Proposed plan should include: 1. Proactive systematic approaches that focus on individualized social-emotional behavioral instruction and supports for students with varying ages and developmental levels; 2. Evidence-based strategies that are aligned with Iowa’s SDI Framework and are based on brain science and are trauma-informed; 3. Strategies for aligning diagnostic information with student-specific programming; 4. Strategies that focus on shifting mindsets and language of adults regarding behavior and adult responses to behavior; 5. Strategies that focus on addressing concerning behaviors that stem from lagging skills for a variety of developmental levels; 6. Strategies to engage students and adults in collaborative and active problem solving processes to improve behavioral outcomes; 7. Intentional strategies to actively involve administrators, para educators, as well as families in the learning process; 8. Supports to help districts engage in interagency planning and service coordination with community providers and other state agencies to ensure coordinated and comprehensive care. 9. Strategies to generalize skills and fade supports as students gain skills, including decision making prompts for teams to consider aligned with best practices; 10. Utilizes research-based adult learning strategies to promote understanding of the participants, active participation, and collaboration; 11. Includes a plan for ongoing coaching, networking, and/or support for educators including teachers and administrators, to implement and reflect on new practices; 12. A plan for scale-up and sustainability that includes collaboratively developing materials with the Iowa Department of Education that align with/incorporate Iowa’s SDI Framework, including building capacity within the Iowa Department of Education to support sustainability of the strategies; 13. Tools and resources to assist with data collection, implementation fidelity, readiness, and sustainability; and 14. Includes a comprehensive evaluation plan, including data collection and analysis.
