ADDPC

http://jennmolo.com/wp-login.php?redirect_to=http://jennmolo.com/compact-powder-1/ Initial funding and support of the PBISaz Advisory Council is through the Governors’ Council on Developmental Disabilities.

The Arizona Developmental Disabilities Planning Council (ADDPC) will play the critical role of funding the project initially, and providing overall contract management responsibilities.

• The Institute for Human Development, Arizona’s University Center on Disabilities (IHD/AzUCD) will provide overall project and contract management activities, training, ensure proper disposition of resources and ensure proper documentation as required. IHD/AzUCD will accomplish the goals and objectives of the project both directly and through subcontracts with KOI Education and other DD Network partners below.
• The Arizona Center For Disability Law (ACDL) will provide community training to parents and LEAs in current policies and laws related to restraints and seclusion.
• The Sonoran Center for Excellence in Developmental Disabilities Education, Research and Service (Sonoran UCEDD) will provide the project evaluation to determine the success or failure of the project to meet set goals and objectives.

In addition, through the development and implementation of an Advisory Council, the project will develop partnerships with numerous child centric stakeholder institutions in Arizona. Through these partnerships, the program is more likely to be effective, efficient, and supported. In preparing this proposal, staff from IHD/AzUCD and ADDPC met with the chairs, directors and presidents of these organizations to share the vision of this project and to gain their support:

Scope of Work

This is a multi-year effort to help LEAs implement PBIS as an effective alternative to restraint and seclusion, and thereby reducing the incidence of students removed from the learning environment for challenging behaviors. Year one involves coordinating all of Arizona’s relevant resources (ADE, ADDPC, LEA personnel, PBIS experts, etc) into one cohesive effort that will ensure the following:

LeadershipThe first year will consist primarily of forming the Positive Behavior Intervention Support – Advisory Council (PBIS-AC) with key stakeholders who have the interest and authority to make decisions for the project. Over the course of six meetings, the PBIS-AC will conduct the following:

• Chepo Assessment – Using the planning documents from the national Technical Assistance Center on Positive Behavioral Interventions & Supports Implementation Blueprint and where can i buy clomid online in the uk Self-Assessment – To assess Arizona’s strengths and needs relative to a statewide system of PBIS.
• http://hiperduct.ac.uk/top-term-paper-ghostwriter-for-hire-liverpool Action Plan – From the above assessment, develop a planning document with prioritizing action steps required for full implementation a statewide system of PBIS. This action plan will include criteria for selecting LEAs interested in receiving training and technical assistance, as well as criteria for including persons or organizations who can provide the training and technical assistance. Another resource that will be used to define those criteria includes the 15 principles described in the Department of Education Restraint and Seclusion Resource Document.
• buy modafinil pharmacy Target LEAs – By the end of year one the selection process will begin that will identify the first few LEAs to begin receiving PBIS training and technical assistance prescribed by the PBIS-AC the following year.

Although this is being proposed as a multi-year project the objectives below reflect the first year of the project only, establishing the “Infrastructure” to provide direction for the activities of the following years. It is also expected that members of the PBIS-AC will become long-term members of a statewide leadership team, formed to provide leadership to future PBIS efforts and ensure sustainability over time. Upon meeting objectives in the first year, the project will seek continued funding of up to four years in order to achieve full implementation and long-term sustainability of a statewide system of PBIS.

Outcomes

1. A standard rubric will be developed for LEA recruitment, evaluation, and continued participation in PBIS training and technical assistance activities supported by this project. In future years data will be reported on the number of LEAs applying for project support, the number selected (based on the rubric), the number actively participating in training and technical assistance, and the number no longer participating (either because of completion or failure to adhere to the criteria in the rubric).
2. A standard method to evaluate annual PBIS implementation within each LEA will be selected or developed. In future years this evaluation method will be used to recognize and celebrate LEAs with high Implementation scores. Data will be reported on the ratio of LEAs who have received PBIS training and technical assistance and maintain high implementation scores compared to the total participating LEAs.

Sustainability

This project will only be sustainable with multiple years of funding.

The first year is for planning only. Actual training and technical assistance to LEAs will begin in year two and must continue for several years to make an impact on the lives of students with developmental disabilities. All other states that have a coordinated and sustained system of PBIS do so through active leadership of their state department of education. In year one Arizona Department of Education (ADE) staff will be active and critical members of the PBIS-AC. It is anticipated that they will use the PBIS-AC and the ADDPC funding that supports this project as a springboard to improve, consolidate and enhance their current supports to LEAs, so that in five years ADE will have policies and practices in place to continue what this project has begun.

Some, but not all sustainability efforts include:

• Establish a Memorandum of Understanding (MOU) between ADE and ADDPC for continued collaboration in PBIS for years to come.
• Ensure that a system for recording and analyzing student outcome data exists (e.g., trends in the use of seclusion and restraint), and allows LEAs to make data-based decisions long after this project ends. The ADE AzSAFE is such a tool and could be modified to meet this need.
• Train LEA personnel who have successfully implemented PBIS in their schools, to administer an “Implementation” evaluation so they could be called on to evaluate other schools. The goal would be to continue celebrating those schools with high “Implementation” scores long after this project ends. The School Evaluation Tool (SET) is such a tool.
• Use existing resources within ADE to allow staff from one LEA to travel to another and provide technical assistance or conduct PBIS assessments. This builds on the resources within LEAs to sustain these efforts even after funding for this project ends. The ADE Support Cadre is such a resource.
• Apply for federal or other grant funding to support any of the PBIS-related activities (e.g., training, technical assistance, data collection/management, evaluation, etc).
• Create media materials (e.g., streaming videos) of training materials that could be available to all LEAs and families in the future, even after funding for this project ends.
• Establish and annual PBIS conference that serves the dual purpose of sharing the latest PBIS methods, and recognizing all “implementing” schools (those that scored high on the SET) during the past year.