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EBC's Special Education Process - Coggle Diagram

- - - - Step 4: 30 Day IEP
        
        Step 5: Data Collection
        
        Step 6: IEP Update
        
        An IEP meeting will be held annually to update progress on academic, behavior, and social-emotional goals as recorded by classroom staff. At this point, EBC administrators will recommend whether or not they think the student should continue at EBC, transition to a less restrictive school.
        
        Emergency IEP's will be held if a student is proving to be unfit for EBC and needs to be placed at a more restrictive environment.
        
        If a student remains at EBC, repeat Step 5-6.
        
        Classroom staff collects data based on their IEP goals. Expectations have been raised at this point and the PBT system is fully implemented.
        
        To determine progress staff must;
        
        Observe: staff will analyze academic and behavioral performance. Mainly, if PBT scores are low and not improving, staff will look to provide further intervention.
        
        Intervene: staff will make changes to their behavior plan to implement positive behavior reinforcement. Usually this is done by creating an incentive program in which the student is rewarded with tangibles for engaging in positive behaviors.
        
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        30 days after their start at EBC, an IEP meeting is held to determine whether or not EBC is truly an appropriate fit for the student. More often than not, students will stay at EBC and this IEP helps solidify their behavioral and academic goals. However, if the behaviors have been too extreme after only 30 days, EBC will sometimes recommend a different placement.
      - When the student is accepted into EBC, there are very minimal expectations set in place as means to ease them into the environment and structure of EBC and the PBT system. Classroom staff will monitor behaviors and academic performance, but the PBT system is not fully implemented.