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07 Guiding Questions for Coaches ISF Introduction

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These evaluation briefs describe findings from data related to some aspect of PBIS implementation. They are short, easy-to-read summaries. Each brief includes descriptions of the method, the data, the results, and provides a discussion for future research.

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These evaluation briefs describe findings from data related to some aspect of PBIS implementation. They are short, easy-to-read summaries. Each brief includes descriptions of the method, the data, the results, and provides a discussion for future research.

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Midwest PBIS Network Guides and Additional Resources

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Midwest PBIS Network Guides and Additional Resources

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What will be different when education and mental health systems are integrated?

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Email: TIER@meadowscenter.org

Subscribe to TIER Updates

https://tinyurl.com/TIER-subscribe

Request for TIER Support https://tinyurl.com/RequestTIERSupport

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Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBIS

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Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBIS

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Eber, L., Barrett, S., Perales, K., Jeffrey-Pearsall, J., Pohlman, K., Putnam, R, Splett, J., & Weist, M.D.(2019). Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBIS, Volume 2: An Implementation Guide. Center for Positive Behavior Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene, Oregon: University of Oregon Press.

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Center on PBIS | Resource: Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBIS, Volume 2: An Implementation Guide

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Eber, L., Barrett, S., Perales, K., Jeffrey-Pearsall, J., Pohlman, K., Putnam, R, Splett, J., & Weist, M.D.(2019). Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBIS, Volume 2: An Implementation Guide. Center for Positive Behavior Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education).

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Training of Trainers Participant Evaluation

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04 Guiding Questions for Coaches Intensive PBIS Implementation

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How to guide LEAs through the development of procedures to navigate through tier 3 with special education, 504, when referrals take place, progress monitoring, how are special education students supported in tier 3?

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How can we make sure we are not creating a “trigger date” which is inadvertently launching a SPED timeline for an Evaluation? (This question has come up during Overview of MTSS trainings as well.)

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I love what David said that we have all of these awesome frameworks that typically overlap, i.e., Restorative Practices, PBIS, ISF.  Project it as an interconnected multi-tiered support.  But we need to start working together between behavior/mental health and academics/learning.  Those silos need to come down.  How to we merge all these frameworks together?

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How can we merge/collaborate/align various initiatives (e.g., TIL, ESF, PBIS)?

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We have the skeleton of a team at our ESC, but I want to engage more folks from the general education department.  Otherwise, it continues to be viewed as a "special ed" thing. . . . What are some ideas for making this happen?

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TIER  has been presented through Special Education at TEA.  How do we garner support from general education so that they realize that this is a general education process?

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Do you think a district/campus needs to already have established a solid PBIS system prior to focusing on ISF? I would like to start with ISF from the beginning?

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Everything is under the umbrella of MTSS, correct?