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
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 Friend.
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 Friend 602-542-3124