1. DSESS Discretionary Projects
Public Service Announcement

3. GIMC

4. Number Range of Students/District1
239
Brantley
Clarke

6. 36,523

11. Future Direction(s) Procedures for Special Factors
Support for Appropriate Accomodations
Increase Support for Self-Advocacy
Partner with other Material Providers

12. Georgia Project for Assistive Technology (GPAT)
Contact Information
Gina Gelinas, Assistive Technology Program Manager
DeeDee Bunn, Assistive Technology Specialist
Paula Gumpman, Assistive Technology Specialist
Georgia Department of Education
Georgia Project for Assistive Technology
Division for Special Education Services and Supports
One way we can do this
What are the student’s Abilities and what needs do they have
WHAT tasks are they required to do?
Are there supports available?

13. Percentage of Students Nationally using Assistive Technology
91.10% NOT using Assistive Technology

14. Students with High Incidence Disabilities
of the 8.9%
of the 91.1%
Received Assistive Technology
DID NOT Received Assistive Technology
99.8% Graduated
80.9% Attended Post Secondary
79.6% Graduated
40.1% Attended Post Secondary
Bouck,E., Maeda Y., & Flanagan, S.(2013) Assistive Technology and Students with High-Incidence Disabilities: Understanding the Relationship Through NLTS2. Remedial and Special Education,33(5)

15. What is YOUR District’s Consideration Process,
What does the IEP team do… WHEN:
Student is making adequate progress on current IEP
Student is NOT making adequate progress on current IEP
Currently NO Assistive Technology in place
Student currently has AT in place, NOT making progress
Student is able to access the general education curriculum. IEP team indicated, no AT needed
Student is successfully using Assistive Technology
in their classroom(s) setting
The IEP team is aware of AT devices and the device can be provided
Students needs AT, the IEP team is Not Aware of what type of technology is needed. Document on IEP
Document on IEP, NO Assistive Technology is needed at this time
Document on IEP, keep the Assistive Technology
Document on IEP
Provide AT Device
Establish trial criteria
Contact AT Specialist
Reconvene IEP Team

16. Georgia Project for Assistive Technology (GPAT)
Considering Assistive Technology for Students with Disabilities
Assistive Technology Consideration Resource Guide
Assistive Technology Consideration Resource Guide Glossary
Assistive Technology Consideration Process Guide (the form)
Assistive Technology Consideration Resource Guide - This is a companion document to the GPAT Assistive Technology Consideration Process Guide to assist IEP teams by providing examples of each area within the AT Consideration Process Guide. Each column contains general examples for each area but is not considered all inclusive.  Remember that others who are not familiar with the student may refer to this document to provide supports.  
Assistive Technology Consideration Resource Guide Glossary
This is a companion document to the Assistive Technology Consideration Resource Guide.  This glossary defines commonly used assistive technology terms found in the GPAT Assistive Technology Resource Guide.  It is not intended to be a comprehensive document.
Assistive Technology Consideration Process Guide

17. Ga Parent Mentor Partnership

18. www.gadoe.org/gapbis / gapbis@doe.k12.ga.us
Connect with GaPBIS

21. “If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…punish?
…teach?”
“Why can’t we finish the last sentence as automatically as we do the others?”
Herner, 1998

22. Policy & Systems Alignment
Safe and healthy environments
PILLARS
The 2015 GaDOE Strategic Plan includes Safe and Healthy Environments.
Increase the number of schools with a safe, healthy, and positive learning climate
Increase the % of schools implementing PBIS with fidelity
Increase the # of schools receiving a climate rating of 4 or 5

23. Simply put, it is the “feeling” of the school.
What is School Climate?
School climate is the social atmosphere or learning environment in which kids experience learning. Including:
Relationships
Personal growth or goal orientation
System maintenance and system change.
“School Climate refers to the quality and character of school life. School Climate is based on patterns of students’, parents’, and school personnel’s experience of school life and reflects norms, goals, values, interpersonal interactions, teaching and learning practices and organizational structures.”
Climate dictates culture.  Climate is the overarching atmosphere that determines what culture is developed within an organization or entity.  If the climate is negative, then the culture of norms creates situations where positive interactions are less likely to occur. 
Simply put, it is the “feeling” of the school.

24. What is PBIS?
“PBIS is an evidence-based, data-driven framework proven to reduce disciplinary incidents, increase a school’s sense of safety, improve school climate, and support improved academic outcomes for all students.”
PBIS is referred to as a “framework” because it is not a program or curriculum.  It is a framework because it is a set of practices, or a system, that school teams utilize to improve school climate.  Many people confuse it as a specific “program” and it is not that.  It is the set of practices that school leadership puts in place (e.g. data review, teaching behavior, acknowledging and reinforcing appropriate behavior, etc.)  so that they can determine what programs or interventions they need to put in place to help the students who need more.

25. Positive Behavioral Interventions and Supports
5/30/2019
Positive Behavioral Interventions and Supports
Predictable
Consistent
Positive
Safe
To assist in improving school climate, the department has recognized the most robust evidence based framework to assist schools in the development of a positive, preventive framework to address the needs of students, staff, parents, and community. This framework is know as Positive Behavior Interventions and Supports of PBIS. This framework is unique in that it is adaptable to any district or school to meet the needs of the learners to develop a safe, predictable, consistent, and positive system to meet the unique needs of all students. PBIS uses a data based decision making process that helps schools analyze their practices to improve their system resulting in better outcomes for students.
Presented by Tara Davis,

26. PBIS Experimentally Related to:
Research on PBIS
PBIS Experimentally Related to:
Reduction in problem behavior
Increased academic performance
Increased attendance
Improved perception of safety
Reduction in bullying behaviors
Improved organizational efficiency
Reduction in staff turnover
Increased perception of teacher efficacy
Improved social emotional competence
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2),
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4),
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11,
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support.
Journal of Positive Behavioral Interventions. 14(2)
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and
Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of
Pediatric Adolescent Medicine. 2012;166(2):

27. Implementation Matters
Exploration/ Adoption
Installation
Initial Implementation
Development Commitment
Full Implementation
Establish Leadership Teams, Set Up Data Systems
Provide Significant Support to Implementers
Innovation and Sustainability
Embedding within Standard Practice
Improvements: Increase Efficiency and Effectiveness
Should we do it?
Doing it right
Doing it better
2-4 Years to build Tiered Support System
Adapted from

28. PBIS Blueprint for Implementation

29. Georgia PBIS Districts
Towns D a
Whitfield a y r
Fannin r
Union
Rabun
Chickamauga
City M u
Walker
Gilmer
Active PBIS Districts have:
A District Leadership Team that meets at least twice per year,
A PBIS District Implementation Plan,
A District Coordinator who supports school implementation, and
A cohort of schools that have trained with the GaDOE PBIS curriculum.
White
Haber-
Trion City
Calhoun
City
Lumpkin
sham
Chattooga
Gordon
Pickens D a w s o
Gainesville
City n
Banks n k l i n
Hall F r a
Hart
Floyd
Rome City
Bartow
Cherokee
Forsyth
Cartersville
City
Commerce o n
Jackson d i s
Elbert
Polk i n g
Buford City M a d
Cobb
Barrow
Clarke e
Bremen City P a u l
Marietta
City
Gwinnett p
APS
Decatur City O h o r
Social Circle c o n g l e t e e O
Wilkes L i
DeKalb
Walton n c t o n o l n
Carrollton
City
Carroll F u l
Greene
Newton
Morgan
Talia-
ferro M C o l c u m b i a
Fayette
Henry W D u
Heard
Coweta
Jasper a r r e f n f e i
Spalding
Butts
Putnam
Hancock l a s c o c k M r G n e r i
Pike m a r s o
Burke
Troup w e t L a
Monroe
Jones
Baldwin e f f e h e
Washington J r
Upson
Harris
Bibb
Wilkinson
Jenkins
Talbot
Crawford T
Screven c h w i
Johnson g
Taylor e a g s
City
Dublin
Emanuel P s t o n n u l e y o o l e c k
Laurens E f f M a r i
Macon H B
Treutlen
Candler
Bulloch i n g h a
FY16 m
Dooly
Pulaski
Vidalia
City
Dodge
Montgomery
Wheeler
Toombs
Evans
Stewart
Sumter
Bryan
Wilcox
Chatham
Crisp
Telfair
Tattnall s i
Liberty
Terrell
Lee B e n H i f f D a v
Randolph
Turner l l J e
Appling
Long
Clay
Dougherty
Irwin
Coffee
Bacon
Wayne t o s h
Calhoun
FY17
Worth I n
Tift M c
Early
Baker
Berrien
Mitchell
Atkinson
Pierce
Glynn
Miller
Pelham City
Colquitt
Cook r
Ware
Brantley n i e n o e l L a i L
Clinch
Camden S e m
Decatur
Grady
Thomas
Brooks
Valdosta
City o w n
Charlton
Thomasville City d e s
Echols
Current as of: October 13, 2016

30. Regional Structure: Climate Specialists
District Readiness
School Readiness
Tier 1 Team Training
Tier 1 Classroom Training

31. PBIS Tier 1 Update: Training
The 285 trained schools in represents a 185% increase from the prior SY.
PBIS is referred to as a “framework” because it is not a program or curriculum.  It is a framework because it is a set of practices, or a system, that school teams utilize to improve school climate.  Many people confuse it as a specific “program” and it is not that.  It is the set of practices that school leadership puts in place (e.g. data review, teaching behavior, acknowledging and reinforcing appropriate behavior, etc.)  so that they can determine what programs or interventions they need to put in place to help the students who need more.