The Purpose of Special Education Documents

Special education documents serve several important purposes in the education of students with disabilities. These documents are designed to ensure that students receive the appropriate support and services needed to succeed in school and to protect their rights under federal and state laws. Some of the key purposes of special education documents include:

1. Ensuring eligibility for services: Documents such as the Evaluation Team Report (ETR) are used to determine whether a student meets the eligibility criteria for special education services under the Individuals with Disabilities Education Act (IDEA). The ETR also includes the student's needs and implications for instruction that become the foundation for the individual education programming.

2. Identifying student needs: While the ETR provide a comprehensive evaluation of a student's educational needs and can indicate possible appropriate services and accommodations needed to help them succeed in school, the Individualized Education Program (IEP) outlines the student's educational goals and objectives, as well as the services, accommodations, and modifications that will be provided to help the student achieve those goals.

3. Ensuring accountability: Special education documents provide a record of the services, interventions, and supports that have been provided to the student, as well as their progress towards their educational goals.

4. Protecting student rights: Special education documents are designed to protect the rights of students with disabilities under federal and state laws, including their right to a free and appropriate public education (FAPE) in the Least Restrictive Environment (LRE), and their right to due process.

Overall, special education documents serve an essential role in ensuring that students with disabilities receive the appropriate support and services needed to succeed in school and achieve their full potential. These documents are an important part of the special education process and are used to guide instruction, monitor progress, and ensure compliance with federal and state laws.

The purpose of Individualized Education Programs (IEPs) and Evaluation Team Reports (ETRs) are to ensure that students with disabilities receive the appropriate special education and related services they need to make progress in school. These documents provide a written plan that outlines the student's current academic and functional abilities, goals and objectives for learning, and the special education services and supports necessary for them to achieve those goals.

Other special education documents include the Functional Behavior Assessment (FBA), Behavior Intervention Plan (BIP), Manifestation Determination (MDR), and the Transition Plan. All of these documents work together to ensure that students with disabilities receive the education and support they need to succeed.

Individualized Education Program

The purpose of an Individualized Education Program (IEP) is to ensure that students with disabilities receive a free and appropriate public education that is tailored to their unique needs. The IEP is a legally binding document that outlines the student's educational goals, the services and supports they need to achieve those goals, and the accommodations and modifications that will be provided to ensure their success in the classroom. The IEP also includes information about where, how and by whom the services and supports will be provided: the Least Restrictive Environment (LRE). 

The IEP is a legal document that is developed by an IEP team, which includes the student's parents/guardians, teachers, special education professionals, and sometimes the student themselves. The IEP outlines the student's unique educational needs, the goals and objectives to be achieved, and the services and accommodations that will be provided to help the student make progress in their education. It also includes information about how progress will be measured and reported to families.

The IEP is developed by a team of professionals, including the student's parents/guardians, teachers, and other members of the support team. The team reviews information about the student's strengths and needs, as well as the results of any evaluations or assessments, to develop a plan that is tailored to the student's individual needs.

The IEP typically includes the following components:

1. Present levels of academic achievement and functional performance: This section describes the student's current levels of performance in various academic and functional areas as compared to same age and grade level peers. Baseline data is critical to determine any gaps in learning that will be addressed through annual goals.

2. Annual measurable goals: This section outlines the educational goals that the student will work towards over the course of the year. Each goal will address the gap identified in the present level of performance and will use the same measures. Goals need to be ambitious yet attainable.

3. Specially designed services and supports: This section identifies the services and supports that will be provided to help the student achieve their goals, such as special education services, related services (e.g. speech therapy), and accommodations/modifications. These specially designed supports and services must be something that is different than the instruction and intervention that is provided to all students. 

4. Participation in general education: This section outlines the extent to which the student will participate in the general education curriculum and the extent to which they will be educated with non-disabled peers. This is not just about students being in a particular setting but it must include what supports and services the student may need to be successful accessing the content in that setting. 

5. Transition planning: For students who are 16 years of age or older, this section outlines the goals and services that will help them transition from high school to post-secondary education, vocational training, and employment. This is based on Age Appropriate Transition Assessment (AATA) that identifies the student's preferences, interests, needs and strengths.  Transition planning is the foundation for the IEP for transition age students.

The purpose of the IEP is to provide a roadmap for the student's education and to ensure that they receive the services and supports they need to access and progress in the general curriculum. The IEP is reviewed periodically, but at least annually, and revised as necessary to ensure that it remains current and effective in meeting the student's needs.

Evaluation Team Report

The ETR is an evaluation report that is used to assess a student's eligibility for special education services. It includes information about the student's strengths and needs, medical history, and any assessments or evaluations that have been conducted. The ETR is used to determine whether the student meets the criteria for a disability under federal and state law and is eligible for special education services.

The purpose of an Evaluation Team Report (ETR) is to provide a comprehensive evaluation of a student's educational needs and determine eligibility for special education services. The ETR is conducted by a team of qualified professionals, which may include psychologists, general and special education teachers, speech and language pathologists, occupational therapists, and other specialists, as needed.

The ETR typically includes the following components:

1. Background information: This section provides information about the student's educational and developmental history, as well as any medical or social-emotional concerns that may be impacting their learning. Information that the student's family wants to share is included here as well. 

2. Evaluation results: This section provides a summary of the evaluations and assessments conducted as part of the ETR, including standardized tests, observations, and other classroom based data. Theses data are collected by various members of the team and the summarized and synthesized. The evaluation results are used to determine the student's strengths and needs and to identify any areas of concern that may be impacting their ability to learn.

3. Eligibility determination: Based on the evaluation results, the ETR team determines whether the student meets the eligibility criteria for special education services under the Individuals with Disabilities Education Act (IDEA). If the student is found eligible, the team will develop an Individualized Education Program (IEP) to address their unique needs.

4. Educational needs and instructional implications: This section discusses the needs of the student and provides recommendations for interventions, services, and accommodations that may be helpful in supporting the student's learning and addressing any areas of concern identified in the evaluation. If the team does not identify any educational needs or implications for instruction, the student will not be determined eligible for special education services. A student can have an identified disability but may not be eligible for special education services if there is not an educational impact for the student due to their disability.

The purpose of the ETR is to provide a comprehensive evaluation of the student's educational needs and to determine whether they meet the eligibility criteria for special education services. The ETR is conducted in compliance with federal and state regulations and is designed to ensure that students receive the appropriate support and services needed to succeed in school.

Functional Behavior Assessment

The primary goal of an FBA is to understand why a student engages in challenging behaviors, so that appropriate interventions can be developed to help the student modify their behavior. The FBA process involves gathering information from multiple sources, such as observations of the student in different settings, interviews with parents/guardians and teachers, and a review of the student's academic and behavioral records. This information is used to identify patterns of behavior and potential triggers for the behavior.

Overall, the purpose of an FBA is to identify the reasons why a student engages in challenging behaviors, the function of the behavior, and to develop effective strategies to help them modify their behavior. By addressing the underlying factors that contribute to the behavior, the FBA and resulting BIP can help the student succeed in school and improve their overall quality of life.

The main components of a Functional Behavior Assessment (FBA) typically include:

1. Direct Observation: The behavior of the individual is observed directly and systematically in various settings and situations. This involves collecting data on the frequency, duration, and intensity of the behavior. The observer may use structured tools, checklists, or anecdotal records to record the observations.

2. Functional Analysis: This involves analyzing the antecedents (triggers) and consequences of the behavior to identify patterns and potential functions. It aims to determine the environmental factors that may be maintaining or reinforcing the behavior. Functional analysis methods may include structured interviews, questionnaires, or functional analysis assessments.

3. Interviews and Surveys: Information is gathered from relevant individuals who interact with the person exhibiting the behavior. This may include interviews with the individual themselves, parents, caregivers, teachers, or other professionals who have knowledge of the behavior. The purpose is to gain insights into the factors influencing the behavior and to gather historical information.

4. Data Collection: Data is collected to quantify and analyze the behavior. This can involve tracking the behavior using specific measurement tools, such as event recording, duration recording, or interval recording. The data collected helps in understanding the frequency, intensity, and duration of the behavior and its patterns over time.

5. Hypothesis Development: Based on the information gathered from direct observation, functional analysis, interviews, and data collection, a hypothesis is developed about the function(s) of the behavior. The hypothesis seeks to explain why the behavior is occurring and what purpose it may serve for the individual.

6. Intervention Plan: Once the function(s) of the behavior are identified, an intervention plan, often referred to as a Behavior Intervention Plan (BIP), is developed. The plan includes strategies and supports to address the challenging behavior, prevent its occurrence, and teach alternative behaviors or skills.

It's important to note that the specific requirements for conducting an FBA may vary depending on local laws, regulations, and organizational policies. In educational settings, the Individuals with Disabilities Education Act (IDEA) mandates the consideration of an FBA for students with disabilities who display challenging behaviors. 

Behavior Intervention Plan 

Once the function of the behavior has been identified, a Behavior Intervention Plan (BIP) can be developed to address the behavior. The BIP includes strategies for preventing the behavior, teaching the student replacement behaviors, and providing positive reinforcement for appropriate behavior. The BIP is tailored to the individual needs of the student and is designed to help the student learn more effective ways to communicate their needs and wants.

The purpose of a Behavior Intervention Plan (BIP) is to address challenging behaviors in a student and to promote positive, appropriate behavior. The BIP is based on the results of a Functional Behavioral Assessment (FBA), which is a process for identifying the factors that contribute to the behavior.

The primary goal of a BIP is to reduce or eliminate challenging behaviors and to teach the student more appropriate ways to communicate their needs and wants. The BIP is a written plan that outlines the strategies and interventions that will be used to address the behavior. The plan is tailored to the individual needs of the student and is designed to be implemented by teachers, parents/guardians, and other members of the student's support team.

A typical BIP includes the following components:

1. A description of the student's behavior, including the frequency, intensity, and duration of the behavior.

2. A description of the antecedents or triggers that lead to the behavior.

3. A description of the consequences that follow the behavior.

4. A description of the replacement behavior(s) that will be taught to the student.

5. A list of the strategies and interventions that will be used to prevent and respond to the behavior.

6. A description of the data collection procedures that will be used to monitor the student's progress.

The BIP is a collaborative effort between the student's parents/guardians, teachers, and other members of the support team. It is reviewed periodically and revised as necessary based on the student's progress.

Overall, the purpose of a BIP is to provide a structured approach for addressing challenging behaviors of a student and to promote positive, appropriate behavior. By using evidence-based strategies and interventions, the BIP can help the student succeed in school and improve their overall quality of life. The What Works Clearinghouse is a nice resource to explore behavior related strategies and interventions

Manifestation Determination Review

The purpose of a Manifestation Determination Review (MDR) is to determine whether a student's behavior that resulted in a disciplinary action was caused by, or had a direct and substantial relationship to, the student's disability. The manifestation determination is required by law under the Individuals with Disabilities Education Act (IDEA) and is used to ensure that students with disabilities are not disciplined for behaviors that are a direct result of their disability.

When a student with a disability is disciplined for a behavior, the school must hold a manifestation determination review within 10 school days of the decision to change the student's placement (suspension). The school must hold an MDR when a student is either suspended for 10 days in a row or is suspended for 10 total days within the same school year. The MDR is conducted by a team of qualified professionals, which may include the student's parents/guardians, teachers, and other members of the support team.

The MDR typically includes the following components:

1. Review of the student's behavior: This section provides a description of the behavior that led to the disciplinary action.

2. Review of the student's disability: This section provides information about the student's disability, including any evaluations or assessments that have been conducted.

3. Determination of a relationship: This section considers whether the student's behavior was caused by, or had a direct and substantial relationship to, their disability. If the behavior was not caused by the disability or does not have a direct and substantial relationship to the disability, the school may discipline the student as they would any other student. However, if the behavior was a manifestation of the disability, the school must take steps to address the behavior through the student's Individualized Education Program (IEP). Generally this also includes conducting an FBA and creating a BIP based on the data.

4. Action plan: This section outlines the steps that will be taken to address the behavior and prevent it from happening again, including any changes that may need to be made to the student's IEP or behavior intervention plan.

The purpose of the manifestation determination is to ensure that students with disabilities are not disciplined for behaviors that are a direct result of their disability. If it is determined that the behavior was a manifestation of the disability, the school must take steps to address the behavior through the student's IEP and provide the necessary support and services to help the student succeed in the classroom.

Transition Plan

The purpose of a transition plan is to help students with disabilities prepare for life after high school. Specifically, a transition plan is designed to help students with disabilities make a successful transition from high school to post-secondary education, employment, and independent living. The transition plan is part of the student's Individualized Education Program (IEP) and is developed in collaboration with the student, their parents or families, and the IEP team.

The transition plan typically includes the following components:

1. Post-secondary goals: This section outlines the student's goals for post-secondary education, employment, and independent living. The goals should be based on the student's  preferences, interests, strengths, and needs (PINS).

2. Age Appropriate Transition Assessment (AATA): For each of the three areas of the transition plan, AATA needs to be done to determine the student's PINS to then guide the creation of the post-secondary goals.  AATA needs to be done at least annually for each transition area. 

3. Transition services: This section identifies the services and supports that will be provided to help the student achieve their post-secondary goals. These may include vocational training, job coaching, life skills training, and support for college or other post-secondary programs.

4. Course of study: This section outlines the courses the student will take in high school to prepare for their post-secondary goals. For example, a student interested in a career in technology may take courses in computer science and programming.

5. Transition activities: This section outlines the specific activities that will be undertaken to help the student achieve their post-secondary goals. For example, a student interested in a career in healthcare may participate in a job shadowing program at a local hospital.

The purpose of the transition plan is to ensure that students with disabilities receive the support and services they need to achieve their post-secondary goals. By starting the transition planning process early, students have the opportunity to explore their interests, gain new skills, and prepare for a successful transition to adulthood. The transition plan helps to ensure that students with disabilities are not left behind as they leave high school and enter the next phase of their lives.