings us to another point. We need to get modifications and adaptations down for him. And maybe this will help relieve some stress for him. In the past, we have said, allow Ryan extended time for completing assignments or give reduced assignments. Do we still want to keep that or add to that one?

RHONDA HUNT: I feel like that it's been beneficial.

KIM REESE: And we will give extended time for tests, also, as well as assignments.

RHONDA HUNT: Right, because it depends. I mean, if it's read to him, he doesn't need extra time. But whenever it's called upon him to do the reading and writing on his own, he needs a lot of time because that's very labored.

KIM REESE: OK. And what were you saying about--?

DEBBIE YOUNG: That the writing should be only required for writing purposes. You don't have to write sentences for busy work. He shouldn't have to do extra writing.

KIM REESE: Grade on what he knows, and not what's transcribed or what he can or can't put down.

LAURAL WADE: Answers only.

KIM REESE: Allow tests to be read to him, whether that be me or you at home--

LAURAL WADE: Or assistive tech.

DEBBIE YOUNG: Or use a screen reader.

RHONDA HUNT: All right, I've encountered situations before where they would say, well, he knows the answers when I ask them to him. And that's the whole point.

KIM REESE: And if he knows the answers, why are we testing him? Maybe we need to discuss that, discuss what he needs to know as far as the information of the test.

RHONDA HUNT: Or that his verbal answer is allowable.

KIM REESE: What about peer tutoring for him? Does he do that?

RHONDA HUNT: Well, I pretty well take care of--

IEP Process: Program Planning, Part 2

KIM REESE: Or in the regular classroom, do you feel like peer tutoring, as far as in your classroom, if you are doing group assignments--?

LAURAL WADE: I see a peer being used to take notes. Would that work?

KIM REESE: Well, we don't want to have a friend responsible for his grade. I'd rather see the teacher provide notes, possibly. What do you think?

LAURAL WADE: Well, I think in this, too, it's another case where, in Ryan's case, he doesn't want that attention drawn with a peer. That's kind of where we are with how he is feeling on this. I don't know. Is that what you think?

RHONDA HUNT: I don't think he would allow that. I don't think he would open up to a peer tutor.

KIM REESE: And this is a rough draft, just up to date, things that have been used in the past and things that we need to add. Allow Ryan-- and we have said that he uses assistive tech devices-- to use a calculator for math computations, even thought his math is a strength. It's more of a writing tool.

DEBBIE YOUNG: Is that the--?

RHONDA HUNT: Yeah, and getting just the numbers turned around. Sometimes he gets confused between a 45 and a 54 because of the placement.

LAURAL WADE: The reversals.

KIM REESE: OK. Also-- provide books on tape for reading assignments.

RHONDA HUNT: Yeah, that'd be great.

KIM REESE: I thought about that. Hasn't happened in the past.

DEBBIE YOUNG: And eText-- we need to find out what textbooks are available.

KIM REESE: Provide a set of texts to be used and kept at home. And we talked about the tape recorder, and I'll discuss that with you and you on what we can do about.

RHONDA HUNT: On the books, we have the internet at the house, but we only have dial-up. Will that affect it?

DEBBIE YOUNG: I would think it'd be pretty frustrating.

NANCY ANDERSON: It would be slow.

IEP Process: Program Planning, Part 2

DEBBIE YOUNG: But we'll see what we can do. Once they're downloaded--

RHONDA HUNT: Maybe once they're downloaded, they can come home. But the DSL, it's not even available where we live.

KIM REESE: OK, we need to talk about Ryan taking the state mandated test assessment. In the past, he has done this with modifications that are provided by the state.

RHONDA HUNT: Right, and the modifications work for the subject matter, to find out his content knowledge. But the reading modifications, there are none. There are none. And that's the area of his weakness.

NANCY ANDERSON: And there's not a whole lot we can do about that, because that comes down from the state, as far as what regulations and what modifications can be done in the area of reading comprehension. And he might not score very well on that test. But understand, that's a state requirement that we have to abide by.

But individually, we will still find out where his reading level is and what his strengths and weaknesses are. There are going to be times when he won't do well on that test because he has to read it. And if the state doesn't allow the modification for reading comprehension, then we can't do it.

RHONDA HUNT: So how will that affect him getting his driver's license if they have to pass an eight grade reading test to get their driver's license?

NANCY ANDERSON: He can have that one taken orally.

RHONDA HUNT: So it's more of a comprehension where he doesn't have a problem.

NANCY ANDERSON: That one can be given orally.

KIM REESE: And it is.

NANCY ANDERSON: And it is.

KIM REESE: In selecting Ryan's LRE, the Least Restrictive Environment, by placing him or him coming to resource, he might lose an elective of his choice, which we talked about that. Labeling may lower his self-esteem, which we tried to not be any teasing as far as from his peers. But it can occur, so those are just some things that we need to think about.

RHONDA HUNT: But we've been in this program for a long time.

IEP Process: Program Planning, Part 2

KIM REESE: He needs, actually, more assistance and one-on-one than what the regular classroom teacher can give. So resource class allows extra time for him to work and have assistance. We will reconvene if Ms. Young, the assistive tech, feels like he is getting it. I feel like he is getting the assistive tech, and we need to change his placement or his hours in special services. It might be that I just consult or monitor him for you.

So we need to sign off on the IEP. You have had your parent rights, and I will check that. You speak English. We didn't have to have an interpreter, so I will check that, no. And then I need you to initial these.

We need to sign off on the IEP. And we signed the sign in sheet already, the consent or the record of access sheet. We also need to sign the review, that we did hold an IEP meeting. These are the things we discussed-- we're developing a subsequent IEP, reviewed the program progress, addressed assistive technology, evaluation report, and behavior concerns or stress concerns.

His IEP was due, so that's why we did this. The basis for making the recommendations was the previous IEP, the WRAT III test, the Oklahoma Core Curriculum Tests, comprehensive assistive technology evaluation report, and the IEP team input from all of us. We need to sign off on the review sheet that we all attended the meeting and this is what we discussed. And we will reconvene, if we feel like we need to, earlier, or we will reconvene in a year, have the yearly IEP to see if he's made gains.

NANCY ANDERSON: One thing to remember, everybody, is next April, Ryan will be 14-years-old. And at that time, we need to address his transitional program. And what that means is what do we anticipate him doing? Do we anticipate him transitioning into a college-bound program or a vocational program or some other agency will pick up services or whatever we need to decide? But just be aware that by April of next year, we will have to discuss transitional needs.

DEBBIE YOUNG: OK.

KIM REESE: Thank you for coming. And if you have any questions or concerns, please call me. If he comes home and says, I'm having issues with this teacher or I don't understand this, just give me a call. And we'll take care of it, see what we can do.

RHONDA HUNT: Thank you very much.

KIM REESE: Thank you.

IEP Process: Program Planning, Part 2

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