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.
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
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.
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.
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.
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.