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
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 Flyeror email Lauren Blocher to learn more.
Project EASEL (Empowering Arizona with Social-Emotional Learning), formally known as AZ CCCTT, 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 impact social and emotional learning of all students 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).
The Arizona Social Emotional Learning (SEL) Course is a free online, self-paced, self-guided course that will focus on the development and understanding of the Arizona Department of Education adopted CASEL Competencies and how to develop a systemic implementation of the social emotional learning within their school or organization.
Special Note: This course is designed to be taken as a school team, leadership team, or district team but individual educators may choose to take this course on their own as well. Please choose the class that best fits your needs.
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.
Contact Us
Behavior/Mental Health Project Coordinator Lauren Blocher 602-542-3124
Special Education Data Updates Webinar Wednesday, August 17th
The Exceptional Student Services Data Management team will be hosting the next Special Education Data Updates live webinar on Wednesday, August 17th from 2pm – 3pm.
ESS/Program Support and Monitoring (PSM) is proud to announce the release of the SY 2022–2023 Programmatic Monitoring Manual. This manual is a critical document for public education agencies (PEAs) participating in monitoring activities and can also be used by all PEAs to self-assess programmatic strengths and needs.
