New Grant Opportunity
The Wisconsin Department of Public Instruction (DPI) is introducing a new grant: Enhancing Sensory, Social and Emotional, and Self-Regulation Skills in Students with IEPs (ES3), which will provide selected districts with tools, resources, processes, and coaching supports to examine and enhance systems, skills, and beliefs as they pertain to supporting the sensory, social and emotional, and self-regulatory needs of students with IEPs. The grant opportunity has a focus on supporting students with autism or an emotional behavioral disability, but may also benefit students identified with other disability impairment areas. The grant is designed to provide up to three years of funding for each local education agency (LEA) that is awarded a grant ($25,000 in year 1, $20,000 in year 2, and $12,000 in year 3). Four LEAs will be identified for the first year of grant funding (2018-19 school year) with an additional four LEAs identified in each of the following two school years. Grants that are not chosen the first year of the grant opportunity will have an opportunity to re-apply each of the following two years. Grant funds must be used to support professional learning and coaching of school staff and will assist with funding staff release time, professional learning opportunities, and supporting the internal coaching time required by the grant for a district coach. Grant sites will also receive external coaching from a statewide ES3 grant coordinator and professional learning opportunities coordinated by DPI. Only up to $1,500 of grant funds may be used to purchase resources or materials. For the project overview and a detailed description of grant requirements and provisions, see the the document below. The application deadline is April 27, 2018. All applications submitted will be provided with an email confirmation to verify the application is complete and eligible for review.
Completed applications must be emailed to Izzy Wilson Orno, Isabel.WilsonOrno@dpi.wi.gov, (608) 267-9167.
The project overview and application can be downloaded here.
The term "emotional disturbance" (ED) was changed to "emotional behavioral disability" (EBD) effective July 1, 2001. In order for a student to be identified as EBD there are 4 key concepts to be addressed: (1) the student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills; (2) the behaviors are severe, chronic, and frequent, occur at school and at least 1 other setting, and the student exhibits at least 1 of 8 characteristics or patterns of behavior indicative of EBD; (3) the IEP team used a variety of sources of information including observations and has reviewed prior, documented interventions; and, (4) the IEP team did not identify or refuse to identify a student as EBD solely on the basis of another disability, social maladjustment, adjudicated delinquency, dropout, chemically dependency, cultural deprivation, familial instability, suspected child abuse, socioeconomic circumstances, or medical or psychiatric diagnostic statements. The complete text of the eligibility criteria for EBD can be found in s. PI 11.36 (7).
A continuum of educational placements is necessary to appropriately serve students who are EBD. Some students who are EBD are appropriately served in regular education classrooms with supplementary aids and services, while others may require self-contained or pullout programming for all or part of their school day. There is an increased emphasis on developing positive behavior intervention plans (BIPs) as part of the IEP when the student's behavior impacts his/her learning or that of others. This requirement clearly applies to all students who are EBD. The emphasis is on positive interventions and strategies to address the behaviors of concern, and the plan should be based on the most recent evaluation results including information from a functional behavioral assessment (FBA).
Based on the December 1, 2004, child count, there were 16,431 students (ages 3-21) identified as having a primary disability of EBD. This was a slight increase from the previous year. The prevalence rate (unduplicated count divided by total enrollment in public and private schools) of EBD in Wisconsin is 1.6%.
- Scaffolding Behavior for Student Success: Moving Beyond Seclusion and Restraint
- Information Update Bulletin 07.01, Addressing the Behavioral Needs of Students with Disabilities
- Information Update Bulletin 06.02, Legal Requirements Relating to Disciplining Children with Disabilities
- Collecting Observational Data
- Improving Standardized Test Scores for Students with EBD
- Blueprints for Success: Instructional Strategies to Promote Appropriate Student Behaviors
- Transition to Adulthood: Resources for teachers working with students with emotional behavioral disabilities (EBD)
- Functional Behavioral Assessment (FBA)