The Idaho Special Education Manual (2007) is designed to help you understand the provisions of the Individuals with Disabilities Education Improvement Act and meet the guidelines contained within the law.
Go to the Idaho Special Education Manual download page.
Go to the Charter Schools Learning Community.
PBIS stands for Positive Behavior Interventions and Support. It was originally developed to provide a framework for developing more effective interventions for people who exhibit challenging behavior, while minimizing the use of aversive practices. At its core PBIS is routed in behavioral science. PBIS focuses on effectively teaching desired behaviors rather than punishing challenging behaviors. When implemented with individual students, the PBIS framework allows teachers and other school staff to make changes to the students environment and instruction that will create fast and sustainable change in the students behavior because it teaches a more efficient and effective way of getting their needs met in a school appropriate manner.
Since its inception research on the implementation of PBIS has allowed it to grow and develop from practices limited to individual student to practices effective for an entire schools and student population. PBIS can now be considered both an approach to working with student with challenging behavior, and an approach for making more effective school environments. .
Schoolwide PBIS (SWPBIS) is a systemic approach to developing both the behavioral and educational capacity of a school. At its core is a proactive rather than reactive system for developing the positive and effective behaviors we desire to see all of our students exhibit in our school. Rather than a prescribed program, PBIS is an approach that orchestrates evidence-based practices. While building their capacity to implement these practices schools tailor their implementation to be easy and efficient across their school and classroom settings. Additionally, SWPBIS is a three tiered approach, helping schools deliver three distinct intensities of behavioral intervention. This allows schools to minimize their drain on resources while maximizing their ability to teach all students the most desired and most effective behaviors that parents, teachers, and administrators want to see from all their students. Schools implementing SWPBIS with fidelity can expect to see a reduction in office discipline referrals and suspensions and expulsions. Additionally, schools can expect to see a recapture of lost instructional time, and increase test scores when coupled with effective instructional practices.
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The Autism Supports Project is collaboration between the Idaho State Department of Education and the Center on Disabilities and Human Development at the University of Idaho. The Autism Supports Project promotes the use of evidence-based practice for children and youth with Autism Spectrum Disorders through the development of a sustainable state and local professional development and technical assistance system. The Project provides both District Supports, and Intensive Individual Supports.
The goals of the project are to provide resources, professional development, and technical assistance that will increase the early identification of children with Autism Spectrum Disorders and increase the use of Evidence-Based Practices (EBP) in early education and educational programs for children and youth with autism spectrum disorders (ASD).
The Project uses Content on evidence-based practices developed by the National Professional Development Center on Autism Spectrum Disorders (NPDC on ASD), OCALI, the National Act Early initiative, and others to support training and technical assistance. Professional Development involves providing training to practitioners and establishing training sites that can model evidence-based practices in ASD. Technical Assistance entails providing ongoing assistance to sites and providers to attain and sustain fidelity to a broad range of evidence-based practices through ongoing professional development, support, and monitoring. Evaluation involves collecting data on the use of evidence-based practices, practitioner skills, and child and family outcomes.
For more information, contact:
Autism Support Project
A manual is available for download: Students with Emotional Disturbance: A Guide to Identification (2nd Edition, April 2009)
Through Idaho Digital Learning's eSolutions and Professional Development programs, IDL provides training and standards-based opportunities for teachers statewide.
Idaho Digital Learning Professional Development
Boise State University: Consulting Teacher Endorsement Graduate Certificate (online graduate level courses). Read the PDF flyer for more information, and visit the BSU Department of Special Education and Early Childhood Studies website: http://education.boisestate.edu/spedecs/
Lewis-Clark State College now offers a special education minor through the PACE program. Read about the PACE program at: http://education.lcsc.edu/specialed/programs.shtml For more information, contact Dr. Michelle Doty, firstname.lastname@example.org, 208-792-2265.
University of Idaho: Teaching Students with Severe Disabilities (online graduate level courses). For more information, contact Dr. Robin Greenfield, email@example.com, (208) 364-4012.
Resources are organized into the following categories.
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If you have questions or comments about this site or need to request information, please contact us:
Idaho Training Clearinghouse
Center on Disabilities and Human Development
University of Idaho
875 Perimeter Drive MS 4061
Moscow, ID 83844-4061
Phone: (208) 885-6132 Fax: (208) 885-6145