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Kathleen Lynne Lane is a Roy A Roberts Distinguished Professor in the Department of Special Education at the University of Kansas and Associate Vice Chancellor for Research. Dr. Lane's research interests focus on designing, implementing, and evaluating comprehensive, integrated, three-tiered (Ci3T) models of prevention to (a) prevent the development of learning and behavior challenges and (b) respond to existing instances, with an emphasis on systematic screening. advantages and disadvantages of each to support schools in adopting a behavior screener. At the end of this training, participants will be able to: Define the purpose of utilizing a Universal Behavior Screener in a 3 Tiered Model of Support. List a minimum of 3 Universal Behavior Screeners. Identify the Advantages of 3 Behavior Screeners. Identify the disadvantages of 3 Behavior Screeners. Visit our Padlet site for additional resources at https://pattan.padlet.org/ctelleen1/tier-2-practices-universal-screening-with-kathleen-lane-3ktq1vdm2itpr77f

This session is specifically for administrators connected with P2G. The focus of session 2 is learing to build a system of collaborative partners as part of the P2G local team.

Module 1: The Development and Outcomes of Youth with Emotional Disturbance (Adaptation) This module will focus on early adolescent development and youth outcomes related to the likelihood of school failure, school dropout, and poor post-secondary outcomes, how to achieve positive outcomes and experience educational success, and how to use information about youth risk and positive development to increase the likelihood of immediate school success as well as long-term outcomes.

Module 2: Early Warning Systems This module will examine early warning-signs of risk for school dropout and consider ways that educators can use this data to promote positive developmental pathways and outcomes for students with emotional behavior disturbance.

Module 4: Tiered Systems of Adapted Supports (TSAS) This content offers an overview of a multi-tiered system of support (MTSS), the advantages and disadvantages to this framework, and proposes a tiered system of adapted support (TSAS) to be implemented as a complementary approach.

Module 5: Using Academic Data and Academic Support Interventions This module will review the importance of timely review of student academic data to determine the areas of strength or weakness across knowledge and skills. It will communicate the value in choosing aligned instructional strategies or interventions based on the data, to evidence student success and viable use of these skills and concepts in the future.

Module 6: Using Attendance and Attendance Support Interventions Learn how attendance is tied into school performance, academic success, and graduation rates and how to use this critical data point as an indicator to assess a risk of future drop out.

Module 7: Using School Suspension Data and Interventions to Reduce Student Suspensions Review the benefits of basic classroom management, alternatives to suspension and expulsion, the benefits of a behavioral multi-tiered behavioral system of support framework in schools and test your understanding through presented scenarios.

Module 8: Collecting and Using Student Adjustment Data School adjustment is adapting to the role of student and aspects of the school environment. Failure to adjust can lead to mental health issues, school refusal, or dropout. Learn how schools can support student adjustment to stay on track for graduation, as well as college and career ready.

Module 9: The Role of the Intervention Specialist Directed consultation is a process used to support teachers as they integrate evidence-based practices into everyday activities. Intervention specialists typically take the lead role in the directed consultation process. The role could be anyone in the school, such as teachers, guidance counselors, and school psychologists. In some ways the title of the person is not relevant. What is relevant to this role is the skill set that the intervention specialist possesses.