Developing a special education program and infrastructure a three tiered approach
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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

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Developing a Special EducationProgram 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

    • Legal issues

    • Rationale

    • Systems, practices, data

    • Examples

    • Resources


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

  • 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)


  • 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


    Tier I - Schoolwide/Universal

    Behavioral Curriculum

    Academic Curriculum

    Social and Emotional Learning

    Climate Supports Mental Health

    School 2


    Tier II - Secondary/Group

    • Focus on groups

      • Who is not responding?

    • Interventions match needs

    • Monitor Progress

    Certified Hall Walkers


    Tier III -

    Individual/

    Tertiary

    Intensive supports

    Based on function

    Quality of life

    Self-determination


    Change Point Analysis: 2005-2008

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


    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/


    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


    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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