BEST: Building Effective Support For Teaching Students With Behavioral Challenges
BEST Summer Institute 2014
Expanding Opportunities for Vermont's Students
Rebecca Holcombe is the Secretary of the Vermont Agency of Education. Prior to joining the Agency, Rebecca taught at the middle school, high school and university levels. She taught social studies and science before becoming the principal at the Fairlee School. While at Fairlee, she helped lead the district through the formation of the Rivendell Interstate School District.
Rebecca researched issues related to high stakes testing and worked on projects related to organizational learning, school leadership and principal development while pursuing her doctorate at Harvard. More recently, as Director of Dartmouth College's Teacher Education Program, she worked with pre-service teachers and taught a course on Education Politics and Policy. Rebecca holds a BA in History from Brown University, a MBA from the Simmons School of Management and a M.Ed. from the Harvard Graduate School of Education. She is currently working on her Doctorate. Rebecca also completed coursework for her principal certification at Lyndon State College and received her preparation as a teacher at the Upper Valley Educators Institute.
Meeting Students Academic, Behavior, and Social Needs within Comprehensive, Integrated, Three-tiered Models: The Importance of Systematic Screening
Universal screening is an essential component of tiered models of prevention. In this session, we will provide an introduction to Comprehensive, Integrated, Three-tiered (CI3T) Model of Prevention which addresses, academic, behavioral, and social domains, with an emphasis on the importance of systematic screenings. We will introduce several behavioral screening tools (free access and commercially-available) and provide examples of how to use these data to (a) monitor overall levels of risk in a school over time, (b) support teachers in using low-intensity supports, and (b) connect students to Tier 2 and 3 supports in a systematic fashion to ensure all students' needs are considered.
Kathleen Lynne Lane, Ph.D., BCBA-D, is a Professor in the Department of Special Education at the University of Kansas. She earned her master's degree and doctorate in education from the University of California, Riverside. Prior to entering academia, Dr. Lane served as a classroom teacher of general and special education students for five years and a Program Specialists for two years. Dr. Lane's research interests focus on school-based interventions (academic and behavioral) with students at risk for emotional and behavioral disorders (EBD), with an emphasis on systematic screenings to detect students with behavioral challenges at the earliest possible juncture. She has designed, implemented, and evaluated comprehensive, integrated, three-tiered (CI3T) models of prevention in elementary, middle, and high school settings to (a) prevent the development of learning and behavior challenges and (b) responding to existing instances. While at Vanderbilt University, Dr. Lane served as the primary investigator of a state funded technical assistance grant, Project Support and Include (PSI) focusing on CI3T models of prevention. Dr. Lane also served as the PI of other federally-funded projects including: Project WRITE, a Goal Area 2 Grant funded through the Institute for Educational Sciences, focusing on impact of writing interventions for students at risk for EBD who are also poor writers; an OSEP directed project studying positive behavior support at the high school level; and an OSEP field-initiated project studying prevention of EBD at the elementary level. She is the co-editor of Remedial and Special Education. Dr. Lane has co-authored five books and published 130 refereed journal articles and 30 book chapters.
Special General Session - to be Announced
Last modified February 28 2014 04:12 PM