MSD

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Special Education

About MSD

Students who receive MSD programming have deficits in the areas of communication, adaptive skills, and cognition. Some students have physical disabilities and other specific health care needs. Students in MSD classrooms require extensive direct instruction and content to be modified beyond what can be done in the general education setting across all academic areas.

Students receive supports in daily living skills (toileting, hygiene, and feeding). Teachers address communication needs of the student, and the goal is to have a functional communication system in place prior to the student exiting elementary. Students in MSD classroom have a variety of eligibility areas; autism, multiple disabilities, hearing and/or vision impairments, neurological disabilities, and various chromosomal deletions.

Considerations

There are a number of factors to review before considering MSD placement. • Contact a resource specialist (Tanya

Sturgill, Kim Cooper, Sumyr Elkins) to complete a program review. The program review will consist of reviewing skill deficits, LRE, SDI,

Foundational 5, and programs used to address deficits. • Contact MSD resource Specialist (Natalie Hoehler) and complete longitudinal data form. • Collect work samples; reading, writing, math, and possibly science and social studies. Work samples should include an example of what general education students are completing, what a typical LBD student is completing, and what the student of concern is completing.

Document the accommodations AND modifications provided for the student to complete each work sample. • Schedule a team meeting. The team should consist of the case manager, the school psychologist, and the resource specialist to review information. • Lastly, send the integrated report and longitudinal data to the Associate

Director of Special Education assigned to your building.

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Additional Resources

MSD Programming Considerations Checklist

Longitudinal Data Summary

EXAMPLE Longitudinal Data Summary

Work Sample Comparison Cover Sheet

Example Evidence of Interventions

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BEHAVIOR BASICS

Special Education

Have a Behavior Intervention Plan?

Whether your student currently has an active Behavior Intervention Plan (BIP) or you suspect they made need one, this section holds resources to support you with writing and implementing a BIP.

What is a BIP?

The goal of a behavior plan is to address and prevent negative behaviors. A BIP is a written, individualized plan that teaches replacement behaviors in order to decrease a student’s unwanted behaviors.

Who gets a BIP?

Not every child who acts up in the classroom needs a BIP. These plans are for students with severe behavior issues that interfere with the learning process in some way.

Students don’t need to be in a special education program to get a BIP. Any student who’s failing to be successful in the classroom due to their behavior may benefit from behavior intervention. (PBIS)

So, how do I know when my student needs a BIP?

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When is a BIP Needed?

According to the Guidance Document for Individual Education Program (IEP) Development, 2018, a BIP is needed if the students’ behavior impedes his or her learning or that of others. (pg. 36 Guiding Questions) The ARC must:

-develop strategies that are positive behavioral interventions -use data to hypothesize a function of behavior and/or consider a formal assessment rather than an analysis -consider under all eligibilities, if statement is marked yes -consider development of behavior contracts

-develop social skills instruction

Additional Behavior Resources

CKEC Behavior Resources

CCBD Training Opportunities

Extinction ABC ABC Log Example of ABC Planned Ignoring Types of Data Collection PLEP: Social and Emotional IEP Handbook (pg. 24-32) Preference Assessments Learning Style Interview Premack Theory (First/Then) Replacement Behaviors Time Out BIP Template IC BIP IC FBA CASEL https://www.pbisworld.com/ Functions and Strategies