franklin april 30th

Franklin April 30th

Long Term Goal

Develop systems of support for all students, integrated with tiered academic and behavioral framework to reduce barriers to learning and improve academic achievement.

Today’s Outcomes

Be able to articulate the “Why” of MBIDevelop understanding of how trauma affects

student learningCritically review MBI classroom activities to

dateDevelop strategies to improve classroom

teaching of procedures and routines

WHAT

HOWWHY

Why Video

Activity after Why Video?

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

The RTI/MBI Process: A System that Supports Academic and

Behavioral SuccessAny

CurriculumArea

Students

Our Challenge…

Low intensity, low fidelity interventions for behavior/emotional needs

Habitual use of restrictive settings (and poor outcomes) for youth with disabilities

High rate of undiagnosed MH problems (stigma, lack of knowledge, etc)

Changing the routines of ineffective practices (systems) that are “familiar” to systems

What We Found

Schools were over identifying students of color and poverty Up to 80% of SLD students are there because they

haven’t learned to read

Students in Special Education: Have less exposure to regular ed. curricula and

have fewer regular ed. friends Academic achievement is no better than like, non-

identified peers Few ever close the achievement gap, even fewer

exit Placement in Special Education is a life altering

event

Why are Children from Poverty More Likely to Struggle in School?

Low SES: 130,000 words125,000 more instances of negative feedback

Middle SES:26,000,000 words 100,000 more instances of encouraging feedback

High SES: 45,000,000 words 56,000 more instances of encouraging feedback

Trauma and ARC…

“An exceptional experience in which powerful and dangerous events overwhelm a person’s capacity to cope.” (Fitzgerald & Groves)

Not an event, but a response to a stressful experience, where one’s ability to cope and adapt is overwhelmed and feelings of helplessness and terror are generated

What is Trauma?

Acute Trauma: “A single traumatic event that overwhelms a child’s

ability to cope.” (Fitzgerald and Groves)

Complex Trauma The experience of multiple or chronic and

prolonged, developmentally adverse traumatic events, most often of a personal nature (sexual or physical abuse, family violence, war, community violence) and early life onset.

These exposures often occur within the child’s care giving system (Spinazzola, et al)

Acute vs. Complex Trauma

A Range of Traumatic Situations

Automobile accidentsLife-threatening illnessWitnessing violenceNatural disastersTerrorismPhysical or sexual

abuseNeglectAbandonmentDeath or loss of a loved

one

BullyingLiving in a chronically

chaotic environmentMilitary deploymentSubstance abuse in

caregiversDepression or mental

health disorder in CGIntergenerational

traumaHistorical trauma

“ Childhood traumatic stress occurs when children and adolescents are exposed to traumatic events or traumatic situations, and when this exposure overwhelms their ability to cope with what they have experienced.” (National Child Traumatic Stress Network)

It occurs because the event(s) pose(s) a serious threat to: The individual’s life or physical integrity The life of a family member or close friend One’s surrounding environment

Childhood Traumatic Stress

Can trigger the fight, flight, or freeze response

Involves terror, helplessness, and/or horror

Responses include physical sensations -- rapid heart rate, trembling, sense of being in slow motion

Traumatic Stress

Trauma Symptoms

Feelings of guiltLow self-esteemDepressionEmotional and

psychological numbingRumination of the

traumaPhysical symptomsIdentify with the

primary victimRage/Anger

Unable to differentiate Affect of others

Self destructive behaviors

Substance abuseHypervigilant state DissociationSense of

helplessness/hopeless- ness resulting in suicidal ideation

Belief in early death

1 out of 4 children who attend school has been exposed to a traumatic event

Trauma a Fact of Life

Resilience

Variables that buffer children from adversity Optimistic

temperament Intellectual aptitude Social competency Secure attachments Living in supportive

families and safe communities

Research has shown that 2/3 of children who experience adverse childhood events will grow up and “beat the odds”

Impact on Learning

Lower GPAIncreased drop-out ratesMore suspensions or

expulsions (behavioral issues)

Decreased reading abilityAdversely affect memory

and attentionReduce ability to focus,

concentrate, organize, and process information

Interfere with effective problem-solving

Result in overwhelming frustration towards school

Negative attitudeSpacing outDiminished language

and communication skills

Impact on Behavior in School

Lack of capacity for emotional regulation

Hyper-alertFocus on non-verbals

of othersIn a constant state of

“survival mode”Difficulty describing

feelings and internal experiences

Difficulty communicating

Poor impulse controlUse of aggressive

behavior (bullying) Self soothing

behaviorsDissociationDifficulty complying

with rulesReplaying of trauma

Bruce Perry – Child Trauma AcademyAdaptive Responses to Trauma

Rest Vigilance Freeze Flight Fight

Hyper-arousal Continuum Rest Vigilance Resistance Defiance Aggression

Disassocia-tive Continuum Rest Avoidance Compliance Dissociation Fainting

Mental State Calm Alert Alarm Fear Terror

Impact on Behavior in School

AvoidanceResistanceIsolationLonelinessDistrustIntoleranceResentmentRestlessness

Behavior shifts (quiet to loud, outgoing to shy)

Refuse going to schoolRegressive behaviorsIncreased use of

substancesSelf abuseIncreased risk taking

Looking Through the Trauma-sensitive Lens….

“Not realizing that children exposed to inescapable, overwhelming stress may act out their pain, that they may misbehave, not listen to us, or seek our attention in all the wrong ways, can lead us to punish these children for their misbehavior…If only we knew what happened last night, or this morning before she got to school, we would be shielding the same child we’re now reprimanding.”On Playing A Poor Hand Well Mark Katz WSU Area Health Education Center

Curriculum - Blaustein

Consider two levels of intervention:

Whole school / whole system Developing plans and points of intervention that will

support the socio-emotional functioning of all staff/students within a program

Child specific / multi-disciplinary Developing interventions to support the functioning of

a specific child as well as the adults supporting that child

Trauma-informed Positive

Behavioral Intervention

s and Supports ALL

SOME

FEW

Universal Strategies: for ALL students

Build positive, trusting relationships with students and families

Create safe, nurturing environments

Provide consistent, predictable routines

Create clear behavioral expectations

Provide specific, positive feedback often

Use reinforcement systems

Teach social skillsStudents Trauma and

Resilience (STAR)Provide pre-corrects

(reminders) and actively supervise

Use consistent consequences that teach

Universal Strategies: for ALL studentsModel appropriate

behaviorCreate behavior

support teamsConsult with mental

health professionalsEstablish and

practice emergency procedures

Trauma awareness training for all staff

Self-care training and support teams for staff

Data collection – why is the behavior

occurring? Are these

interventions working?

Targeted Interventions: for SOME students

Provide choices (build sense of control) and wait time

Provide warnings before changes

Intensive social skills instruction (relaxation techniques, coping, anger management, etc.)

Mentorship programBehavior Support

TeamCBITSCheck-in/Check-Out

programThink about the

function of the behavior - why are they doing this?

Individualized Interventions: for a FEW

Individualized strategies to address individual symptoms (aggression, impulsivity, short attention span, social isolation, etc.)

Trauma focused individualized counseling or therapy

Behavior support team connects student to counselor or therapist, works with family

Think about the function (why are they doing this?) – Functional Behavioral Assessment

Blaustein & Kinniburgh, 2010; Kinniburgh & Blaustein, 2005

ARC - 10 Building Blocks

Caregiver Affect Mgmt.

Attunement Consistent Response

Routines and

Rituals

Affect Identification

Modulation Affect Expression

Attachment

Self-Regulation

Competency

Dev’tal Tasks

Executive Functions

Self Dev’t & Identity

Trauma Experience Integration

Attachment

Overarching goal: Creation of a safe environment and safe relationships that are able to support children in meeting developmental, emotional, and relational needs.

Blaustein & Kinniburgh 2010; Kinniburgh & Blaustein 2005

Caregiver Affect Management

The Main Idea: Support the child’s caregiving system – whether parents or professionals – in understanding, managing, and coping with their own emotional responses, so that they are better able to support the children in their care.

Caregiver Affect Mgmt.

Blaustein & Kinniburgh 2010; Kinniburgh & Blaustein 2005

The Trauma CycleYouth Caregiver / Staff Provider

Cognitive I am bad, unlovable, damaged.

People are dangerous. I can’t trust anyone.

I am ineffective.

This kid is causing trouble. He’s making things chaotic for everyone.

I am ineffective.

This family/ this teacher is so difficult. They need to just do what I ask them to do.

Emotional Shame, Anger, Fear, Hopelessness

Frustration, Anxiety, Helplessness

Frustration, anger, burnout, loss of empathy

Behavior (Coping Strategy)

Avoidance, aggression, pre-emptive rejection and self-protection.

Over-reacting, Controlling, Shutting down / Disconnecting emotionally.

Reactivity, control, punitive responses

The Cycle “I’m being controlled; I have to fight harder.”

“He keeps fighting me; I better dig my heels in.”“This provider doesn’t get it – I’m not going to bother.”

“I have to up the ante or this person will never do the right thing.”

Put on your oxygen mask first

To step out of the cycle, caregivers must first regulate their own emotional experience.

Keeps us calm Models effective coping Helps us respond instead of react

Examining Our Attitudes about Challenging Behaviors

• What behaviors push your buttons?

• How do these behaviors make you feel?

• How does this impact your relationship with a child and his/her family?

Thought Control

Calming Thoughts“This child is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.”

“I can handle this. I am in control. They have just learned some powerful ways to get control. I will teach them more appropriate ways to behave.”

Upsetting Thoughts

“That child is a monster. This is getting ridiculous. He’ll never change.”

“I’m sick of putting out fires!”

Thought Control

Calming Thoughts

“I feel undervalued right now – I need to seek support from my peers and supervisor.”

“Having her in my class is going to be a wonderful Professional Development experience.”

Upsetting Thought

“I wonder if the corner grocery is hiring?”

“He ruins everything! This is going to be the worst year of my career.”

Reframing ActivityIn pairs :

See Handout 1.3 Read the four examples listed and

generate two to three other challenging behaviors and how you might reframe each one.

In reframing the challenging behaviors, do not come up with solutions but rather restate the behaviors to make them more manageable.

Be prepared to share your ideas with the large group.

Blaustein & Kinniburgh 2010; Kinniburgh & Blaustein 2005

How do we increase our ability to regulate?

Psycho-education and depersonalization

Identifying difficult situations

Self-monitoring skills

Self-care and support

Blaustein & Kinniburgh 2010; Kinniburgh & Blaustein 2005

Normalize and Depersonalize

Normalize caregiver response to difficult behaviors – we feel what we feel

Depersonalize youth trauma response

Provide and seek psychoeducation about: Adaptive nature of behaviors Understanding function of child behavior Understanding and recognizing triggers (and

differentiating this response from opposition, manipulation, etc.)

Blaustein & Kinniburgh 2010; Kinniburgh & Blaustein 2005

Understanding Youth Behaviors The Human Danger Response

The body’s alarm systemThe normative danger responseThe danger response and arousalThe overactive alarmWhat triggers the alarm?How do you know a child has been triggered?

Blaustein & Kinniburgh 2010; Kinniburgh & Blaustein 2005

Identifying Difficult Situations

Consider the following with all adults How are you coping? What sustains you in your

work and what feelings do you find harder? Are there particular vulnerable areas? How do you know when you are modulated

versus on edge? What other types of things affect your ability to

stay centered (i.e., external pressures, lack of sleep, etc.)?

Blaustein & Kinniburgh 2010; Kinniburgh & Blaustein 2005

Build Self-Monitoring Skills

Build self-monitoring skills: Work with adults to notice their own typical responses to difficult situations Body: What cues does the body give? Notice more routine

body cues, as well as warning signs for “losing control” or hitting a danger point

Thoughts: What are adult’s automatic thoughts in the face of difficult situations? Do they….blame themselves? Worry about their choices? Focus on what the child is not doing? Compare the child to other kids?

Emotions: What does adult feel in the face of these thoughts? How strongly?

Behavior: What do you do in challenging situations? Withdraw? Become punitive? Freeze? Learn to recognize behavioral coping strategies.

Blaustein & Kinniburgh 2010; Kinniburgh & Blaustein 2005

Self-Care and Support

Each caregiver should have a “self-care” plan, including an individual “tool-box”

Pay attention to both in-the-pocket techniques and more involved self-care Individual Level Examples:

Deep breathing Muscle relaxation/stretching/neck rolls Distraction: shifting off of unproductive thoughts Take a break – time out Individual “mantra” Preventative: ongoing self-care plan

Group Level: Self-care forums (i.e., exercise group, yoga groups) Fun group activities Teacher-to-teacher support

Blaustein & Kinniburgh 2010; Kinniburgh & Blaustein 2005

Supporting Staff

Pay attention to affect management/behavioral response at both the individual staff and systemic levels

Normalize staff response to difficult behaviors; remind yourself and others that feeling emotion in response to your students is NORMAL and EXPECTED

Consider the following: Forums for routine communication among staff Incorporation of trauma concepts into student discussion Routine processing of difficult situations (from

perspective of staff support, as well as child) Building mastery through experiential skill-building Acknowledge vicarious trauma; build forums to address Team building Fun

If We Don’t Intervene

CA, AZ and IN will plan to budget building another jail cell for every child not reading on the 4th grade level when tested.

Paul Schwatz, Principal in Residence, U. S. Dept. of Education

MCPS Counseling Grant

Support your school in strengthening and improving on-going practices…

• Hire 1 Counselor and 2 Social Workers• Partner with University Psychology, Social Work

and Counseling Departments• Train MCPS and agency CSCT staff in evidence

based practices that tie in to ongoing MBI activities

• Train MCPS and CSCT staff to increase parent and community involvement by implementing the Wraparound model

Expected Outcomes?

Improved communication! Familiar with one another’s approaches Increasing caregiver involvement with our team Project website—a place for resources and communication

Connect with Family Resource Center activities

Meet the behavioral and mental health needs of all students using culturally appropriate, best practices!

Train-the-trainer model

Decreased Office Discipline Referrals and Improved Academic Performance

Effective continuum of supports for struggling students Effective Classroom Management and Routines Support for all students

WHAT

HOWWHY

More about Social-Emotional Learning curriculum at Tier 1…for all students..

Prevention that targets all students in the school:• A school-wide program that fosters safe and

caring learning environments, engage students, are culturally aware and develop a connection between school, home, and community

Tier 1 strategies should reflect the needs of OUR student population

• Franklin has a higher need population Tier 1 may need Tier 2 strategies

• Tier 1 strategies can decrease the proportion of students needing Tiers 2 and 3 strategies

Classroom is Where It Is At!!!!

For every Office Discipline Referral: a student misses approximately 20 minutes Takes up 30 minutes of administrator time Takes up 10 minutes

Last year Franklin reported 400 ODRS…That is 13days of student instructional time!!!

To change outcomes for our students we need to adapt our classrooms to meet their needs

Effective Classroom Practices

Expectations and rulesProcedures and routinesContinuum of strategies to acknowledge

appropriate behaviorPositive to Negative Ratio 5:1Active supervisionMultiple opportunities to respondActivity sequence and offering choiceAcademic success and task difficulty

Why Focus on Expectations?

Just like academics students enter y our classroom with a wide-range of skill sets..to be able meet expectations students must know and understand them

Some students need additional repetition to learn pro-social skills

Allows teacher quick and easy way to teach, reinforce and re-teach behaviors

Guidelines for Writing Classroom Expectations

Consistent with school-wide expectations/rules1. Observable2. Measurable3. Positively Stated4. Understandable5. Always applicable-something the teach will

consistently enforce

Other Considerations…

Students should play a role in formulating rules

Rules must be prominent and easily seenRules must be taught, modeled and

reinforced consistentlyRule should be easily monitored

Classroom Example

Expectation is: Students will be SAFE Rules are

Keep hands and feet to self Use materials correctly

Take Time to Reflect…

How did teaching MBI expectations for your classroom go this year? What materials, activities did you use to teach the

expectations? How did you motivate/support students?

What went especially well?What challenges did you experience?

Partner Share

Write your Classroom Rules and Expectations on the worksheet provided

Find a partner from another grade and swap rules

Check your partner’s rules against the OMPUA Guidelines

Discuss the ratings with your partnerMake edits to your own classroom rules if

needed

Effective Classroom Practices

Expectations and rulesProcedures and routinesContinuum of strategies to acknowledge

appropriate behaviorPositive to Negative Ratio 5:1Active supervisionMultiple opportunities to respondActivity sequence and offering choiceAcademic success and task difficulty

Why Focus on Classroom Procedures and Routines

The number one problem in the classroom is not discipline, it is the lack of procedures and routines

As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated

Why Procedures and Routines?

When clear procedures are taught and consistently enforced are the most critical tool in creating a functional productive learning environment

Form routines that help students be successful

Create patterns for accomplishing classroom tasks (predictable environment)

What are Procedures and Routines?

Explain accepted process for carrying out a specific activity (sharpening pencil, responding in class)

Are succinct, positively stated in age appropriate terms

Keep “Who, what, where, why and how in mind”

Video

Sample Schedule for Teaching Classroom Procedures

First grading period Taught in all areas including classroom during first

week of school After first week, review 2-3 times a week

Second grading period Review once a week

Remainder of Year Review periodically as needed

Take Time to Reflect

Using the Self Assessment Guide, what procedures are needed specific to your classroom

Grade level Reflection

Choose a recorder to write down a summary of your team thoughts

Discuss with your self assessment with your team

Use the guiding questions handout to discuss your self assessment

Use the guiding questions to decide what information you would like to learn from other teachers

Time to ShareGoal: To reflect and share your implementation successes, learn of other

teachers’ efforts and consider ways to improve.

1. Reporter stays at table2. Remaining team members will visit as many

reporters as possible3. Reporters share their implementation

activities with visitors who may ask questions

4. Visitors can use guiding questions worksheet as a guide

5. At the signal return to grade level team and report out.

It DOES take a Village!

We cannot effectively serve students by providing interventions that are not directly connected to child’s environment

It is ineffective to work along side each other rather than with each other

We must use data to drive interventions and respond to a child’s need

We owe it to the student and family to employ practices that have demonstrated effectiveness

WHAT

HOWWHY

What :Achievement for all students no matter their background or circumstance!