Special Education 201

What is Transitional Planning?

A Transitional planning meeting is an IEP meeting that is geared in creating a detailed roadmap that prepares a student for life after high school. A transitional planning meeting must take place on or before a student’s 16th birthday. The student must be invited to their transitional planning IEP meeting. If the student is unable to attend, the school must take the necessary action to ensure that the student’s opinions are voiced and considered in the development of their transition plan. A transitional planning meeting is a good opportunity to encourage a student to start advocating form themselves and their educational rights.

A good acronym to consider when determining if your child has adequate transitional goals is the word, “SMART.” Are the goals specific, measurable, attainable, result oriented, and time bound.”

(For examples of transition goals, visit the National Technical Assistance Center on Transition, a program funded by the U.S. Department of Education.)

Diploma  Bound vs Certificate Bound FAQ’s

My child is on track for a high school certificate is this the same as a high school diploma?

  • No, a certificate is not the same as a high school diploma. The academic expectations are completely different and less rigorous for a certificate.

Is my child still eligible to attend college if they are on track for a certificate rather than a high school diploma?

  • No, colleges and universities do no except high school certificates for admission, as certificate bound students are not exposed to the academic demands required for a high school diploma.

What are the differences between a diploma and a certificate?

  • A certificate indicates that the student completed high school but did not participate in the academic demands associated with a high school diploma. A student that obtains a high school diploma has completed high school and met all the academic demands associated with it. 

Why is my child being considered for a certificate and not a diploma?

  • Generally, a student is considered for a certificate when the academic material needed to obtain a high school diploma is beyond their academic abilities.

What type of students are placed on a certificate track.

  • Student’s with severe disabilities, such as an intellectual disability, are considered candidates for a certificate rather than a high school diploma.

A Behavior Intervention Plan (BIP)

A Behavior Intervention Plan (BIP) is a behavior plan that targets the extinction of a present maladaptive behaviors. A BIP is considered when a student’s behavior is severe and when general education interventions have proven to be ineffective in managing the student’s behavior. 

A Functional Behavior Analysis/Assessment (FBA)

A Functional Behavior Analysis/Assessment (FBA) is a formal assessment that examines why a behavior is occurring. When an FBA is conducted it will always be accompanied by a Behavior Intervention Plan (BIP). However, the same is not held true for a BIP, as you can have a BIP without an FBA. In order for an FBA to be performed the parent(s) or legal guardian must provide their written consent. Once the parent(s) has provided their written consent the assessor will have 60 calendar days to complete the evaluation, present the assessment results, and introduce the BIP to the IEP team. For exceptions to the assessment timeline please refer to The Assessment Timeline. Within these 60 days the assessor will establish a baseline of the frequency and deration of the maladaptive behavioral. They will utilize applied behavior analysis to determine the function of the behavior and isolate any environmental factors that may be contributing to the maladaptive behavior.

Consider Asking These Questions When an FBA Is Proposed:

  • What general education interventions have already been implemented.
  • How often is the maladaptive behavior occurring?
  • What behavior supports will be implemented while the FBA and BIP are being developed?

BIP vs FBA

  • An FBA and BIP are not the same things.
  • A BIP is a customized behavior plan that is designed to extinguish a maladaptive behavior.
  • An FBA is a formal behavioral analysis, for a student on an IEP, that determines the function of a behavior.
  • When an FBA is conducted it will always be accompanied by a Behavior Intervention Plan (BIP). However, the same is not held true for a BIP, as you can have a BIP without an FBA.

Escalation Cycle Management Plan (ECMP)

An Escalation Cycle Management Plan (ECMP) is a plan that is implemented to the IEP when a student exhibits escalating behaviors that are intense and threatening. It is a systematic plan that is developed to prevent and/or deescalate a student’s intense and threatening behavior(s). It addresses environmental triggers or antecedents and establishes a structure to prevent the student from escalating. The ECMP is generally developed in an “If” and “Then” format that provides specific instructions to supports the student through their different levels of behavior intensity.

Emergency Intervention

Emergency intervention is considered when there is imminent danger to the child, someone else, and to prevent severe property damage. The use of restrictive force should ALWAYS be last resort. Most Special Education Local Plan Area’s (SELPA) provide Crisis Intervention Prevention (CPI) training, as it is required for staff working with students that display significant behavior maladjustments. This training is intended to educate personal on how to deescalate elevating behaviors and how to properly physically restrain a student.

Designated Instructional Services (DIS Services)

Designated Instructional Services (DIS) are also referred to as Related Services. These are services that allow a qualifying disabled student to fully benefit from their special education program. These services are considered necessary by the IEP team and thus become a part of the child’s IEP. DIS may be provided individually or in a small group setting, however, this must be specified in the student’s IEP. The type(s) of DIS, facilitator(s), location, duration, setting, and frequency of DIS delivery must also be indicated in the student’s IEP. Because a student’s special education program is based on their unique needs it isn’t uncommon to see a student on a DIS only IEP. Some of the common DIS services are: Speech and Language, Adaptive Physical Education (APE), Occupational Therapy (OT), Physical Therapy (PT), Visually Impaired (VI), Deaf and Hard of hearing (audiology services), Mobility Impaired (MI), and Psychological counseling.