Reflections on Rome and historical perspectives

Professional development is a key component for the growth of all education professionals.

In the reflective paper, the author reviews information updates from the Wi.gov website that reviews department specifications for teacher training in the special education sector. This includes the pertinent regulations that provide funding for activities such as Functional Behavioral Assessments (FBA) and Behavioral Intervention Plans (BIPs). It also lays out the regulations regarding format and implementation of the FBAs, including such issues of legitimacy as parent participation in the evaluation and intervention process.

In this essay, the author will review a complete assessment and reflect upon the information gained, including what tools were used, what each tool does provide in terms of programming for a student with special needs. We will see how the regulations are affected by the information in the instructional planning (including FBA and BIPs) and how these affect the student with special needs.

In this essay, we need first to review the pertinent regulations. Title II, Part A Activities covers the training and hiring of regular and special education and structures funds to train, hire, and retain skilled educators. Instructors need to know where their funding is coming from and how those funds can be used in assessments and intervention plans. This would include funding for activities such as Functional Behavioral Assessment-FBA and Behavioral Intervention Plans and allows a flexibility for local school districts to academic standards and also to fulfill the New Wisconsin Promise by closing the achievement gap between students. In PI34 Provisions, we see that the teacher should be able to understand how pupils differ in their approaches to learning and the barriers

Functional Behavioral Assessment-FBA and Behavioral Intervention Plans provide in terms of programming for a student with special needs. The FBAs fall into six topical areas, including parent participation, Parent evaluation, IEP team, IEP content, evaluation of discipline issues and private schools. The provision of programming needs for the students with special educational needs and their attendant interventions are spelled out in Standards and Directions for Assessing Compliance

that were revised in July 2011. This includes format issues such in the way the assessments and interventions are laid out. Such regulations spell out that the parents be present during the assessments so that they have input into the content of the interventions. If neither parent can attend the assessment, then the school must use other methods to ensure this parent participation to include individual or conference telephone calls to bring this about. If the parent can not be contacted, then the requirement can be met by noting their consent in documentation

where they have agreed to participate in the IEP team meeting. If the parents fail to arrive for a scheduled meeting, then the meeting may proceed even if the parents are not in attendance.