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ESE/SPECIAL EDUCATION
- Assessment for Special Education Students for Grades 6-12 – No. 210
- Best Classroom Management Practices for Inclusive Classrooms for Grades 6-8
- Best Classroom Management Practices for Inclusive Classrooms, Grades 9-12 – No. 213
- Best Classroom Management Practices for Inclusive Classrooms, Grades K-5 – No. 211
- Best Practices for Differentiating in Inclusive Classrooms, 6-8 – No. 254b
- Best Practices for Differentiating in Inclusive Classrooms, K-12 – No. 254a
- Diagnosing Learning Difficulties, Grades K-12 – No. 216
- Differentiation as a Behavior Management for Special Needs Students Grades 6-8
- Differentiation as a Behavior Management for Special Needs Students, Grades K-5
- Differentiation as a Behavior Management Strategy for Special Needs Students Grades 9-12
- Evidence-based Methods for Teaching Exceptional Learners in All Content Areas, K-12
- Functional Behavior Assessment for Students with Disabilities, Grades K-12 – No. 218
- Implementing RtI: Tiered Intervention Strategies Grades K-12 – No. 221b
- Implementing the Florida MTSS – Multi-Tiered System of Support for Grades K-12 No. 221a
- Instructional Environments for Special Education Students Grades K-12, No. 219
- Intervention Strategies for Tiers II and III Students – Grades K-12 – No. 220
- Organizing and Maintaining Successful Classroom Environments, Grades 6-12 – No. 207
- Positive Behavior Supports, Grades 6-8 – No. 230
- Positive Behavior Supports, Grades K-5 – No. 229
- Positive Intervention Strategies, Grade K-12 – No. 228
- Remediating Learning Difficulties Grades K-12, No. 235
- Research-Based Assessment Practices for Special Needs Students Grades 3-8 – No. 234
- Response to Intervention for Incidence Disabilities, Grades 3-12 – No. 225
- School Procedures and ESEA Rules for Identification of Students with Disabilities: Assessment of Eligibility, Grades K-12 – No. 236
- Teaching to Autism for Grades K-5 – Course No. 239a
- The State of Florida Special Education Law Grades K-12, No. 237
- Tools and Practices for Effective Progress Monitoring, Grades K-12 – No. 231
- Transitional Plan Development for Students with Disabilities, Grades K-12 – No. 238
Positive Intervention Strategies, Grade K-12 – No. 228
Positive behavioral interventions with the proper, carefully selected supports in place make for successful all-around school environments. Predictability, social appropriateness, and academic success are the highest goals in a system of the effective behavioral intervention strategy. Using research-based strategies supported by several Departments of Education and associations, along with a three-tiered approach to behavior management, participants will learn what proactive intervention looks like. Increasing instructional time, student attendance, attentiveness, and academic achievement will result, as will a decrease in the disruptions that preclude time and classroom management.
Course Objectives:
- Understand and develop utility with the elements of positive intervention strategy and these strategies work into educational effectiveness
- Develop an awareness of student behaviors that call the need for intervention, and learn how to align such needs to effective intervention strategy.
- Plan for, and experiment with, the research-based strategies associated with a positive intervention that flows to increased student achievement.