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Meaningful Inclusion for Students with Disabilities Presentation

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Meaningful Inclusion for Students with Disabilities Presentation

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Running Start 072025 Paraeducator Resources

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Enroll in USBE Behavior Support Resources

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A safe and welcoming school environment allows every student to achieve academic growth as well as develop the behavioral, social, and emotional (BSE) learning skills necessary for learning. The implementation of effective strategies and best practices, within a variety of settings, improves the overall school climate and individual student outcomes. It is important that each student, within the Local Education Agency (LEA) and school, be taken into consideration in the development of behavior support programs. The Behavior Support Program provides links to relevant legislation, guidelines, and research-based strategies to help schools support positive behavioral outcomes and social competence for every student. Behavior support happens on a continuum with discipline being the last resort.

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Inclusive Practices for Students with Disabilities Padlet

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Inclusive Practices for Students with Disabilities Padlet

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Utah’s Social Emotional Learning page give resources for the following: understand and manage emotions; set and achieve positive goals; feel and show empathy for others; establish and maintain positive relationships; make responsible decisions; and self-advocate.

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Evidence-Based Interventions Companion USBE LRBI Companion Guide

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Evidence-Based Interventions Companion USBE LRBI Companion Guide

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Positive Behavioral Interventions and Supports

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Positive Behavioral Interventions and Supports

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Individuals with Disabilities Education Act

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Section 1415 (k) - Individuals with Disabilities Education Act

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(k) Placement in alternative educational setting (1) Authority of school personnel (A) Case-by-case determination School personnel may consider any unique circumstances on a case-by-case basis when determining whether to order a change in placement for a child with a disability who violates a code of student conduct. (B) Authority School personnel under this subsection may…

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Restorative practices are approaches to proactively build positive school culture and relationships while holding students accountable for disruptive behaviors and providing students an opportunity to repair harm and restore positive relationships. Restorative practitioners have a mindset of spending 80% of the time being proactive, using affective statements, affective questions, and small impromptu conversations with students. Twenty percent of the time is spent on responding to student’s behaviors using circles and formal conferences, which take time and planning. Engaging in restorative practices result in fewer disruptive behaviors, suspensions, and expulsions which allows more time for educators and students to focus on in-school learning.

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Team Initiated Problem Solving Fidelity Checklist

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Team Initiated Problem Solving Fidelity Checklist

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Center on PBIS | Resource: TIPS Fidelity Checklist

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Word Doc: The Team Initiated Problem Solving Fidelity Checklist (TIPS-FC) is a progress-monitoring tool for a team and their coach to use as a guide for planning, implementing, and sustaining best practice meeting foundations and using data for problem solving and decision-making.

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Overview

UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

UMTSS Eight Critical Components:

1. High Quality Instruction

2. Data-Based Decision Making

3. Team-Based Problem Solving

4. Equitable Education for Each Student

5. College and Career Readiness

6. Proactive School Climate and Structure

7. Parent and Community Involvement

8. Supportive Leadership

Objectives
Infrastructure and Collaboration
UMTSS is designed to support Utah LEAs and schools in developing sustainable, evidence-based practices and provide supports for students within a multi-tiered system. The purpose of UMTSS is to provide guidance and resources for LEAs as they build infrastructure. Website and online resources help LEAs integrate academic and behavior systems, implement systems and interventions with fidelity, utilize data, and sustain efforts over time to positively impact student outcomes.
Note: The contents of this website were developed under a grant from the U.S. Department of Education, #H323A120022. However, those content do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer Paula Maccini.
Multi-Tiered System of Supports (MTSS)

MTSS is a framework for integrating assessment and intervention to maximize student achievement, reduce behavior problems, and increase long-term success (National Center on Response to Intervention [NCRI], 2014). The combination of systematic implementation of increasingly intensive intervention, sometimes referred to as tiers, and carefully monitoring students' progress distinguishes MTSS from typical prevention measures. In an MTSS framework, emphasis is placed on ensuring that interventions are implemented effectively. This is often referred to as implementation integrity or fidelity (Batsche et al., 2005).

Utah's MTSS Model

MTSS is a framework for implementing systemic, evidence-based practices to maximize student achievement in academics and behavior in preparation for and leading to College and Career Readiness. The MTSS model includes Universal, Targeted, and Intensive levels of support, which are defined in the Utah MTSS 3-Tier Definitions for several identified critical components, such as academics, behavior, and educational equity.

Universal (Tier 1) represents those supports provided to all students. Tier 1 practices should be implemented with fidelity prior to addressing practices for Tier 2 or 3. Targeted (Tier 2) represents additional supports provided to remediate or accelerate student success. Intensive (Tier 3) represents individually-responsive supports intended to further remediate or accelerate student success and do not necessarily equate to special education services. Individually-responsive supports are developed based on individual need but may be provided in a small group or individual format. Tier 2 and 3 supports are provided in addition to, not in place of, Tier 1 instruction.

Utah Multi-Tier System of Supports (UMTSS) staff and grant funds focus on building critical infrastructure and sustainable systems at the Local Education Agency (LEA) and school levels. UMTSS supports LEAs in building effective leadership and implementation teams capable of implementing and sustaining MTSS practices with fidelity.
Note: We are rebuilding the information in this section over the summer months, so some of the web links in this section may be broken or unavailable at the moment.
Online Training Courses

UMTSS Utah Education Network (UEN) Canvas Course Series
Getting Started
The UMTSS Canvas Course Series introduce the foundational concepts and tools to help guide district/Local Education Agencies (LEA) level teams during the early stages of implementation. Course content includes best practices in supporting students within a multi-tiered framework, providing evidence-based professional development, effective coaching, collecting and using data meaningfully, and implementing evidence-based practices within specific academic and behavioral content areas.

Enroll in courses by selecting the link below:

New Courses (2016)
Hints for Navigation
Once enrolled, course are accessible with UEN Canvas.

Click "Previous" or "Next" buttons at the bottom of each page to navigate through the course.

Avoid using the browser back button when submitting assignments and quizzes.

Enable pop-ups in the web browser to visit helpful hyperlinks within the course.

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utah multi-tiered system of supports (umtss)

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Utah Multi-Tiered System of Supports (UMTSS)

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UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

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MTSS Canvas Training Courses Table with Hyperlinks.pdf

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Using Functional Behavioral Assessments to Create Supportive Learning Environments

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Using Functional Behavioral Assessments to Create Supportive Learning Environments

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Individuals with Disabilities Education Act

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Using Functional Behavioral Assessments to Create Supportive Learning Environments. November 2024 - Individuals with Disabilities Education Act

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Topic Areas: Discipline/Behavioral Supports, Evaluation and ReeavluationUsing Functional Behavioral Assessments to Create Supportive Learning Environments. November 2024 PDFView PDFUsing Functional Behavioral Assessments to Create Supportive Learning Environments. November 20240 U SING F UNCTIONAL B EHAVIORAL A SSESSMENTS TO C R E AT E S UPPORTIVE L EARNING E NVIRONMENTS . O FFICE OF SPECIAL EDUCATION…

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Least Restrictive Behavioral Interventions Technical Assistance Manual

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Least Restrictive Behavioral Interventions Technical Assistance Manual

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In an effort to provide clarity about the unique contributions of several professions within the context of multidisciplinary treatment, we reviewed the definitions, philosophical underpinnings, and national requirements pertaining to both scopes of…

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Meaningful Inclusion for Students with Disabilities Implementation Guide

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Meaningful Inclusion for Students with Disabilities Implementation Guide

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Utah’s Prevention Home page offers resources, policies, and support to ensure safe, respectful school environments for all students.

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Revenge Neuroscience - James Kimmel Jr. JD

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Revenge Neuroscience - James Kimmel Jr. JD

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485 – Why Normal People Do Horrific Things: The Neuroscience of Revenge with James Kimmel Jr.

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Dr. James Kimmel, author of, The Science of RevengeWhat if the desire for revenge wasn’t just emotional—but biological? In this gripping conversation, Yale-trained lawyer and researcher Jame

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Innovating Behavior Analysis in General Education

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Innovating Behavior Analysis in General Education

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Episode 183: Innovating Behavior Analysis in General Education with Charda’e Pearson, M.S., BCBA | The Behaviour Speak Podcast

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Why You Can't Heal Until Your Body Feels Safe...And How to Get There with Dr. David Rabin

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Why You Can't Heal Until Your Body Feels Safe...And How to Get There with Dr. David Rabin

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Posted in:

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If you've ever felt like you're doing all the right things-the workouts, the healthy food, the meditation app, the supplements-but your body still isn't responding the way it should... this episode is for you.

Because here's the truth: You can't heal until your body feels safe. Not calm. Not relaxed. Safe. And that's not just a mindset-it's a biological state.

Today's guest, Dr. David Rabin, is a board-certified psychiatrist, neuroscientist, and co-founder of Apollo Neuro. He's spent decades researching how chronic stress, trauma, and even subconscious fear can hijack your nervous system and silently block your body's ability to recover. What he's uncovered is game-changing: the body doesn't heal because we tell it to-it heals when it knows it can.

In this conversation, we break down exactly how that works-starting with the vagus nerve, the body's command center for switching between stress and recovery. Dr. Rabin explains why your nervous system might still be operating in fight-or-flight mode, even if your life feels perfectly fine. You'll learn how stress re-routes resources away from the parts of your body responsible for sleep, digestion, immunity, and long-term healing-and why most of us have no idea it's happening.

We also explore how trauma can be stored in the body for years, why it doesn't always show up in your memories, and how new tools-from psychedelics to vibration-based therapies-are helping people access deep healing without spending a decade in talk therapy.

By the end of this episode, you'll have a whole new framework for understanding stress-not just as a feeling, but as a physiological state you can learn to shift. And more importantly, you'll leave with actionable ways to start teaching your body what safety actually feels like.

So if you've ever wondered why you still feel stuck-even when life looks good on paper-don't miss this one.

Let's get into it.

Learn more about Dr. Rabin at drdave.io.

Support the Show - Become a Patron!

Help us grow and become a Patron today: https://www.patreon.com/smartpeoplepodcast

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484 - Why You Can't Heal Until Your Body Feels Safe... and How To Get There with Dr. David Rabin - Smart People Podcast

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Dr. David Rabin, is a board-certified psychiatrist, neuroscientist, and co-founder of Apollo Neuro. He's spent decades researching how chronic stress, trauma, and even subconscious fear can hijack your nervous system and silently block your body's ability to recover.

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The Myth of Normal: Trauma, Illness, & Healing in a Toxic Culture

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The Myth of Normal: Trauma, Illness, & Healing in a Toxic Culture

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Trauma, Illness, & Healing in a Toxic Culture

By the acclaimed author of In the Realm of Hungry Ghosts, a groundbreaking investigation into the causes of illness, a bracing critique of how our society breeds disease, and a pathway to health and healing.

In The Myth of Normal (available for pre-order in U.S., Canadian, and UK editions, on sale 9/13/22), renowned physician Gabor Maté eloquently dissects how Western countries that pride themselves on their healthcare systems are actually seeing an upsurge in chronic illness and general ill health. Prescription drug usage, high blood pressure, mental illness, and so many other troubling issues are on the rise.

Over four decades of clinical experience, Maté has come to recognize the prevailing understanding of "normal" as false, neglecting the roles that trauma and stress, and the pressures of modern-day living, exert on our bodies and our minds at the expense of good health. For all our expertise and technological sophistication, Western medicine often fails to treat the whole person, ignoring how the toxicity of today's culture stresses the body, burdens the immune system, and undermines emotional balance.

Now Maté brings his perspective to the great untangling of common myths about what makes us sick, connects the dots between the maladies of individuals and the declining soundness of society-and offers a compassionate guide for health and healing. Co-written with his son Daniel, The Myth of Normal is Maté's most ambitious and urgent book yet.

Purchase The Book On-line

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By the acclaimed author of In the Realm of Hungry Ghosts, a groundbreaking investigation into the causes of illness, a bracing critique of how our society breeds disease, and a pathway to health and healing.

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You can Download the Example Form to Follow the Form.

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Example for PSC_FI-170 with W-9.kf. HIGHLIGHTED

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To receive clinical experience (CE) hours toward your PLP requirements, complete this form. Because you are only allowed to submit for one CE area at a time, you will need to submit this form after each presentation, every day. Contact sped-mentors@schools.utah.gov or call 801-538-7605 or 801-538-7733 with any questions.

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To receive clinical experience (CE) hours toward your PLP requirements, complete this form. Because you are only allowed to submit for one CE area at a time, you will need to submit this form after each presentation, every day. Contact sped-mentors@schools.utah.gov or call 801-538-7605 or 801-538-7733 with any questions.

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We Don't Eat Our Classmates

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Please download the form and fill out the information. Then email the form to Becky Unker at: becky.unker@schools.utah.gov

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2025 Running Start Participant Stipend Form-Fillable Document

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Here is a checklist of items needed for each type of credit.

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Roles and Responsibilities Overview Template