Components of a Behavior Plan and Writing Behavior
Components of a Behavior Plan and Writing Behavior Goals
State Board of Education Vision _________________ To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Mission ________________ To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community Regional Training-2015 -2016 ©MDE-Bureau of District Support 2
State Board of Education Goals 5 -Year Strategies Plan for 2016 -2020 üAll Students Proficient and Showing Growth in All Assessed Areas üEvery Student Graduates High School and is Ready for College and Career üEvery Child Has Access to a High-Quality Early Childhood Program üEvery School Has Effective Teachers and Leaders üEvery Community Effectively Using a World-Class Data System to Improve Student Outcomes Regional Training-2015 -2016 ©MDE-Bureau of District Support 3
Behavior is Learned Just as we must actively TEACH & REINFORCE the academic skills children learn, behavioral and functional skills MUST also BE TAUGHT & REINFORCED. Regional Training-2015 -2016 ©MDE-Bureau of District Support 4
B. F. Skinner Behavior is defined as a being’s interaction with the environment. Regional Training-2015 -2016 ©MDE-Bureau of District Support 5
We can predict most behavior based on what we know of the person and the environment. Regional Training-2015 -2016 ©MDE-Bureau of District Support 6
Predicting Behavior: What is the Probability of Response? People behave the way they do because this kind of behavior had certain consequences in the past. • Understanding a person’s background knowledge, prior experiences, and behavioral tendencies in similar situations can help us predict behavior or determine the “probability of response” (Po. R) in certain environments. • Additionally, understanding the general characteristics of disabilities and how the specific disability “manifests” for the individual is imperative to predicting Po. R. • Finally, when attempting to determine Po. R, it is important to give consideration to the other unique needs and/or typical agerelated/developmental stages of the person, and any specific circumstances surrounding the behavioral event. Regional Training-2015 -2016 ©MDE-Bureau of District Support 7
Skinner Says This: Regarding Po. R, Skinner noted that behavior can only be “defined” to a particular person if both of the following two requirements exist: 1. the person must be able to execute and repeat given act / behavior, 2. other behaviors must not interfere appreciably. *Think about Skills Deficits and Performance Deficits Regional Training-2015 -2016 ©MDE-Bureau of District Support 8
Before Assuming a Child is Simply Refusing, Consider This: Skills Deficit Performance Deficit The student does not know how to perform the task or behavior. The student has previously performed the task or behavior, but is inconsistent. • Provide direct instruction of the expected behavior. • Model the expected behavior. • Provide opportunities to practice the expected behavior often. • Provide corrective feedback when behavior does not meet expectations (always stated in positive terms). • Provide social acknowledgement and praise when behavior meets expectations. • What is the function of the inconsistent behavior? Why is the student inconsistent? • Use reinforcing strategies that encourage student to perform behavior or task. • Look for motivation problems that may exist. • Does the student have the ability to discriminate as to when to exhibit the appropriate behavior / task? Regional Training-2015 -2016 ©MDE-Bureau of District Support 9
Teaching Behavior: Conditioning In most cases, behavior is shaped through conditioning. • Classical conditioning – associations • Operant conditioning – reinforcement • Behavioral Shaping • • Fading Chaining Prompting Reinforcement contingencies Regional Training-2015 -2016 ©MDE-Bureau of District Support 10
Reinforcement is anything that strengthens behavior. • Behavior that is reinforced tends to be strengthened (repeats) • Behavior that is NOT reinforced tends to be extinguished (weakened) Regional Training-2015 -2016 ©MDE-Bureau of District Support 11
Reinforcement of Behavior The Three-term Contingency: Something Happens STIMULUS (Antecedent) A Regional Training-2015 -2016 Behavior Occurs Something Else Happens RESPONSE (Behavior) REINFORCER (Consequence) B ©MDE-Bureau of District Support C 12
Triangle of Tiers Regional Training-2015 -2016 ©MDE-Bureau of District Support 13
Continuum of Evidence-Based Interventions An integrated and sequenced organization of practices is developed such that a: 1. Core level: core curriculum is provided for all students (universal / foundational support), 2. Targeted level: modification of this core is arranged for students whose performance is identified as nonresponsive, and 3. Intensive level: specialized and intensive curriculum is developed for students whose performance is deemed nonresponsive to the modified core. Regional Training-2015 -2016 ©MDE-Bureau of District Support 14
PBIS Support The United States Office of Special Education Programs (OSEP) has developed a technical assistance center to support effective school-wide interventions: The OSEP Center on Positive Behavior Interventions & Supports www. pbis. org Regional Training-2015 -2016 ©MDE-Bureau of District Support 15
Positive Behavior Interventions and Supports What is PBIS? • PBIS is NOT a program. It is a systematic method for providing evidence-based interventions and preventative techniques to students who exhibit behaviors that impede learning and/or have behavioral deficits that require shaping. • PBIS is noted, recommended, and considered a best practice by the federal government under IDEA. • The word “POSITIVE” in PBIS can be considered in scientific terms as “the presence of” or “existence of” behavioral interventions and supports (where, perhaps, they were absent before). For example: the “addition of” a reinforcement, which, ironically, IS often “positive” (or something good for the student). • PBIS promotes affirmative practices over punitive methods, in most instances. Regional Training-2015 -2016 ©MDE-Bureau of District Support 16
What is PBIS? The intent of PBIS is that we are “adding” or “including” interventions and supports rather than simply punishing students. Regional Training-2015 -2016 ©MDE-Bureau of District Support 17
A Medical Model Example Person feels sick. First step: try to heal self using prior knowledge, common sense, and maybe some over counter meds – person gives it time to see if improves. Regional Training-2015 -2016 No improvement: person goes to doctor and gets prescription. Person takes this stronger medicine and gives it time to see if improves. ©MDE-Bureau of District Support Still no improvement: person returns to doctor who will probably run tests and, based on the results of the test, do surgery / or prescribe more intensive support. 18
Continuum of Behavior Support: Linking Medical Model to Intervention Model Teacher notices a student has some behaviors that need to change: 1. Teacher uses knowledge, common sense, and general classroom management strategies to try and help student improve behavior (Core or Universal level) 2. After some time, teacher realizes this isn’t working and seeks advice (maybe from a behavior specialist, the IEP Committee, an administrator, another teacher, or from a book/internet/research) The teacher tries some more “prescriptive” techniques. Teacher might create a targeted support plan (TSP) and/or behavior goals are written. All of this is happening PRIOR to an FBA. (Targeted level) 3. After some time, teacher and/or other professional feels these strategies and techniques are still not helping the student improve behavior, so the student is given “intensive” support. At this point, assessments are done. This is where the FBA comes in. Based on the results of the FBA, an intervention plan is put into place. This is the formal BIP – it should be considered like surgery. It is necessary in order for the patient (the student) to survive (function) – and should be taken seriously. (Intensive level) Regional Training-2015 -2016 ©MDE-Bureau of District Support 19
Please Note: • Although moving through the levels (tiers) is generally the best way to provide behavior support for a student, remember EMERGENCIES and/or “CRITICAL CONDITIONS” do occur. When this happens, DON’T WAIT!!! • DO NOT GET HUNG UP ON “THE TIERS” … Tiers (or levels) are fluid and continuous. It is more about the intensity of service than the level (tier) designation. • Some cases, while not the norm, may require an IMMEDIATE Intensive level of support. It’s OK to skip tiers or move up/down tiers, if that is what is needed. Interventions can flow across tiers. • Each case is unique and should be individualized for the needs of the student. Regional Training-2015 -2016 ©MDE-Bureau of District Support 20
Please Note: • An FBA can be conducted at any time WHEN the IEP Committee feels it is necessary AND the parent agrees to the evaluation. • An administrator or other school official may make a request to the IEP Committee to consider an FBA at any point, but an FBA is only mandated by law during a Change of Placement for disciplinary reasons. • Some districts have their own policies about when an FBA should be conducted. Regional Training-2015 -2016 ©MDE-Bureau of District Support 21
What is a Targeted Support Plan? A TSP is simply a pre-FBA SYSTEMATIC plan for behavioral support (PBIS) to students who present behavioral challenges that impede learning. It usually comes into play during Tier 2 after core strategies haven’t worked. The term “TSP” was made up to signify a plan that is different than the mandated behavior intervention plan (BIP) that comes after an FBA. A district really can call this plan whatever they want – except: DO NOT CALL IT A BIPs must follow an FBA and have specific components that are monitored for compliance. Regional Training-2015 -2016 ©MDE-Bureau of District Support 22
Is it a TSP or a BIP? Targeted Support Plan TSP Behavior Intervention Plan BIP Created PRIOR to conducting an FBA – can be teacher or team / IEP committee developed Created by IEP Committee in response to a completed FBA Utilizes Level 1 and 2 Evidence-based interventions and classroom management strategies to improve concerning behavioral issues for one or more students Formalizes intensive interventions and evidencebased strategies based on information uncovered by the FBA regarding the function of behavior Does not have MDE mandated components but can look similar to a BIP Includes clearly identifiable and specific components mandated by MDE Should be aligned to behavioral goals in the IEP and information provided on the PLAAFP for strengths and impact of disability Must be directly linked to goals and other information on the IEP and becomes a formal, legally binding part of the IEP Progress monitoring should be used by IEP Committee for decision making about services, placement, and the need for FBA or other evaluations Progress monitoring must be used by IEP Committee for decision making about services, placement, and other evaluations NOT listed as a BIP under Special Considerations on IEP but could be mentioned under “document the basis” in that section Will be referenced throughout IEP and marked “YES” under Special Considerations as student having a BIP Regional Training-2015 -2016 ©MDE-Bureau of District Support 23
IEP Example: Special Considerations 2015 -2016 Regional Training ©MDE-Bureau of District Support 24
Evidence-Based Strategies for Behavioral Support Tier 1 (Core) Universal Tier 2 (Targeted) Includes T. 1 Strategies, plus: High Quality Instruction Check In / Check Out (Elementary) Classroom Management Check and Connect (Secondary) • Environmental Design • Rules, Procedures, Expectations, Routines • Prompts, Praise, Precorrection Techniques Behavioral Contract Overcorrection / Positive Practice Social Skills / Communication Skills Token Economy System Self-Management / Regulation Skills Level System CBT: Verbal Mediation / Coping Skills Response Cost Related / Collaborative Services Behavior Contingencies • (TSP) Targeted Support Plan (Pre-FBA) Time Out System Regional Training-2015 -2016 ©MDE-Bureau of District Support Tier 3 (Intensive) Functional Behavioral Assessment Behavior Intervention Plan (Post FBA) – developed by IEP Committee • Strategies from T. 1 and T. 2 as designed in BIP • Other interventions and /or placements as determined by IEP Committee 25
Behavior Support & the IEP • For students with disabilities, pay close attention to what is written on the IEP. • The IEP is a legal document and MUST be followed as specified. • Failure to implement the IEP as written can have serious implications. • When a student has impeding behaviors, BEHAVIOR GOALS should be written into the IEP. Regional Training-2015 -2016 ©MDE-Bureau of District Support 26
Developing Behavior Goals for the IEP Regional Training-2015 -2016 ©MDE-Bureau of District Support 27
PLAAFP – Impact of Disability 2015 -2016 Regional Training ©MDE-Bureau of District Support 28
Impact of Disability • If the student has a behavioral deficit that is impacting his/her ability to learn and progress in the general curriculum, information about that issue should be discussed on the IEP under this section. • Whatever it is, if you are writing a goal for it…it MUST be discussed in the impact of disability section of the IEP. • Link everything else you do within the IEP back to what has been said under this section. Regional Training-2015 -2016 ©MDE-Bureau of District Support 29
PLAAFP: Performance Summary 2015 -2016 Regional Training ©MDE-Bureau of District Support 30
Performance Summary • Prior to developing a goal for the student, you must know the level at which the student currently performs. • In this section, clearly define the student’s baseline data for the specific goal you are writing below (annual goals section). • Do NOT include information regarding goals that will be written on additional pages, unless that information also pertains to this goal. Stay specific to the current goal. • For behavior, baseline data MUST be specific to the goal, NOT the target behavior you are attempting to get rid of. You write goals about what you want him/her to do, so your baseline data must measure how well or at what level the student is currently doing what it is you WANT him/her to do. 2015 -2016 Regional Training ©MDE-Bureau of District Support 31
Performance Summary Baseline Data, For Example: • If the goal is written like this: “During instructional class time, Johnny will remain seated in his assigned area for at least 95% of the required time…” Do not write baseline data like this: • Johnny is unable to complete assignments because he is out of his desk 60% of the class time… Instead, try this: • Johnny has difficulty remaining seated in his assigned area during instructional time in Math. He is currently in compliance with staying seated 40% of the class period, based on 10 day observational data provided by the teacher. 2015 -2016 Regional Training ©MDE-Bureau of District Support 32
Developing the Annual Goal 2015 -2016 Regional Training ©MDE-Bureau of District Support 33
Components of an Annual Goal: Example for Completing Assignments: Condition Behavior When given an independent task that the teacher has evidence Suzie is capable of completing, Suzie will apply strategies learned in self-regulation skills training (ex. check it card, beat the clock, and pick a point), to complete her work, in a manner similar to her peers (2 prompts or interactions), 2015 -2016 Regional Training Criteria Reaching & maintaining an average of at least 80% of the time, based on the number of independent tasks given weekly ©MDE-Bureau of District Support Time Frame By the end of the 2015 -16 school year 34
Example: Annual Goal - Completing Assignments Goal # 1 Annual Goal By the end of the 2015 -16 school year, Suzie will use her selfregulation skill supports (ex. check it card, beat the clock, and pick a point) to complete independent tasks in a manner comparable to the average needs of her classroom peers (less than 2 prompts or interactions from teacher per assignment), maintaining compliance at least 80% of the time, as measured weekly with a progress monitoring checklist and/or work samples. 2015 -2016 Regional Training ©MDE-Bureau of District Support 35
Natural vs Clinical Settings Do not use “trials” or “sessions”, etc. when writing a behavior goal. Examples of what NOT to do: • “Johnny will remain seated in 4 out of 5 trials with 75% accuracy during instructional time…” • “Sally will follow teacher directives in 5 out of 6 classes daily…” 2015 -2016 Regional Training ©MDE-Bureau of District Support 36
Why don’t we use trials to measure behavior in the classroom? • The classroom is a natural setting NOT a clinical setting. • With behavior, it is next to impossible for a teacher to manipulate a situation in which he/she can initiate an actual “trial” and measure success. Plus, why would you want to? • Instead, use “opportunities” or “frequencies” for most all behavior measurements. • Ask: With what accuracy did Billy perform the intended behavior, given overall number of opportunities to perform within a certain time period? Example of what TO do: • During a regular school day, Billy will follow teacher directives, with no more than one reminder, at 80% accuracy as measured weekly by an opportunities check sheet. 2015 -2016 Regional Training ©MDE-Bureau of District Support 37
STIO vs Benchmark What is the difference? 2015 -2016 Regional Training ©MDE-Bureau of District Support 38
The Functional Behavior Assessment (FBA) Regional Training-2015 -2016 ©MDE-Bureau of District Support 39
The FUNCTION of Behavior: REMEMBER: all behavior is FUNCTION based. Most often, we act (behave) in order to GET or AVOID something. Even symptomatic behavior is functional. The Child GETS / GAINS: The Child ESCAPES / AVOIDS: Attention Desired items / tasks / feelings Undesired items / tasks / feelings Preferred activities Non-preferred activities / settings Control / Power Anxiety / Stress / Responsibility / Risk of failure Soothing sensory situations Aversive sensory situations Regional Training-2015 -2016 ©MDE-Bureau of District Support 40
What Should be Included within an FBA? 1. Clear description of problematic behavior 2. Identification of the antecedent events, times, and situations that predict when the problem behavior will and will not occur 3. Identification of the consequences of the problem behavior 4. Collection of data from a variety of sources: interviews, direct observation data, etc. 5. Development of hypotheses and summary statements that describe the problem behavior and its functions 2015 -2016 ©MDE – Office of District Support 41
Special Education Rule 74. 19 FBAs & BIPs FBAs and BIPs are described under discipline procedures: • A child with a disability who is removed from the child's current placement, pursuant to paragraphs (c) above [student removed for more than 10 school days for behavior that is not a manifestation of disability] or (g) below [student removed to an interim alternative educational setting for not more than 45 days for weapons, illegal substances, or bodily injury] must— • …(ii) Receive, as appropriate, a functional behavioral assessment (FBA), and behavioral intervention services, and modifications, that are designed to address the behavior violation to prevent said behavior from recurring. Special Education Rule 74. 19, 300. 530(d)(1) Regional Training-2015 -2016 ©MDE-Bureau of District Support 42
Manifestation of Disability • If the LEA, the parent, and relevant members of the IEP Committee make the determination that the conduct was a manifestation of the child's disability, the IEP Committee must— • (1) Either—(i) Conduct a functional behavioral assessment, unless the LEA had conducted a functional behavior assessment before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan for the child as required by paragraph (d)(1)(a) and (b) above; or • (ii) If a behavioral intervention plan already has been developed, review the behavioral intervention plan, and modify it, as necessary, to address the behavior; … Special Education Rule 74. 19, 300. 530(f) Regional Training-2015 -2016 ©MDE-Bureau of District Support 43
FBAs and BIPs are also mentioned as part of the data considered for an eligibility determination of Emotional Disability (Em. D): • When the evaluation team is considering eligibility under the Emotional Disability category, the multidisciplinary team evaluation report and/or eligibility determination report must include: • B. Functional assessments of the student’s behavior, if conducted; • C. Attempts to address the behaviors and the results, including: 1. Behavior Intervention Plans, if developed and implemented during the pre-referral process; … Special Education Rule 74. 19, Disability Categories, p. 304 Regional Training-2015 -2016 ©MDE-Bureau of District Support 44
The Behavior Intervention Plan (BIP) Regional Training-2015 -2016 ©MDE-Bureau of District Support 45
Behavior Intervention Plan (BIP): • Must use the information gathered from the FBA to develop a plan of action for improving or eliminating a student’s problem behavior. • Should focus on redesigning the environment and building new skills or replacement behaviors that make the problem behavior irrelevant, ineffective, and inefficient in the environment. • Should address all relevant problem behaviors that are impeding learning. • Must complement goals within the IEP (may be necessary to review/revise or add behavior goals). 2015 -2016 ©MDE – Office of District Support 46
BIP Components 1. Behavior: Observable and measurable description of the problem behavior (target behavior). 2. Function: Identified purpose of the problem behavior as a result of the FBA. 3. Intervention: General strategy or combination of strategies for changing the problem behavior. 4. Schedule: Written description of when, where, and how often the strategy will be implemented. 5. Effectiveness: Consistent system for monitoring and evaluating the effectiveness of the plan. 6. Implementation: Consistent system for monitoring the fidelity of implementation of the plan. 2015 -2016 ©MDE – Office of District Support 47
KEY to REMEMBER: The BIP is NOT focused on CONTROLLING the student, but instead IS focused on REDESIGNING THE ENVIRONMENT and BUILDING NEW SKILLS that make problem behavior irrelevant, inefficient, and/or ineffective. Regional Training-2015 -2016 ©MDE-Bureau of District Support 48
Checkpoints for evaluating BIP: Is the BIP written in clear step-by-step format? Are the persons responsible for implementing the prevention, teaching, reinforcement, and corrective strategies specified? Are research-based strategies and supports that will be provided listed? Is/Are the location(s) of the strategies and supports described? Has a review schedule been determined and listed? Are the definitions of the target behaviors (problems) and replacement behaviors written in measurable terms? Are the goals for the acquisition of replacement behaviors clear and measureable? Are the goals linked to the child’s IEP? Regional Training-2015 -2016 ©MDE-Bureau of District Support 49
Important to Remember: • If an intervention is in place on the BIP, you MUST have a corresponding Behavioral Goal on the IEP. • Behavioral goals written on the IEP should be clearly linked to Impact of Disability and deficits discussed on the PLAAFP • Goals need clearly stated baseline data on the PLAAFP Summary Statement and rate of improvement data on Report of Progress. Regional Training-2015 -2016 ©MDE-Bureau of District Support 50
Form Examples Regional Training-2015 -2016 ©MDE-Bureau of District Support 51
Example of Opportunities Check List 2015 -2016 Regional Training ©MDE-Bureau of District Support 52
Developing Goals Worksheet (page 1 of 2) 2015 -2016 Regional Training ©MDE-Bureau of District Support 53
Developing Goals Worksheet (page 2 of 2) 2015 -2016 Regional Training ©MDE-Bureau of District Support 54
Example of a Frequency Tally Sheet 2015 -2016 Regional Training ©MDE-Bureau of District Support 55
Example of ABC Recording Observational Data Sheet 2015 -2016 Regional Training ©MDE-Bureau of District Support 56
Pyramid of Support Process Intensive Intervention – Call IEP meeting to develop or revise Behavior Goals (if not already done at T. 2 of if needed because TSP is not working), at this meeting have parents sign consent for FBA and review all data available on student. Next, continue with interventions while FBA is being conducted. Once FBA is completed, have another IEP meeting to discuss and develop the BIP. Make sure IEP Behavior Goals match the BIP. Begin implementing BIP and data tracking. Revise as needed. Targeted Strategies – Begin implementing targeted strategies for those few students who do not respond to T. 1. Keep progress monitoring data in case it is needed for evidence that the student needs to move to T. 3. Some teachers develop an intervention plan at this stage. This is NOT a BIP, but a TSP (Targeted Support Plan) and can be implemented prior to an FBA. Core Strategies – Classroom Management with PBIS & High Quality teaching strategies. At this stage, teachers begin to identify students who are not responding to T. 1 and start thinking about how to implement T. 2 Regional Training-2015 -2016 ©MDE-Bureau of District Support 57
Q&A Regional Training-2015 -2016 ©MDE-Bureau of District Support 58
Resources • Mississippi State Board Policy 7219, Sections: 300. 530 -300. 532, 300. 534 -300. 536 • www. pbis. org OSEP Technical Assistance Center on PBIS • www. fape. org Families and Advocates Partnership for Education • Rehabilitation Research and Training Center on Positive Behavior Support • www. wrightslaw. com/info/disciple. fab. starin. htm S. Starin, 2011, Functional Behavior Assessments: What, Why, When, Where, and Who? • Sugai, G. & Horner, R. Behavior Function: Staying Close to What We Know (www. pbis. org) • http: //cecp. air. org/fba/ Center for Effective Collaboration and Practice Regional Training-2015 -2016 ©MDE-Bureau of District Support 59
Resources • Resources from the University of Kansas: • http: //www. specialconnections. ku. edu/~kucrl/cgibin/drupal/? q=behavior_plans/functional_behavior_assessment • Resources from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL): • http: //csefel. vanderbilt. edu/resources/strategies. html#toolsplans • Resources from the Center for Effective Collaboration and Practice: • http: //cecp. air. org/fba/problembehavior 2/main 2. htm • Resources from the National Dissemination Center for Children with Disabilities (NICHCY): • http: //nichcy. org/schoolage/behavior/behavassess#plans • http: //nichcy. org/schoolage/behavior/behavassess#assess • http: //nichcy. org/schoolage/behavior/atschool#fba Regional Training-2015 -2016 ©MDE-Bureau of District Support 60
Resources (continued) • House, S. N. (Ed. ) (2009). Social skills intervention manual: Goals, objectives, and intervention strategies. Hawthorne Educational Services. • Kottler, J. A. , & Kottler, E. (2007). Counseling skills for teachers, 2 nd Edition. Hawthorne Educational Services. • Mannix, D. (2009). Social skills activities for secondary students with special needs, 2 nd Edition. Hawthorne Educational Services. • Mc. Carney, S. B. (2003). Emotional or behavior disorder intervention manual: Goals, objectives, and intervention strategies for the Emotionally or Behaviorally Disordered student. Hawthorne Educational Services, Inc. • Mc. Carney, S. B. , & Wunderlich, K. C. (2006). Pre-referral intervention manual, 3 rd Edition. Hawthorne Educational Services. Regional Training-2015 -2016 ©MDE-Bureau of District Support 61
Resources (continued) • Carr, E. , Dunlap, G. , Horner, R. , Koegel, R. , Turnbull, A. , Sailor, W. , Anderson, J. , Albin, R. , Koegel, L. , and Fox, L. (2002). Positive behavior support: evolution of an applied science. Journal of Positive Behavior Intervention. • Turnbull, H. , Wilcox, B. , Stowe, M, and Turnbull, A. (2001). IDEA requirements for use of PBS: guidelines for responsible agencies. Journal of Positive Behavior Interventions. • Skinner, B. F. (1953) Science and Behavior Regional Training-2015 -2016 ©MDE-Bureau of District Support 62
Contact Information Julie Lowery, Ph. D. Emotional Disability Instructional Specialist jlowery@mdek 12. org M. April Rice marice@mdek 12. org Tanya Bradley tbradley@mdek 12. org Office of Special Education Bureau of District Support 601 -359 -3498 2015 -2016 Regional Training ©MDE-Bureau of District Support 63
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