Waunakee Community School District
Emotional Behavioral Disabilities Program
An emotional behavioral disability could exist under the following conditions:
The child exhibits emotional, social, and behavioral functioning that significantly interferes with the child's educational program and development, including:
- Academic progress
- Personal adjustment
- Classroom adjustment
- Vocational skills
The child demonstrates conflict within him/herself or others, with variant and/or deviant behavior(s) in the school environment and one other setting - typically at home or in the community.
The child's behavior(s) must be chronic, frequent and severe and must not be the result of situational anxiety, stress or conflict.
- Inability to develop or maintain satisfactory interpersonal relationships.
- Inappropriate affective or behavioral response to a normal situation.
- Pervasive unhappiness, depression or anxiety.
- Physical symptoms, pains or fears associated with personal or school obstacles.
- An inability to learn that cannot be explained by intellectual, sensory, processing or health factors.
- Extreme withdrawal from social interaction.
- Extreme aggressiveness over an extended period of time.
- Other inappropriate behaviors that are so different from children of similar age, ability, educational experiences and opportunities that the child or other children in regular or special education programs are negatively affected.
The district's emotional behavioral disability programs are designed to promote positive change within the individual student. This is accomplished through a variety of behavioral techniques described below:
- Behavior management plans are developed to provide the structure that is needed to shape behaviors and allow the student and the teacher to monitor progress.
- The resource room gives the students individual support behaviorally and academically.
- Students with emotional behavioral disabilities are mainstreamed with their peers in academic classes whenever appropriate. Students are provided with the support necessary to be successful in their coursework.
- On-going communication among teachers, parents and the student is emphasized. A cooperative network is established to work on behalf of the student.
- Social and emotional issues are addressed at all levels. Students not only master basic academics, but are also helped to develop coping skills in dealing with everyday problems. Self worth, self reliance, and self control are important program goals.
- Emotional behavioral disability classroom instruction provides a structured setting and allows for individual attention.
- Parents are informed on a regular basis regarding the behavioral and academic progress of their child.
- The high school emotional behavioral disability program offers work experience which reinforces employability skills. Students are able to earn credits for working in the school or in the community.
- The emotional behavioral disability staff provides a continuum of support for students taking classes in the mainstream.
- Social skills instruction addresses emotional issues, such as self esteem, problem solving techniques and relating to others.
- Behavioral and academic progress are regularly monitored.
UNDERSTANDING THE PROCESS
Child Identification: The Waunakee Community School District identifies, locates, and evaluates those children, aged 3 through 21, who are in need of special education and related services, are residents of the District and have not graduated from High School.
Screening: A parent, teacher or any interested person from the school or community can refer a child with suspected emotional behavioral disabilities.
Assessment: Parental permission is obtained prior to any testing. The teachers of the emotional behavioral disabilities program administer assessments to gather information about the student. This is accomplished through a review of existing data, classroom observations, student, teacher and parent interviews and/or teacher reports. The school psychologist is also involved in the evaluation process.
Individual Education Program Team Process
An Individualized Education Program (IEP) team combines and reviews the results of the assessment and determines whether the student exhibits an impairment and need for special education in emotional behavioral disabilities. The IEP team recommendations are then reviewed by the Director of Special Education.
If a disability and need for special education in the area of emotional behavioral disability is determined, an Individual Education Program is designed to meet the emotional and academic needs of the student. Specific goals and objectives are outlined. The IEP Team also develops a placement offer which indicates the setting in which the plan will be implemented. Written parent consent for the placement is required prior to the delivery of services outlined in the IEP.