Case+Study+Eligibility

[|www.specialconnections.ku.edu/cgi-bin/]
 * Jolene's Case Study:**
 * Gordon**:

Gordon is a young boy who constantly disrupts the class. His teacher is going crazy using the three "r's" everyday. She finally meets with the BST team to find some alternative ways to help him be more quiet in class. THey developed a chart that the teacher was suppose to check off if his behavior was bad and she spent more time marking the chart than teaching. The team met again and after observations they decided to give him tokens for good behavior. If he earned ten tokens, he could teach the class. There were many times he taught the class math after that.

As an administrator, I would have done a classroom observation after the first meeting. I also would have used other forms of positive reinforcement for him. I would have started by using the tokens but I would have increased the number he needed to get after so long. I would also ask the parents for suggestions as well and see what ideas we could get from them.

[|www.specialconnections.ku.edu/cgi-bin/]
 * Brandon:**

Brandon is a fourth grade student who was diagnosed with autism in third grade. He was placed in a special hospital to help with his behavior. THe teachers at John F. Kennedy elementary school got together to come up with a plan to help him meet others. They developed some ideas to help him become a better student and be able to care for himself. THey found that these interventions worked for him and within a year he was ready to come back to school.

Invormation regarding one case study and the outcomes as determined by the team: [] For the next two links, you have to click on the link here, then add a link, then visit: Find Counseling website Components of a comprehensive case study and much, much more: []

"These are real-world situations created to show the applicational value of best practices. Cases include authentic artifacts, video, audio, and questions to engage the user. An online forum is available for students to use to discuss the case with colleagues. Cases are also tied to national standards" []

Fig Case study __Wrights Law > School must offer an IEP to a Child with a Disability;__ []
 * Knable v. Bexley (Sixth CIr. 2001)**

In January 2001 the US Court of Appeals for the Sixth Circuit issued a decision in Knable v. Bexley which focused on IEP's, IEP meetings, FAPE, proceedural and substantive violations, and tuition reimbursement which was favorable to the parents. The school district appealed to the US Supreme Court. On June of that same year the Supreme Court announced it would not hear the school districts appeal, therefore the pro-child decision stands. The school district evaluated the child and concluded that he had a severe behavioral disorder and was eligable for special education services. the school did not offer an IEP meeting for almost two years. After the child was discharged from a psychiatric hospital the school devised a plan to deal with his behavior. It was found that the child did almost no work at school,spent a great deal of time in the principals office, and failed 3 of 7 subjects. He was disrespectful and disruptive at school. After several request for an IEP, including written requests, the parents were told an IEP was forthcoming; the IEP was not developed. The parents looked into private placement and at that time the school sent a draft IEP. The district did not meet with them to develop an IEP so the parents palced their child in a private school. This greatly improved his ability to function in school and he was earning all A's and B's on his report card. The parents requested a due process hearing because the school did not provide a FAPE and requested reimbursement for his tuition at the private school.
 * Background**

The court found that the school district violated several proceedural and substantive requirements of the IDEA: -failed to convene an IEP conference -denied a FAPE -draft IEP was not resonably calculated to enable the child to receive educational benefit -draft IEP did not offer an appropriate program, demonstrate present performance levels, goals and objectives, or spell out services which would be provided -draft IEP was not free, the parents were required to exhaust their insurance coverage before the district would pay for the childs education

Citing the US Supreme Court decision in Florence County School District v. Shannon Carter found that the parents must demonstrate the district did not provide FAPE and that their unilateral placement was proper. The district argued the private school was not the least restrictive placement and private placement was too expensive.

The court disagreed. In a unanimous decision found in favor of the parents.

Lisa's Case Study http://scholar.google.com/scholar_case?case=3710960681408767889&q=Outcome+of+Arlington+v.+Murphy&hl=en&as_sdt=2,50&as_vis=1 http://www.wrightslaw.com/news/06/arlington.murphy.htm
 * Arlington v. Murphy**

This case was about parents Pearl and Theodore Murphy who filed suit against Arlington Central School District Board of Education claiming that they needs to pay for their son's Joesph's private school tuition. Through out the court write up you could see that the court system kept referring to IDEA and what the law says under that. From what I read and hopefully understood, the parents were choosing to send their son to a private school. By proving that their son needed this private school the Murphy's had to hire and pay for specialists and consultants that were in the amount of $29,350. The Murphy's were suing the school district because they felt that under IDEA the school district was required to pay for the specialists and consultants. The case went all the way to the Supreme court were it was heard in 2006. The supreme court decided to uphold the decision and awarded the specialist the money but only in the amount of $8,650.

As an administrator I would make sure that my school was in compliance with the law and would consult the district lawyer because it sounds like the decision came down to the interpretation of the IDEA law. Number one as the administrator I would listen to the parents, but in this case it doesn't sound like the parents feel like they were wronged by the district they were just looking at getting their consultants reimbursed.

http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=behavior&subsection=fba/caseb Taylor is a 6th grader who has a learning disability in reading but she is quite high in math and any hands-on activity in school. Her teacher called a meeting to discuss her disruptions she is having. She is throwing things, has meltdowns and argues a lot. Taylor's parents have noted that she is the youngest of three daughters. Her two older sisters are in high school and college and that her sisters tend baby Taylor. Taylor's mother stated that most mornings are difficult mornings due to Taylor's lack of organizational skills and the chaos that ensues in the morning.
 * Taylor:**

As the administrator it is important that we listen to the parents concerns as well as the teachers concerns with Taylor. We talk about a typical morning and evening at home with Taylor and talk about possible plans we can try at home. Since mornings end up being difficult we can ask for the parents support in implementing a behavior or check off list at home for Taylor to help her organize her mornings. Have school clothes laid out the night before, lunch packed the night before, breakfast decided the night before. We could encourage the parents to offer rewards for Taylor after 5 days of keeping to the check off list at home.

To help with Taylor's behaviors at school I would suggest to first put her on a behavior contract. Explain to Taylor what appropriate and inappropriate behavior is at school and ask Taylor to brainstorm with the team as to what she is doing appropriately and inappropriately at school. Design a behavior sheet with measurable goals on it for Taylor. No throwing, No arguing with adults in the building, no out burst. The behavior sheet would be designed for each subject Taylor goes to and would have a reward when Taylor has zero inappropriate behaviors at school in a 5 day period. Taylor would be allowed to help decide the reward. When 5 days is met, the time-frame would be extended. When Taylor would have a negative behavior there would be a consequence for Taylor that she was also in on deciding what it would be. After 1 month of trying this plan I as the administrator would meet with Taylor, her teacher, and parents to see how the behavior plan was working.

Stacie's Case Studies:

There are essential components of a case study: A comprehensive case study evaluation is conducted by a multidisciplinary team assembled by the school district. The members of the multidisciplinary team should conduct several components: In the Monitoring Mary study one of these was left out – the parent input. Mary did the right thing listening to the parents and noting their concerns. As an administrator or parent these concerns should be kept on file. Mary’s teacher should monitor her reading and then if appropriate schedule a SIT (that’s what we call them – Student Intervention Team) to implement interventions if deemed necessary. From there if a special education referral is necessary then the rest of the components listed above should be included in the case study.
 * Monitoring Mary** – []
 * An interview with the child
 * A consultation with the parents
 * A social developmental study
 * A comprehensive report of the child's medical history and current health status
 * Vision and hearing screenings
 * A review of the child's academic history and current educational functioning
 * Achievement testing in all academic areas
 * An evaluation of learning processes
 * An assessment of the child's learning environment.

In this case study, Kellie is already identified with ADHD and with an Emotional Disability. Her teacher is concerned with her behavior in the afternoon. If I was an administrator I would ask Kellie’s special education teacher and her classroom teacher to meet and brainstorm ideas to help Kellie succeed in class. Hopefully they could work together to come up with a positive behavior intervention plan for Kellie. If the behavior does not improve then I would sit in on the meeting as the administrator and even invite the parents in. If these interventions do not work then an IEP meeting would have to be called to look at Kellie’s behavior plan. Throughout the process as the administrator I would listen to all sides involved and work to help the team come up with a solution.
 * Chronicling Kelly** - []