Sussan & Greenwald

ATTORNEYS AT LAW

www.special-ed-law.com

Practice limited to special education and related matters

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Libraries

Internet Public Library Hosted by the University of Michigan, this is a development project. The project represents their vision of the useful roles played by libraries and librarians as they might be performed on the Internet. In so doing, they hope to challenge the notions of what libraries are and should be in a distributed world, but also to demonstrate the value of that perspective in a chaotic, dynamic, but exciting and liberating environment.

Librarians Information Online Network (LION) A service of the School District of Philadelphia.

LIBWEB by Thomas Dowling. A very complete listing of known Library Information Servers available World Wide on the WWW, including Library Related Companies

Northwestern University Library List of library resources on the internet. These web pages provide access to a multitude of web sites on the Internet that are related to or are of interest to libraries and librarians. They include library catalogs, journals, associations, and vendors, as well as book publishers and reviews of books. To take into account the changing nature of the Internet, these pages are always updated.

Yahoo's list of Libraries Links to various libraries throughout the world.

St. Joseph County Public Library (SJCPL) SJCPL maintains a list of public libraries with Internet access.

National Library of Education The World's Largest Federally Funded Library
Devoted Solely to Education NLE is the federal government's main resource center for education information.

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IEP AID IN NEBRASKA- WHY CAN'T NEW JERSEY BE THIS Resourceful?

Although specific to the state of Nebraska, the rationale and methodology are applicable to New Jersey iep's as well. This Guidebook was written to assist teachers, parents and other professionals involved in the IEP process. The development and implementation of an IEP for a student can be a daunting task and this document is intended to make that task easier. It provides practical information as well as information about the best practices. It guides individuals through the IEP process by reviewing the requirements of the law, determining why those requirements are important and deciding how each requirement can best be implemented

Essential Elements of a functional behavioral assessment

As formulated by the Nebraska Department of Education Behavior Definition: An objective and behaviorally specific definition/ description of the behavior(s) of concern is developed Data Collection: The scope and comprehensiveness of data collection is tailored to the particular behavior(s) of concern Existing data is reviewed, particularly prior measurable and goal-directed attempts to address the behavior(s) of concern Both qualitative and quantitative data are collected and considered. Strengths or areas of competence are identified. Data collection is individually tailored. Data collection procedures are valid and reliable. Information is collected and considered in a culturally competent manner. Additional information is collected when needed. When relevant, data is collected from multiple settings, i.e., school, home, and community. When relevant, diagnostic/descriptive information is collected through collaboration with professionals/ agencies external to the school. Analysis: Multiple sources of relevant information are considered including: The setting(s) in which the behavior(s) occurs. The specific behaviors of the student. Student traits, including personal/affective characteristics Analysis focuses on: Understanding the purpose and function of the behavior(s) of concern; The individual's social, emotional and behavioral functioning in relationship to expectations; The development of interventions; and The identification of needed supports Communication with parents throughout the functional behavioral assessment process is critical.

Essential Elements of a Behavioral Intervention Plan

As formulated by the Nebraska Department of Education Intervention Planning and Implementation There is a clear link between the functional behavioral assessment data collected and the intervention(s) selected. The intervention strategies are selected based on the nature of the defined problem, parent input, and professional judgments about the potential effectiveness of strategies. Measurable goals are written which clearly describe projected improvement or remediation of the problem. Measurable goals are directly related to the student's present level of educational performance. Measurable objectives are written that are clearly related to accomplishment of the goal. Goals and objectives include strategies that will increase positive behavior and decrease undesirable behavior, including planned disciplinary procedures, if necessary. Strategies for generalizing and maintaining positive behavior outside of the training situation are included. The behavioral intervention plan is implemented with integrity, i.e., interventions are actually implemented in the manner in which they were designed, and consistent with established professional standards and practices. Monitoring of Intervention Effects Student performance data are collected and documented on a regular and frequent basis. Modification of the behavioral intervention plan is made as frequently as necessary, based on monitoring information. Progress monitoring information is summarized and documented in a way that communicates whether the intervention is accomplishing its intended effect. Progress monitoring information is used frequently and repeatedly to determine whether the anticipated outcomes for the individual are being met and whether the placement and services are appropriate to the individual's learning needs. Communication with parents is critical throughout the development and implementation of a behavioral intervention plan.

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