The TEACh Safety™ curriculum delivers a proactive behavioral intervention program in a “trainer of trainers” model that empowers school personnel to identify threats well in advance of a situation, intervene based on proven research and create an environment where students do not have to resort to violence to express their emotions. This unique LearnSafe™ component delivers the industry’s only standardized response to intervention solution, designed to increase on-task academic behavior, instead of waiting for students to fail.

Two key pieces of federal legislation drive the TEACh Safety™ curriculum. First is the 2004 reauthorization of the Individuals with Disabilities Act, which includes critical language that empowers school districts to implement a response to intervention approach in the delivery of academic and behavioral interventions. In a response to intervention model, children are offered multiple tiers of increasingly intense intervention in an effort to achieve academic and behavioral success in the general education setting, as illustrated below. The second piece of federal legislation—No Child Left Behind—contains two subsections particularly relevant to school safety: Title IV, Safe and Drug-Free Schools, and Title IX, The Unsafe School Choice Option. The TEACh Safety curriculum is consistent with this legislation in that it emphasizes prevention, early detection, and accountability.

Conducting a (Relatively) Painless Manifestation Determination
Procedures for conducting a Manifestation Determination that meets and exceeds the requirements of IDEA 2004. This presentation provides an introduction to the purpose of conducting a Manifestation Determination as well as information regarding when an MD is needed and why. Common pitfalls will be discussed, with examples from case law.

What is the Difference Between Emotional Disturbance and Social Maladjustment?
Participants will gain a basic understanding of the IDEA definition of Emotional Disturbance and the "rule out" for Social Maladjustment. Emotional and behavioral components of each condition are described, along with appropriate behavioral and academic interventions. Educational and medical models for interpreting inappropriate behavior are discussed in this 1/2 day presentation.

Classroom Management I — What you must do BEFORE the first day of school
Introduction to classroom management with emphasis on relationship building, structure, routines, communication, and consistency. This training is vital for new teachers and a valuable "refresher" for experienced teachers. Training can be tailored to special education classrooms of any level, on request. Recommended for presentation during new teacher orientation/training. Didactic presentation is supplemented with opportunity to develop classroom rules, plan routines, and create visual cues for the classroom.

Classroom Management II — Its not too late to do it now (with extensive Q and A)
A great mid-year check-up for new teachers, this training session emphasizes relationship building and repair, creating and reinforcing structure and routines, and improving communication and consistency. This training is recommended for early Spring In-Service training days. Didactic presentation is supplemented with extensive opportunity for questions about specific students or specific behaviors.

Visual Scheduling and Visual Strategies at School
Participants will learn the basics of using visual scheduling and visual cuing to organize activities at school. This 1/2 day training combines a didactic presentation with a "make and take" session. Participants leave with a high quality visual schedule board appropriate to one of their students' developmental level and up to 5 activity cards ready to be attached to the schedule. Each campus represented is also provided with a CD of approximately 1,000 activity pictures they can use to make visual schedules.

Disability-specific Trainings
Participants are introduced to the DSM-IV diagnostic criteria for the disability, how diagnoses are made, and typical presentation/educational needs. Disabilities that can be addressed in 1/2 day to full-day trainings include:

• Anxiety Disorders/School Avoidance/Phobia
• ADHD/OCD/Tourettes
• Childhood/Adolescent Depression
• Obsessive/Compulsive Disorder
• Bipolar Disorder
• Oppositional-Defiant Disorder
• Down's Syndrome
• Borderline Personality Disorder
• Fetal Alcohol syndrome
• Fragile X/Autism/Aspergers

Sensory Issues and the OT's Role in the School Setting
Participants will obtain a basic understanding of the role of sensory issues in Autism spectrum disorders and the role an occupational therapist plays in supporting IEP goals at school. The seminar combines a didactic lecture with a "make and take" session. Participants create and take home one to four sensory toys, along with directions for making a variety of sensory toys.

Building Social Skills in Low Functioning Students
Participants learn the basics of using social stories and social cue cards to build social skills in students with Autism spectrum disorders. The seminar combines a didactic lesson with an activity teaching participants how to write social stories tailored to the individual needs of their students. Participants take home a social story and/or a set of social cue cards they design.

Assistive Technology for Students with Autism
Participants learn the basics of how assistive technology can be used to support the IEP goals of students with Autism spectrum disorders. The training consists of a didactic presentation which includes the opportunity for teachers to see and try out real examples of the types of technology discussed.

The Vocabulary of Behavior Change
Participants are introduced to the basic concepts of classical and operant conditioning with specific application to school settings. Because it introduces basic vocabulary, it is recommended that this 1-hour presentation be scheduled as an introduction to the Building Self-Care Skills; Using Behavioral Approaches to Build Communication; or Basics of FBA.

Building Self-care Skills
Participants learn to apply basic concepts of operant conditioning to increasing the functional independence of their students, specifically within the area of self-care. This seminar is tailored to the needs of participants, therefore the host organization is provided with a questionnaire for teachers to complete and return prior to the event. Information from the questionnaires is used by SBS to tailor the presentation to the specific concerns of the participants.

Basics of FBA
Participants are introduced to the basics of functional behavior analysis and how it is used to modify problem behaviors. Information is presented in a lecture format with opportunities for participants to discuss specific behaviors of concern and practice the concepts discussed.

Using Behavioral Approaches to Build Communication
Participants are introduced to a variety of behavioral techniques to support communication. Topics range from eliciting simple requests from nonverbal children to teaching subtle social conventions such as respecting personal space and maintaining an appropriate volume. Whether the child speaks independently or uses sign language, picture exchange, or other communication supports, this session will provide research-supported techniques to build communication skills.