Description

Spurred by federal guidelines (No Child Left Behind, 2001; Individuals with Disabilities Education Improvement Act, 2004) and literature that supports its use (Fuchs & Fuchs, 2006), data-based decision-making has taken hold in schools. Three-tiered models of support have proven useful in (a) preventing learning and behavior problems from occurring using primary (tier 1) prevention efforts and (b) responding to existing incidences of such problems with secondary (tier 2) and tertiary (tier 3) supports. Moreover, three-tiered models have been effective for supporting students academically (e.g., Response to Intervention; Fuchs & Fuchs, 2006) and behaviorally (e.g., Positive Behavior Support; Sugai & Horner, 2006). In this presentation we will emphasize a comprehensive, integrated three-tiered model of prevention to address academic, behavioral, and social components. We will work with participants to develop procedures for analyzing data collected by schools as part of regular school practices (e.g., curriculum-based measures of academic progress, behavior screeners, office discipline referrals, attendance) to identify students for secondary (tier 2) and tertiary (tier 3) supports. Participants will design a secondary and tertiary intervention grid to establish the supports available at their respective school sites. This session will build upon the content from the previous training. However, it is in not necessary for participants to attention the November training on Behavior Screening Tools. *Please bring a school-site team or one other member of your faculty.

For more information, contact Mary Crnobori at (615) 343-0706.