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Developing a Special Education Program and Infrastructure: A Three-Tiered Approach. Hank Bohanon [email protected] http: //www.hankbohanon.net. Create a Consistent and Explicit Environment. Purpose. Increase knowledge of tiers of support for the success of students with disabilities

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developing a special education program and infrastructure a three tiered approach

Developing a Special EducationProgram and Infrastructure: A Three-Tiered Approach

Hank Bohanon

[email protected]

http: //www.hankbohanon.net

purpose
Purpose
  • Increase knowledge of tiers of support for the success of students with disabilities
    • Legal issues
    • Rationale
    • Systems, practices, data
    • Examples
    • Resources
what has been included in idea
What has been included in IDEA?

Service not a place

School- improvement

FBA/BIP

  • Consider if impedes
  • Schoolwide
  • General education
  • Incidental benefit
importance of tiers
Importance of Tiers
  • Twice as many intensive interventions
      • Eber, L., Phillips, D., Upreti, G., Hyde, K., Lewandowski, H., & Rose, J. (2009)
  • Increase self- determination instruction
      • Carter, E., Lane, K., Pierson, M., & Stang, K. (2008)
  • Students benefit from depth in defense
      • Bohanon, H. & Wu, M. (in press)
slide6

Supporting Social Competence &

Academic Achievement

4 PBS Elements

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

OSEP Center on PBIS

slide7

Tier I - Schoolwide/Universal

Behavioral Curriculum

Academic Curriculum

Social and Emotional Learning

Climate Supports Mental Health

School 2

tier ii secondary group
Tier II - Secondary/Group
  • Focus on groups
    • Who is not responding?
  • Interventions match needs
  • Monitor Progress

Certified Hall Walkers

slide9
Tier III -

Individual/

Tertiary

Intensive supports

Based on function

Quality of life

Self-determination

change point analysis 2005 2008
Change Point Analysis: 2005-2008

Possibly the booster for students and PD for staff in Jan/Feb 2007

resources
Resources
  • Data System for Academics
    • http://www.aimsweb.com/
  • Data System for Behavior/Discipline
    • http://www.swis.org
  • Free Online Training
    • http://www.onlineacademy.org/
  • Interventions
    • http://www.interventioncentral.org/
resources1
Resources
  • RtI Action Network
    • http://www.rtinetwork.org/
  • Universal Design of Learning
    • http://www.cast.org/
  • PBIS and the Law
    • http://www.pbis.org/school/pbis_and_the_law/default.aspx
  • New Hampshire Institute on Disability
    • http://www.iod.unh.edu/Home.aspx
resources2
Resources

Bohanon, H. & Wu, M. (in press). Can prevention programs work together? An Example of school-based mental health with prevention initiatives. School-Based Mental Health Practice.

Carter, E., Lane, K., Pierson, M., & Stang, K. (2008). Promoting self-determination for transition-age youth: Views of high school general and special educators. Exceptional Children, 75(1), 55-70. doi: 1548558211

Eber, L., Phillips, D., Upreti, G., Hyde, K., Lewandowski, H., & Rose, J. (2009). Illinois positive behavioral interventions & supports (PBIS) network 2008-09 progress report (pp. 245). La Grange Park, IL.

Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Beech, S., Freeman, R., Guess, D., Lassen, S., McCart, A., Park, J., D., Turnbull, R., & Warren, J. (2002). A Blueprint for schoolwide positive behavior support: Full implementation of three components, Exceptional Children, 68 (3), pgs. 337-402. http://www.cec.sped.org

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