Placement for the 1999/2000 school year in a self-contained LH classroom appropriate for _____. _____ needs to be in a small, self-contained LH class for his 6th grade year. We recognize that his difficulties in learning, maintaining attention, transitioning, producing work, self-regulation, independent functioning, social interactions, and organization all indicate that such a setting is appropriate. In such a class, he could have limited exposure to regular ed situations (e.g., PE) in the presence of his teacher or aide. Both teacher and aide must be trained in behavior modification for him to have a successful year. See next item.

Implementation of the Behavioral Intervention Plan submitted 5-21-97 by ___ ______, during the 1999/2000 school year. Effective implementation of the BIP would require at least the following level of support on a monthly basis: Observation of _____ (4 hrs/month) and consultation with school and parents (2 hr/month) by a behaviorist.

When the referenced BIP was proposed, it was never specifically implemented in his IEP, and no particular emphasis was given to carrying out the proposed plan. (DUSD has, however, funded periodic school observation/consultation by a behaviorist for the past two years, and _____ parents have received help from the same behaviorist at home.) The CCR states that "’behavior intervention’ means the systematic implementation of procedures that result in lasting positive changes in the individual’s behavior." Two years later, however, the same problematic behaviors which plagued _____ in the past still persist (i.e., zoning out, not listening well to directions, peer interactions, following directions and working independently, and staying on task and completing assignments).

One example of ________’s behavior problems existing at school despite few overt complaints from teachers is the following situation: Almost since the beginning of the year _____ has complained that the kids at school were ‘picking on’ him. The possibility of this situation occurring was largely discounted both at home and at school, evidenced by remarks such as, "I was right there—it couldn’t have happened." _____’s parents know that his behavior can be antagonistic and that he does not always tell the truth. But in May, 1999, ________ happened to observe in a classroom setting where _____ was indeed being harassed (not just once, but poked 4 or 5 times) by another child, plus one time kicked by the same child. When _____ protested, he was told that it couldn’t have happened. _____ even said that he knew he would not be believed when he tried to report what happened-- so much for self-advocacy. Mr. _____ had not had occasion to observe this situation before, where _____ complained but was not believed. He noted that this routine was so commonplace and comfortable for the child doing the bullying that he was not stopped short or intimidated by the presence of two visitors in class that day. This must have been going on for some time (probably much of the year), yet _____ had not learned or internalized the skills to ask to be removed from the situation. _____ was also penalized in the token economy system used in the resource room, when it should have been the other child who lost points. No wonder _____ comes home and takes out his frustrations on whoever is there, as a way to compensate for things in his world over which he has no control!

Implementation of the BIP would allow both teacher and parent to find out early on whether _____ is being harassed at school, rather than waiting till the end of the year when compensatory behaviors at home have escalated. By the use of systematic procedures to establish lasting positive changes in his behavior, the BIP would also help _____ benefit long term from his educational placement in the LRE, and would give him skills to generalize positive behavioral change in multiple settings. The BIP would also provide a methodical means to translate successful behavior intervention strategies from school to home, because acceptable behaviors are necessary not only in school but also in the ‘safer’ environment of home. Besides providing traditional education, another role of special education is to address _____’s social and emotional needs. If _______ is unable to function in his home environment, he may not be able to remain there. (See CCR Title 5, Division 1, Chapter 3, Subchapter 1, Article 1, Section 3001(f, g, h), and Article 5, Section 3052; Education Code, Part 30, Chapter 5.5, Section 56523; Dr.______'s recommendations from 11-97 and 9-98.)

Daily keyboarding instruction, and the option for ______ to use a word processor or computer for written classroom tasks. Dr. _____ recommends that _____ have access to a computer (or an AlphaSmart) for whatever written activities are performed in the class, e.g., journaling, spelling words, etc. Computer lab every other week is not sufficient. Use of the computer should not be a reward but rather a part of his curriculum. ______ used cursive in 3rd and 4th grades, but now he almost always reverts to printing. (See Education Code, Part 30, Article 4, Chapter 4, Section 56363.1; CCR Title 5, Division 1, Chapter 3, Subchapter1, Article 3.1, Section 3030(f) and Article 5, Section 3051.17; Dr. _____’s 9-96, 11-97, and 9-98 recommendations.)

Continued social skills classes for the next year. Repetition is essential for _____ to be able to absorb, retain, and apply knowledge he receives in any class, including his social skills classes. _____ enjoys and has progressed in Dr. _____'s social skills classes this year. However, he still needs practice in the skills he is learning, particularly because of the preadolescent phase which he is entering. Continuing his social skills classes will help him build, practice, and generalize those skills into other situations he may encounter. (See Education Code, Part 30, Chapter 4, Article 4, Sections 56363 (a, b).)

Working with speech and language specialist for 1 hour per week. _____ continues to need help in speech and language, particularly in verbal and nonverbal language pragmatics. His work with Mrs. _____ this year has helped him progress, and continued services would be beneficial. Dr. _____ has noted that, "…prosocial behavior is not intuitively understandable to him," that, "…_____ often either misses or misconstrues the social content of communication," and that, "…he needs to learn appropriate behavioral methods (scripts) for interacting." (See CCR Title 5, Division 1, Chapter 3, Subchapter 1, Article 3.1, Section 3030 (a, c(4)); Dr. Johnson’s 9-96, 11-97, and 9-98 recommendations.)

Evaluation for adapted PE. We realize that it is difficult for teachers of large classes to keep track of individual progress. Mrs. _____indicated in several conversations this year that _____ exhibited no problem areas in PE. However, because _____ fell through the APE crack once before, a reevaluation is again appropriate. In her 9-98 evaluation of _____, Dr. _____ recommended "ongoing adaptive PE in light of his gross and fine motor deficits." (See Education Code, Part 30, Chapter 4, Article 4, Section 56363 (a,b); CCR Title 5, Division 1, Chapter 3, Subchapter 1, Article 5, Section 3051.5.)

Monitoring and consultation by an occupational therapist. Phone consultations with _____and the information he has sent home have been very useful. _____ needs thirty to 120 minutes monthly of onsite school monitoring, plus up to 60 minutes consultation with school and parents. (See CCR Title 2, Division 9, Article 5, Section 60310(b(2)); CCR Title 5, Division 1, Chapter 3, Subchapter 1, Article 5, Section 3051.6.)

Participation in a "Guided Exploration" at the Center for Accessible Technology and implementation of recommendations. This follows ______’s recommendation in 1996/97 for a yearly visit to CAT, as well as Dr. _____'s recommendations and observations in 1997 and 1998 that, because _____ has difficulties with motor execution and graphomotor skills, he could benefit from consultation with CAT. CAT keeps up with software advances and is able to make recommendations based on _____’s needs. Following the guided exploration at CAT, a DUSD adaptive technology specialist should follow up at the school site to implement recommendations and monitor progress. (See CCR Title 5, Division 1, Chapter 3, Subchapter 1, Article 5, Section 3051.17(a); Education Code, Part 30, Chapter 4, Article 4, Section 56363.1.)

Continued outpatient mental health services. _____ and his family need to continue year-round AB3632 counseling services at _____ in weekly or biweekly therapy sessions of 45 minutes to 1 hour duration. _____'s sessions with _____ reinforce and bring to his attention social norms he needs to function in life. If sessions with _____ were discontinued, _____ might not maintain even his current status and could regress to the point of requiring an even higher level of care. (See CCR Title 2, Division 9, Chapter 1, Article 2, Sections 60030, 60040, and 60050; CCR Title 5, Division 1, Chapter 3, Subchapter 1, Article 5, Sections 3051.9, 3051.10, and 3051.11.)

Continued parent training. _____’s parents need additional training in order for him to benefit from his IEP. Additional parent training relevant to a child with exceptional needs is not precluded even if the SELPA or CAC sponsors one or more workshops. Courses in behavior management, behavior modification, and parenting special needs children could benefit _____’s family, from sources such as the YWCA, Regional Center, and _____. Mrs. _____ is willing to give a CAC briefing or an in-service session regarding the content of such courses, though this would not be required by the Education Code or the CCR. (See Education Code, Part 30, Chapter 4, Article 4, Section 56363(a); CCR Title 5, Division 1, Chapter 3, Subchapter 1, Article 1, Section 3051.11(a, b); Transcribed telephone conversations with _____, __ Department of Education, _____, in 4-97, 5-97, and 2-98.)



Books on tape for textbooks to be used in class. _____ is primarily an auditory learner who regularly relies on rote memory. He often listens to enjoyable tapes numerous times and can quote or sing large portions of them. He does not enjoy reading by himself but loves being read to.

Previewing materials to be used in his 6th grade classes. We could use these materials over the summer.

Two sets of books for _____, one for school and one for home. This system worked well in 5th grade.

Oral exams whenever possible.

Minimizing copying from the board. Also, _____’s homework should not involve copying problems from a book. Rather, the problems would be photocopied (and enlarged) so he could work directly on the paper. The goal should be for him to do the work, not for him to have to copy large amounts of material.

Extra aide time to help him with housekeeping tasks, such as writing down homework, making sure he turns in assignments, checking that he has in his possession to take home (as he leaves school) such items as school handouts, permission slips, etc. This would also include helping him to keep his locker locked, and making sure he doesn’t lose his PE clothes when he changes. The goal would ultimately be his not needing the outside prompts, but he is not there now.

Extra time at school to reinforce skills he is learning or to work on homework. _____’s time at home is stressful enough as it is. Homework adds to the tension.

Modifying the length of reports, items included, etc. to be manageable for _____. The 5th grade state report this year was very stressful on the entire family, in part because we set our sights high for _____ to write a good report.

Pairing _______ with an older ‘buddy’ to help ease the transition. This person must have shown the character trait of compassion in the past. _____ doesn’t need any more children making fun of him than those who already do.

Extra help working on (spatial and temporal) organization, problem solving, making inferences, and planning ahead. _____ is quite lacking in these and other life skills.

Extended school year.

Areas of concern for _____’s IEP:


Implementation of BIP

Use of word processor/computer for written classroom assignments

Social skills classes

Speech and language

APE evaluation

OT monitoring and consultation

Guided Exploration at Center for Accessible Technology

Continued mental health services

Continued parent training

Compensations, accommodations, and modifications