A.4.i. Objective: Design and deliver statewide professional development, coaching, and implementation support that helps schools and districts apply OSPI’s RREI Technical Assistance Manual by strengthening Multi-Tiered System of Supports (MTSS) and Social, Emotional, and Behavioral Health (SEBH) systems, conducting high-quality Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs), implementing trauma-informed classroom practices, and establishing effective crisis-prevention and incident review processes to reduce restraint and eliminate isolation. Proposals must address one (1) or more of the following statewide target audiences: 1. Education support personnel (e.g., paraeducators) 2. School leaders (e.g., principals) 3. Classroom teachers (general and special education) (Note: It is not expected that one [1] proposal will address all target audiences.) Although not an exhaustive list, activities should consider the professional skills needed for: 1. Paraeducators to navigate and support the needs of students who have experienced trauma, students with extensive behavior support needs, and students with disabilities; 2. School staff to effectively partner with families and students regardless of race, ethnicity, home language, disability, etc.; 3. School leaders to develop, implement, and evaluate procedures for implementing trauma-informed behavior interventions; 4. School board members to develop, implement, and evaluate policies related to traumainformed behavior interventions; 5. School staff to collect assessment and progress data related to student behavior and incidences of restraint and isolation; 6. School staff to design and complete Functional Behavioral Assessments (FBAs), with fidelity; 7. School staff to develop Behavioral Intervention Plans (BIPs) aligned with FBA results that are preventive, strength and skills-based, and that utilize evidence-based positive support and teaching practices; 8. School counseling staff to support the needs of students who have experienced restraint and/or isolation; 9. School support staff to work with students who have experienced trauma, students with extensive behavior support needs, and students with disabilities; 10. School staff to accurately document and report incidences of restraint and isolation to districts; 11. District staff to accurately document and report incidences of restraint and isolation to OSPI. Resulting student outcomes should be reflected in the following data sources: 1. Decrease in number of Restraint & Isolation incidents, number of students involved in incidents, and number of resulting injuries; 2. Reduction of equity gaps as demonstrated through disaggregated Restraint & Isolation data; 3. Improved student outcomes as measured by the Washington School Improvement Framework (WSIF) (e.g., graduation rate, school quality and student success); 4. Least Restrictive Environment (LRE) data demonstrating increased time of students eligible for special education services in general education classrooms; 5. Positive shifts in student perceptions of school climate, as demonstrated through school climate survey collection (if applicable – there are no state requirements to measure school climate). Organizations providing professional development will also be expected to collect and summarize data related to the quality of the professional development provided, including: 1. Social validity data as reported by educators and families, 2. Teacher implementation fidelity, 3. School climate surveying (students, staff, families).
