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Behavior

Professional Learning

The Multi-Tiered Behavior Supports is a three-year training series that will assist district, charter, or school teams with the development of a school-wide approach for positive behavior management practices. This training is based on School-Wide Positive Behavior Intervention and Support (SW-PBIS) evidence-based elements.

Cost:

  • Year One—Funded by the PEA
  • Year Two—ADE/ESS funded through a contract with the PEA
  • Year Three—ADE/ESS funded through a contract with the PEA

 

For more information, email Celeste Nameth.

Exceptional Student Services is partnering with the Neurosequential Model Network to offer a unique professional learning opportunity to assist Arizona schools in implementing strategies to improve outcomes for students who have experienced the neurodevelopmental impact of trauma. 

 

What is the Neurosequential Model?

The Neurosequential Model draws upon a developmentally sensitive, neurobiology-informed perspective on human development and functioning to help educators understand student behavior and performance. The Neurosequential Model training programs follow a train-the-trainer capacity-building model, which educates participants on basic concepts of neurosequential development and how the concepts apply to the learning process and build their capacity to provide professional development within their school and/or district. This model is not a specific “intervention;” rather, it is an approach that integrates core principles of neurodevelopment and the impact of trauma to inform the work of educators to improve student outcomes, particularly those with complex emotional and behavioral needs.

 

Training Program Descriptions

Neurosequential Model in Education (NME)
The goal of NME is to educate faculty and students in basic concepts related to the brain, stress, memory, learning, and other related factors relevant to the educational setting and then to teach them how to apply this knowledge to the teaching and learning process. This training is for special education teachers, behavior intervention specialists, school counselors, school social workers, school psychologists, and district and school administrators.

 

The Neurosequential Model of Therapeutics (NMT)
The goal of NMT is to structure the assessment of a child, the articulation of the primary problems, the identification of key strengths, and the application of interventions in a way that will help educators best meet the needs of the child. This training is for master’s-degree-level school social workers, school counselors, or school psychologists.

 

To learn more about the Neurosequential Model email Lauren Blocher.

College and Career Competencies (CCC's) Project, formally known as AZ CCCTT/Project EASEL, is a collaborative initiative led by the Arizona Department of Education and the University of Kansas Research Collaboration that works to develop career-equipped, lifelong learners who are socially and emotionally engaged. The goal is to build and embed intrapersonal, interpersonal and cognitive competencies into instructional content by providing participating middle and high school educators with increased understanding, instructional skills, and ongoing coaching to better embed intrapersonal and interpersonal skill development into students' core content areas, over time (i.e., addressing content standards and intrapersonal/interpersonal competencies simultaneously).

 

For information regarding the 2022-2023 College and Career Competencies (CCC's) Project Professional Learning Workshops, email Lauren Blocher. 

    Resources

    Center on PBIS

    Positive Behavioral Interventions & Supports

    Intervention Central—Learn specific techniques to help with a variety of classroom behaviors from defusing/de-escalation to self-management skills.

    The Basic Functional Behavior Assessment (FBA) to Behavior Support Plans (BSP) training consists of 7 online modules created by Portland State University. The modules should be completed in order with time in between each module to complete the homework assignment for hands-on application of the skills learned in each module before moving on to the next module. A pace of about one module per week is recommended, though in some cases more time may be needed to complete the homework tasks assigned in a module.

     

    Basic FBA to BSP Online Training

    Basic FBA to BSP Trainer's Manual

    Basic FBA to BIP e-Learning Modules

    Functional Behavioral Assessment and Positive Interventions: What Parents Need to Know (osepideasthatwork.org)

    A Resource Collection | Functional Behavioral Assessment and Behavior Intervention Plans | Center for Parent Information and Resources (parentcenterhub.org)

    • Addressing Disruptive and Noncompliant Behaviors: Understanding the Acting-Out Cycle
    • Classroom Management: Learning the Components of a Comprehensive Behavior Management Plan
    • SOS: Helping Students Become Independent Learners

     

    For a complete list of The IRIS Center discipline training modules, see the IRIS Resource Locator under Behavior and Classroom Management

    Restraint and Seclusion

    Law

    • §300.530 Authority of school personnel
    • §300.531 Determination of setting
    • §300.532 Appeal
    • §300.533 Placement during appeals
    • §300.534 Protections for children not determined eligible for special education and related services
    • §300.535 Referral to and action by law enforcement and judicial authorities
    • §300.536 Change of placement because of disciplinary removals
    • §300.537 State enforcement mechanisms

    Office of Special Education Programs (OSEP) Dear Colleague Letter from August 2016 emphasizes the requirement that schools provide positive behavioral supports to students with disabilities who need them and clarifies that the repeated use of disciplinary actions may suggest that children with disabilities may not be receiving appropriate behavioral interventions and supports.

    2022 OSEP Discipline-Behavior Guidance | OSEP Ideas That Work


    Contact Us

    Behavior/Mental Health Project Coordinator
    Lauren Blocher
    602-542-3124

     

    MTBS Specialist
    Celeste Nameth
    602-542-5445

     

    Page revised 7/20/23

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    From the Special Education Blog

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    Effective October 31, 2023, a new integrity error has been implemented for SPED data validations in AzEDS.

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