Two fantastic opportunities: «Connecting the Dots when Writing IEPs
with Behavior Support Plans (BSPs)» and «Strategic Alternatives to Suspension Workshop Part II.»
Not exact matches
If your child is struggling
with something, create a
behavior management
plan that will
support your child's efforts to become more independent.
This may involve parent training to help
with managing
behaviors at home, school consultation to develop a consistent
behavior plan in the classroom, or providing individual
support to your child.
A higher social network index was associated
with better coping skills, including less denial, less destructive
behavior, greater use of emotional and practical
support,
planning for the future and participating in religious activities.
The Child Protection Unit also encourages the development of safe, supportive, and nurturing relationships between students and school staff by providing teachers
with techniques for reframing student
behavior and responding in a supportive way, and materials for logging concerns and developing
support plans for students experiencing difficulties in their lives.
• Work
with CSA team to
plan and run site for academic, out of school time program serving approximately 100 middle school students • Perform administrative tasks in
support of the teachers • Assist
with maintaining and organizing site materials at designated school site (either Jackson / Mann K - 8 or Edison K - 8) • Ride the school bus home
with Scholars, monitoring bus
behavior and safety • Assist in supervising daily study hall
Putting a Positive
Behavior Support Plan in place can help you have a successful year, especially if you are teaching in a self - contained classroom
with special education students.
We have lots of tools and resources to help
with the creation and implementation of Tier I PBIS classroom and schoolwide
behavior plans that promote student success, as well as resources to
support RTI Tier II / III interventions through a school wide system that
supports individual classroom students and teachers.
Behavioral Intervention
Plan (BIP)-- A plan that utilizes positive behavioral interventions and supports to address behaviors that interfere with the learning of students with disabilities or the learning of others or behaviors that require disciplinary act
Plan (BIP)-- A
plan that utilizes positive behavioral interventions and supports to address behaviors that interfere with the learning of students with disabilities or the learning of others or behaviors that require disciplinary act
plan that utilizes positive behavioral interventions and
supports to address
behaviors that interfere
with the learning of students
with disabilities or the learning of others or
behaviors that require disciplinary action.
The more your administrator knows exactly how you deal
with student
behavior, the more likely s / he will be to
support you, so share your classroom management
plan and accountability hierarchy.
Accountability, Applied Behavioral Analysis, Autism, Colorado, Douglas County School District, Endrew F. v. Douglas County School District, IDEA, IEP, Individualized Education
Plan, Laura Waters, low expectations, Parent Voice, parental choice, positive
behavior interventions and
supports, private schools, School Choice, Special Education, student achievement, Student and Learning Supports, students with disabilities, Supreme Court, traditional public
supports, private schools, School Choice, Special Education, student achievement, Student and Learning
Supports, students with disabilities, Supreme Court, traditional public
Supports, students
with disabilities, Supreme Court, traditional public schools
Project Write is a website that provides lesson
plans and
support materials for working
with K - 3 students who are having difficulties
with behavior and writing, and for classroom - wide self - regulated strategy instruction.
The overarching goal is to connect concepts and theories in
behavior and begin
planning how intensive intervention can be put into practice to
support students
with intensive behavioral needs.
Although teachers
supporting students
with the most challenging
behaviors may be able to implement some of these strategies, these students will likely need
support through a more comprehensive behavioral
plan.
SPED 220 Introduction to Special Education SPED 222 Characteristics of Students
with Mild / Moderate Disabilities SPED 223 Learning Environments and Differentiated Instruction SPED 251 Assessment, Diagnosis, and Evaluation SPED 253 Applied
Behavior Analysis and Positive
Behavior Support EDUC 275 Literacy Assessment and Instruction I SPED 272 Schools, Families, Communities and Disabilities SPED 275 Career, Vocational, and Transitional
Planning SPED 266 Student Teaching in Special Education, Mild and Moderate Disabilities SPED 227 Practicum - Mild and Moderate Disabilities
SPED 220 Introduction to Special Education SPED 223 Learning Environments and Differentiated Instruction SPED 225 Introduction to Behavioral Disorders and Learning Disabilities SPED 226 Evidence Based Interventions for Students
with Learning Disabilities and / or Behavioral Disorders SPED 251 Assessment, Diagnosis, and Evaluation SPED 253 Applied
Behavior Analysis and Positive
Behavior Support EDUC 275 Literacy Assessment and Instruction I SPED 272 School, Families, Communities and Disabilities SPED 275 Career, Vocational, and Transitional
Planning SPED 276 Coordination of Cooperative Occupational Programs SPED 229 Practicum in Behavioral Disorders and / or Learning Disabilities EDUC 201 Education Research I * SPED 278 Consultation and Inservice *
SPED 220 Introduction to Special Education SPED 222 Characteristics of Students
with Mild / Moderate Disabilities SPED 223 Learning Environments and Differentiated Instruction SPED 251 Assessment, Diagnosis, and Evaluation SPED 253 Applied
Behavior Analysis and Positive
Behavior Support EDUC 275 Literacy Assessment and Instruction I SPED 272 Schools, Families, Communities and Disabilities SPED 275 Career, Vocational, and Transitional
Planning SPED 266 Student Teaching in Special Education, Mild and Moderate Disabilities or SPED 227 Practicum - Mild and Moderate Disabilities EDUC 201 Education Research I * SPED 278 Consultation and Inservice *
SPED 220 Introduction to Special Education SPED 222 Characteristics of Students
with Mild / Moderate Disabilities SPED 223 Learning Environments and Differentiated Instruction SPED 251 Assessment, Diagnosis, and Evaluation SPED 253 Applied
Behavior Analysis and Positive
Behavior Support EDUC 275 Literacy Assessment and Instruction I SPED 272 Schools, Families, Communities and Disabilities SPED 275 Career, Vocational, and Transitional
Planning SPED 276 Coordination of Cooperative Occupational Programs SPED 268 Student Teaching in Special Education, Mild and Moderate Disabilities SPED 228 Practicum - Mild and Moderate Disabilities
SPED 220 Introduction to Special Education SPED 222 Characteristics of Students
with Mild / Moderate Disabilities SPED 223 Learning Environments and Differentiated Instruction SPED 251 Assessment, Diagnosis, and Evaluation SPED 253 Applied
Behavior Analysis and Positive
Behavior Support EDUC 275 Literacy Assessment and Instruction I SPED 272 Schools, Families, Communities and Disabilities SPED 275 Career, Vocational, and Transitional
Planning SPED 276 Coordination of Cooperative Occupational Programs SPED 268 Student Teaching in Special Education, Mild and Moderate Disabilities or SPED 228 Practicum - Mild and Moderate Disabilities EDUC 201 Education Research I * SPED 278 Consultation and Inservice *
As a consequence, we give them a
Behavior Support Plan (BSP) along with a Functional Behavior Analysis (FBA) to study and quantify their «maladaptive behavior» while teaching them «replacement behaviors
Behavior Support Plan (BSP) along
with a Functional
Behavior Analysis (FBA) to study and quantify their «maladaptive behavior» while teaching them «replacement behaviors
Behavior Analysis (FBA) to study and quantify their «maladaptive
behavior» while teaching them «replacement behaviors
behavior» while teaching them «replacement
behaviors.»
SPED 220 Introduction to Special Education SPED 223 Learning Environments and Differentiated Instruction SPED 224 Curriculum & Methods for Students
with Moderate & Severe Intellectual Disabilities SPED 225 Introduction to Behavioral Disorders and Learning Disabilities SPED 251 Assessment, Diagnosis, and Evaluation SPED 253 Applied
Behavior Analysis and Positive
Behavior Support SPED 254 First Aid, Health & Safety for Individuals
with Moderate & Severe Disabilities EDUC 275 Literacy Assessment and Instruction I SPED 272 School, Families, Communities and Disabilities SPED 275 Career, Vocational, and Transitional
Planning SPED 276 Coordination of Cooperative Occupational Programs SPED 229 Practicum in Behavioral Disorders and / or Learning Disabilities
Safe and Ethical Use of Computers School Choice, Interdistrict Public School Climate Survey School Ethics Commission School Facilities School Finance School Forms School Improvement Panel (ScIP) School Performance Reports School Preparedness and Emergency
Planning School Safety and Security School Start Time «School Violence Awareness Week» in Accordance
with Public Law 2001, Chapter 298, Guidelines for Public Schools and Approved Schools to Observe Schools, NJ Directory Science Self - Assessment for HIB grade Senate Youth Program (U.S.) Single Audit Summary Social and Emotional Learning Social Studies Spanish Portal Special Education Standards (Student Learning / Academic) State Aid Summaries State Board of Education State Board of Examiners State Special Education Advisory Council Structured Learning Experiences (SLE) Student Assistance Coordinator (SAC) Student - Athlete Cardiac Assessment professional development module Student - Athlete Safety Act Webinar Student
Behavior Student Health Student Health Forms Student Health Survey, New Jersey Student
Support Services Suicide Prevention Summary of Gifted and Talented Requirements
The third recommendation connects these teacher concerns to resources the TDOE could provide in conjunction
with Response to Instruction and Intervention for
Behavior (RTI2 - B): «Because TDOE focuses on RTI2 - B in the draft ESSA
plan (2016), TDOE could expand the RTI2 - B framework to reach more districts and schools through CORE offices or Tennessee
Behavior Supports Project (TBSP), thereby providing additional targeted
support in areas highlighted as obstacles by teachers.»
Supports educators
with the tools they need to create and implement effective
behavior plans that increase learning and decrease challenging
behavior.
Teams charged
with developing an individualized education program (IEP) for students
with disabilities are required to conduct a functional behavioral assessment and to implement
behavior intervention
plans that include positive behavioral interventions and
supports.
(1997) E652: Current Research in Post-School Transition
Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students
with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional
Behavior Assessment and
Behavior Intervention
Plans (1998) E628: Helping Students
with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students
with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students
with Emotional and Behavioral Disorders (2000) E564: Including Students
with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735:
Planning Accessible Conferences and Meetings (1994) E593:
Planning Student - Directed Transitions to Adult Life (2000) E580: Positive
Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students
with Severe Disabilities (2002) E609: Public Charter Schools and Students
with Disabilities (2001) E616: Research on Full - Service Schools and Students
with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students
with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students
with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students
with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students
with Disabilities: A Call to Educators (2002) E642:
Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students
with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students
with Learning Disabilities (1999) E605: The Individualized Family Service
Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention
Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?
We have started a drive to raise funds to hire professional dog behaviorists help us work
with and develop training
plans for the dogs needing
behavior support.
She is committed to
supporting your family to achieve the best possible resolution of the undesirable
behavior with scientific, positive, and humane treatment
plans.
For veterinarians facing difficult pet
behavior cases, The Animal Behavior Network becomes an extension of your practice, providing the support you need with behavioral treatment plans and medi
behavior cases, The Animal
Behavior Network becomes an extension of your practice, providing the support you need with behavioral treatment plans and medi
Behavior Network becomes an extension of your practice, providing the
support you need
with behavioral treatment
plans and medications.
Her in - home
behavior assessments include designing
behavior modification and training
plans with pet guardians to
support their goals and the success of their companion animals.
Common work activities listed on a
Behavior Interventionist resume sample are working
with individuals or groups, implementing treatment
plans, providing
support to families, and fostering societal integration.
Worked as a teacher assistant in the school
with the following responsibilities and duties: provided
support to the teachers in the office administration and in other works; responsible for the supervision of the classroom in the absence of class teacher; responsible for the assessment of the students and keeping record of their progress; helped teacher to develop and promote new activities in the classroom, responsible for checking students
behavior and discipline in the canteen area; helped teachers in preparing lesson
plans
• Provided
support in diagnosing behavioral issues by actively engaging patients in conversation • Took notes during the interview process and provided feedback regarding patient assessment • Assisted in assessing patients by observing them and ensured that they were kept comfortable during the analysis process • Implemented dedicated
behavior management
plans by indulging in therapeutic sessions
with clients • Reported any significant changes in patients
behavior to the
behavior therapist in a prompt manner • Created and recorded patient information in facility database, keeping both integrity of data and confidentiality in mind
Kindergarten Assistant GREAT ACADEMY, Milwaukee, WI (5/2012 to Present) • Assist lead teachers in implementing predesigned kindergarten curriculum • Provide
support in creating and imparting lesson
plans • Work
with each student on an individual level to ensure that he or she is at par
with the academic level of the class • Provide individual and group instructions to adapt the curriculum to the needs of students» intellectual levels • Help
plan lessons on daily and long - range basis and conduct exercises
with small groups of students • Observe and monitor student
behavior and inform lead teacher of any alarming situations • Assist special needs students in learning level - appropriate skills to help them integrate into regular classes • Check students» work and ensure that it is in compliance
with the lead teacher's instructions • Create and maintain records of students and ensure that they are kept confidential • Provide feedback to lead teacher for the purpose of building individual student reports
• Assisted Spanish teacher in implementing lesson
plans for language learning • Lent a hand in integrating appropriate technology into classroom instructions •
Supported students in weak areas and grade assignments as required • Handled student
behavior in order to comply
with the school's policies • Kept accurate record of students and their progress reports
• Hands - on experience in providing assistance
with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student
behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate
with students and provide them
with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships
with students to promote student self - esteem • Proven ability to mediate student conflicts and handle
behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional
support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers
with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner
• Monitor student
behavior within the classroom as indicates in the IEP
plan • Provide discrete trial instruction to assigned students on an individual and group setting • Assist lead teacher in developing lesson
plans according to the specification charted out in the school curriculum • Ascertain that the classroom is safe and conducive to learning new concepts • Provide assistance to students by escorting them to and from services throughout the school • Ascertain that verbal
support is provided to students to promote and direct their activities • Conduct student assessments and chart out causes of concern to ensure early intervention • Handle crises situations by ensuring student safety and wellbeing, in accordance
with school protocols
Teacher Assistant • Provided
support in administering / implementing lesson
plans according to set curriculums • Assisted students in understanding class assignments and concepts and provided them
with support in managing them • Established and maintained standards of
behavior for students and ensure that all students follow them • Observed students for signs of distress and educational or emotional distress and assist them in dealing
with them • Performed research work and develop instructional materials to help lead teacher impart lessons • Ascertained that the classroom is kept clean and safe for students • Assisted in administering tests, marking papers and handling students evaluations
The Mind People, Saint Paul, MN, 1/2009 to 9/2009 Intern • Assisted in assessing patients
with behavior problems by engaging them in conversation • Provided
support to psychologists in terms of taking patient data and providing feedback •
Planned interventions and observation techniques to determine patient response to medication and therapy • Restrained unruly patients to ensure that they do not harm themselves • Took telephone calls for information and appointments • Maintained records of patients» medical and mental health histories
• Assisted lead teachers in creating specifically targeted lesson
plans for students
with special needs • Provided assistance in imparting lessons based on special education techniques approved by the school • Enforced
behavior standards and ensured that each student followed them appropriately • Assisted students
with special needs in understanding concepts individually and in groups • Ascertained the overall safety and wellbeing of enrolled students by providing them
with physical cover and emotional
support
The Arc of the Ozarks, St. Paul, MN 9/2009 to Present
Behavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obs
Behavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obse
Support Technician • Confer
with school nurses and teachers to determine types of
behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obs
behavior issues certain students are facing • Assess each child for
behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obs
behavior issues by conferring
with them individually and in groups • Determine strategic
behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obs
behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obse
support programs for each individual student • Conduct classroom observations to determine
behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obs
behavior intervention
plans • Hold meetings
with teachers and social workers to determine need for intervention •
Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to
behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obs
behavior issues • Supervise students» interactions
with their peers and take notes to determine
plans of action • Document progress of each student after careful observation
• Singlehandedly develop an interactive learning program based on individual students» learning abilities, resulting in increased positive response from the student body • Train fellow special education teachers in using sign language
with students
with hearing and speech problems, which resulted in increased student confidence • Create and implement curriculum based on the individual requirements of each student enrolled in the special needs class • Design, develop and implement lesson
plans to meet each special student's requirements • Assess each enrolled student to determine his or her individual capabilities and limitations • Provide both direct and indirect instructional
support to students by employing special education strategies and techniques • Teach socially acceptable
behavior by both instructing it and modeling it effectively
• Confer
with patients and families to determine mental health issues • Take and record patients» mental health histories and medical backgrounds • Assist mental health professionals in diagnosing mental health diseases • Provide
support in evaluating patients» mental health for the purpose of formulating care
plans • Formulate and implement mental healthcare
plans according to each patient's specific needs • Supervise treatments administered to patients
with mental health issues • Observe and changes in
behavior or response to medication and communicate findings to healthcare professionals
Web Marketing and Analytics Consulting — Selected Duties and Responsibilities Lead through example
with consistent work ethic, attitude, and professionalism, while developing marketing strategies through strategic target audience assessment and analysis Collaborate in all phases of strategic project
planning and automation
with senior - level management, including dashboard development, tracking code implementation, campaign execution, and report scheduling Provide guidance and leadership
with respect to marketing campaign strategy development, benchmarking, implementation, post-execution analysis, and process optimization Measure the success of website and online marketing initiatives using data and related key metrics and evaluating the digital marketing maturity level, ensuring highest competitive abilities versus industry competitors Validate all data capturing processes and report populations
with respective web analytics tools, ensuring the quality and integrity of all data within system as well as all generated reports Utilize experience in BFS, consumer goods, high - tech products / services, media, and digital marketing tools, along
with related talent among team
with focused collaboration and the promotion of a performance - based environment leveraging individual talents for group benefit Perform A / B and multivariate testing as well as
behavior and outcome metrics analyses, reporting results in a clear, accurate, and meaningful manner to clients and management Address key client queries and resolve them in an expedited manner, promoting sustained revenue growth through client retention and relationship development Meet and exceed all marketing targets while tracking progress versus established internal and external industry benchmarks, focusing on both revenue generation as well as cost control Maintain a strong working knowledge of the product and respective marketplace, including pricing and regulatory trends, client requirements, competitor strategies, and product growth Act as a liaison between clients, vendors, sales and
support staff, and executive management to facilitate information flow and drive operational efficiency
John B. Kelly Elementary School — Philadelphia, PA Extended School Year Autistic
Support Teacher (Summer 2009)-- Grades 1 thru 3 - Executed instruction from a Life Skills Curriculum, employed instruction from IEP goals, delegated responsibilities to classroom aides, collected and analyzed data for each students» IEP goals, followed and created Positive Behavior Support Plans for each student, worked collectively with parents, Therapeutic Support Staff, Behavior Specialists and addition support per
Support Teacher (Summer 2009)-- Grades 1 thru 3 - Executed instruction from a Life Skills Curriculum, employed instruction from IEP goals, delegated responsibilities to classroom aides, collected and analyzed data for each students» IEP goals, followed and created Positive
Behavior Support Plans for each student, worked collectively with parents, Therapeutic Support Staff, Behavior Specialists and addition support per
Support Plans for each student, worked collectively
with parents, Therapeutic
Support Staff, Behavior Specialists and addition support per
Support Staff,
Behavior Specialists and addition
support per
support personnel.
Warren G. Harding Middle School — Philadelphia, PA Learning
Support Teacher (2008 - 2009)-- Grade 6 - Implemented differentiated instruction, created and applied Positive
Behavior Support Plans, developed relationships
with parents and students, employed a variety of instructional and assessment strategies, and provided accommodations for students on varying academic levels.
St. Francis Home for Children — EDTP (New Haven, CT) 7/2005 — 7/2006 Clinician • Collaborate efficiently
with parents, therapeutic
support staff, behavioral specialists, and other support personnel in the complex instructional efforts • Employed instruction from IEP goals while collecting and analyzing data to assess progress • Created and followed Positive Behavior Support Plans while delegating important tasks to classroo
support staff, behavioral specialists, and other
support personnel in the complex instructional efforts • Employed instruction from IEP goals while collecting and analyzing data to assess progress • Created and followed Positive Behavior Support Plans while delegating important tasks to classroo
support personnel in the complex instructional efforts • Employed instruction from IEP goals while collecting and analyzing data to assess progress • Created and followed Positive
Behavior Support Plans while delegating important tasks to classroo
Support Plans while delegating important tasks to classroom aides
Instructional leaders
support teachers
with lesson
planning and curriculum implementation,
behavior management strategies, and professional development.
Designed for the many people who care for and / or come in contact
with young children — parents, child care providers, teachers, police officers, community leaders, health and social service professionals, and mental health practitioners, this publication guides readers through recognizing the full range of symptoms and
behaviors that may stem from infants» and toddlers» exposure to violence;
supporting those giving care to traumatized young children; and designing and carrying out treatment
plans to help children and their families cope and recover.
Iowa services offered include assistance
with behavior management
plans, crisis intervention, advocacy for the family and child
with schools, service providers and DHS, developing service goals to help stabilize the child and family, and
supporting the family's relationship
with birth family or kin.