Behavior

Multi-Tier Behavior Supports (MTBS)

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.

Trauma Responsive Training

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. 

Neurosequential Model in Education

The Neurosequential Model in Education (NME) draws upon the neurodevelopmentally informed, biologically respectful perspective on human development and functioning to help educators understand student behavior and performance. The goals of NME are to educate faculty and students in basic concepts of neurosequential development and then teach them how to apply this knowledge to the teaching and learning process. NME is not a specific “intervention;” rather, it is a way to educate school staff about brain development and developmental trauma and then to further teach them how to apply that knowledge to their work with students in and outside the classroom, particularly those students with adverse childhood experiences. This training is for classroom teachers and is a trainer-of-trainers model, and participants will be equipped to bring strategies back to their schools.  View the NME Informational Flyer or email Lauren Blocher to learn more.

Neurosequential Model of Therapeutics

The Neurosequential Model of Therapeutics (NMT) is a developmentally informed, biologically-respectful approach to working with at-risk children and is a way to organize a child’s history and current functioning. The goal of this approach is to structure the assessment of a child, the articulation of the primary problems, the identification of key strengths, and the application of interventions (educational, enrichment, and therapeutic) in a way that will help family, educators, therapists, and related professionals best meet the needs of the child. This training is for Master’s level school social workers, school counselors, or school psychologists. View the NMT Informational Flyer or email Lauren Blocher to learn more.

Interested in future Neurosequential Model training opportunities? Complete this NME/NMT Interest Form.

College and Career Competencies (CCC's) Project 

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. 

Positive Behavioral Interventions & Support (PBIS)

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.

Functional Behavior Assessment (FBA) to Behavior Support Plans (BSP) Online Training

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

The IRIS Center

• 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

Restraint and Seclusion

Federal Regulations

• §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)

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.