Saying the student to misbehave and it is therefore not a manifestation “chooses” the and Can’t crawl inside student’s head determine “choice” The choice may be disturbed and inappropriate example, student thinks bringing a – weapon to school is a good way to solve problems. Only applies to EBD and maybe CD and Autism Label matter in holding a manifestation determination doesn’t Defining the disability will matter is behavior a special factor (e.g., interfering student’s – with the learning or that of others)? student’s and between behavior and disability “Direct substantial relationship” Cannot be attenuated (weak), such as low self-esteem as a characteristic. Important there is good documentation in the evaluations/re-evaluations and IEPs for the student (e.g., what does the disability look like in this student? What are the goals/objectives in the IEP? What are the disability-related needs being addressed?). New DPI Bulletin: Manifestation Determination http://sped.dpi.wi.gov/sped_bul14-02 Some Additional Resources Strategy Briefs: monographs on a wide variety of topics (example: check in/check out, relationships, anger management, conflict de-escalation, alternate schools, etc.) with more being added; tied to tiers of RTI/PBIS; developed by the University of Nebraska-Lincoln http://k12engagement.unl.edu/strategy-briefs Websites: (behavioral interventions) Florida PBS/University of South Florida – Wisconsin Eligibility Criteria for EBD [PI 11.36 (7)] Emotional behavioral disability, pursuant to s. 115.76 (5)(a)5., stats., means social emotional or behavioral functioning that so departs from generally accepted, age
Saying the student “chooses” to misbehave and it is therefore not a manifestation Can’t crawl inside the student’s head and determine “choice” The choice may be disturbed and inappropriate – example, student thinks bringing a weapon to school is a good way to solve problems. Only applies to EBD and maybe CD and Autism Label doesn’t matter in holding a manifestation determination Defining the student’s disability will matter – is behavior a special factor (e.g., interfering with the student’s learning or that of others)? “Direct and substantial relationship” between behavior and disability Cannot be attenuated (weak), such as low self-esteem as a characteristic. Important there is good documentation in the evaluations/re-evaluations and IEPs for the student (e.g., what does the disability look like in this student? What are the goals/objectives in the IEP? What are the disability-related needs being addressed?). New DPI Bulletin: Manifestation Determination http://sped.dpi.wi.gov/sped_bul14-02 Some Additional Resources Strategy Briefs: monographs on a wide variety of topics (example: check in/check out, relationships, anger management, conflict de-escalation, alternate schools, etc.) with more being added; tied to tiers of RTI/PBIS; developed by the University of Nebraska-Lincoln http://k12engagement.unl.edu/strategy-briefs Websites: (behavioral interventions) – Florida PBS/University of South Florida Wisconsin Eligibility Criteria for EBD [PI 11.36 (7)] Emotional behavioral disability, pursuant to s. 115.76 (5)(a)5., stats., means social emotional or behavioral functioning that so departs from generally accepted, age
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