Newly Released PaTTANpods
Positive school culture for School climate is a key factor in social, emotional, and academic outcomes for students, but what about their teachers? In alignment with Pennsylvania’s dedication to attracting, preparing, and retaining practitioners in education, specifically in special education, Dr. Salome Thomas-El, better known as “Principal El,” joins PaTTANpod to discuss the relationship between school culture and teacher retention.
joins PaTTANpod to discuss school and personal strategies to build positive environments and increase educators perseverance. Dr. Alison MellottA positive school climate helps increase educator perseverance and retention. In alignment with Pennsylvania’s dedication to attracting, preparing, and retaining practitioners in education, specifically in special education,
Culturally-Relevant and Sustaining (CR-SE) Education ensures equity for all students and seeks to eliminate systemic institutional racial and cultural barriers that inhibit the success of all students, particularly those who have been historically underrepresented. School psychologist Dr. Charles Barrett joins PaTTANpod to explore socially just practices as a component of CRSE.
Support for Implementation of Tier 2 Practices
Speaker: Dr. Tai Collins, University of Cincinnati
This session focuses on the implementation of interventions for students for whom Tier 1 practices are unsuccessful. A switch to systems-centered language in our communication around Tier 2 interventions is discussed. A variety of Tier 2 interventions that can be implemented to improve students′ social, emotional, and behavioral outcomes, including peer-mediated interventions are provided along with links to additional resources via the Padlet link below.
Padlet Link
Speaker: Dr. Kathleen Lane
Kathleen Lynne Lane is a Roy A Roberts Distinguished Professor in the Department of Special Education at the University of Kansas and Associate Vice Chancellor for Research. Dr. Lane's research interests focus on designing, implementing, and evaluating comprehensive, integrated, three-tiered (Ci3T) models of prevention to (a) prevent the development of learning and behavior challenges and (b) respond to existing instances, with an emphasis on systematic screening. advantages and disadvantages of each to support schools in adopting a behavior screener.
At the end of this training, participants will be able to:
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Define the purpose of utilizing a Universal Behavior Screener in a 3 Tiered Model of Support.
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List a minimum of 3 Universal Behavior Screeners.
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Identify the Advantages of 3 Behavior Screeners. Identify the disadvantages of 3 Behavior Screeners.
Padlet Link
Speaker: Sara McDaniel, Ph.D.
This half-day training will introduce participants to the rationale for targeted, Tier 2 intervention to meet the social, emotional, behavioral needs of all students. We will cover how to identify students who are in need of Tier 2, how to pinpoint their area of need, match evidence-based intervention, and create a data-based intervention plan for each student needing Tier 2 supports
Padlet Link
This half-day session is the second part or the Social, Emotional, and Behavioral Tier 2 Interventions series. This video focuses on components of Tier 2 interventions that are needed after planning for intervention and initial implementation. Adaptations for fading and intensifying interventions, progress monitoring, measuring Tier 2 fidelity of practices and systems, and evaluating overall student outcomes will be discussed.
Padlet Link
More Resources
Functional Behavior Assessment Process:
Functional Behavioral Assessment (FBA) is a process for identifying problem behaviors and developing interventions to improve or eliminate those behaviors
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Annotated Positive Behavior Support Plan:
For a student with an Individualized Education Program ( IEP ), the Positive Behavior Support Plan is integrated within the IEP document. However, while focusing on behavioral interventions, the team may find it helpful to develop all components of the plan at one time. For this reason, the Annotated Positive Behavior Support Plan includes relevant components of Section VI of the IEP document. These may serve as reminders for the IEP team to consider in designed the Positive Behavior Support Plan.
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