the institute for understanding behavior supporting our students: skills and strategies for...
Post on 26-Dec-2015
214 Views
Preview:
TRANSCRIPT
The Institute for Understanding Behavior
Supporting Our Students: Skills and Strategies for Responding to Challenging Behaviors
Western Regional Leadership Summit on School-Justice Partnerships: Keeping Kids in School and Out of Court
St. John Fisher College, Rochester, NYMay 14, 2014
1
The Institute for Understanding Behavior:a progressive and preventative approach for
New York City Educators
The Institute for Understanding Behavior is a joint initiative created
by the United Federation of Teachers with the NYC Department of
Education to help schools ensure that every child develops the social,
emotional, and academic skills they to succeed in school and in life.
2
The Influence of Educators Why do educators need an approach that is
preventative and proactive?
What types of challenges are our students facing? How do they affect behavior in schools?
What is approach of the IUB?
How can it help us support students?
3
The Institute for Understanding Behavior
Overview of Action Plan for All Participating New Schools Overview of Action Plan for All Participating New Schools *The IUB requires a 3-Year commitment to help a school meet the goals outlined below. However, we believe that many benchmarks can be
reached by the end of year 1 with full collaboration from the school.
4
3-YEAR OUTCOME GOALSREDUCTION OF SUSPENSION RATES LOWER OCCURRENCE OF LEVEL 1 AND 2 INCIDENTS (PREVENTING LEVELS 3, 4, 5) IMPROVED ATTENDANCE RATES INCREASED ACADEMIC ACHIEVEMENTUSE OF DATA TO SUPPORT STUDENTS AND SCHOOL COMMUNITYEFFECTIVE BEHAVIOR LEADERSHIP TEAMSCHOOL WIDE POSITIVE BEHAVIOR SUPPORT SYSTEMS IN PLACEDECREASED INCIDENTS OF STAFF INJURY AND VIOLENCELOWER INCIDENCE OF STAFF TURNOVER POSITIVE CHANGE IN QUALITY REVIEW, PROGRESS REPORT AND LEARNING ENVIRONMENT SCORES ENHANCED SOCIAL/EMOTIONAL COMPETENCE IN STAFF AND STUDENTS SELF-SUSTAINING PRACTICES
DELIVERABLES4-DAY THERAPEUTIC CRISIS INTERVENTION TRAINING FOR ALL SCHOOL BASED STAFFWEEKEND PROFESSIONAL DEVELOPMENT RETREAT FOR UP TO 10 FACULTY MEMBERS AND FOLLOW-UP CONFERENCES EACH YEARSWIS (SCHOOL WIDE INFORMATION SYSTEMS) LICENSING AND TRAININGDIRECT SCHOOL SUPPORT BY IUB BEHAVIOR SPECIALISTDATA ANALYSIS SUPPORTED BY EXTERNAL EVALUATORWORKSHOPS IN UNDERSTANDING CHILDREN’S MENTAL HEALTH, EXECUTIVE FUNCTIONING, TEAM-TEACHING, ETC.ONGOING PROFESSIONAL DEVELOPMENT IN AREAS OF IDENTIFIED NEEDSUPPORT CONNECTING TO COMMUNITY BASED ORGANIZATIONSONGOING CONSULTATION WITH IUB TEAM ON USING SCHOOL DATA TO MEET ACTION PLAN GOALS.TRAINING FOR ALL NEW STAFF IN TCIS WHEN HIRED
5
OVERVIEW OF YEAR 1 ACTION PLAN FOR ALL PARTICIPATING NEW SCHOOLS
September October November December January February March April May June Summer Year 2 Year 3 Year 2 Year 3
The IUB team will conduct an orientation at your school for your entire staff.
The IUB will administer a confidential school wide survey in order to better understand the needs of your individual school.
The IUB will meet with your school to discuss the data points, information gathered and develop a plan to meet goals.
Principal and Chapter Leader must take TCIS training by October School Wide Assessment Team must be identified and trained in TCIS by end of Nov. School provides IUB with OORS/ suspension data, etc. Collaborate with IUB to identify leader teachers to be trained in community meeting practices
Practicum workshops on identified school needs conducted.
Executive Functioning and the School Experience Workshop
Training in Understanding Mental Health Positive Behavior Support Social-Emotional Education
Alignment with Community Based Organizations
Mental Health Needs and Providers Identified
Behavior Specialist begins direct work with school.
Aligning Schools Systems with Best Practices
Guidance of School Wide Assessment Team meetings.
Teacher requested classroom support.
SWIS implementation guidance.
Classroom community meeting facilitation.
Data Analysis and Goal Setting
Long Term Sustainability Weekend staff retreat provided by IUB
Direct Support and Skill Development
TCIS Training for Entire Staff
Meet with Team to discuss -OORS -Suspension /Attendence Data -Staff Survey Outcomes -Behvaior Specialist Observations
Review of Data and Benchmarked Goals Alignment of Support
-Data Assessment -Case Conferencing -Classroom Community Meetings and Development of Emotion Circle -Restorative Practices -SWIS Training -Uniform Incident Reporting -Aligning Best Practices w/ Discipline Code
Administration programs time in schedule for all faculty to implement SEL/PBS SWAT meetings must be scheduled weekly within school hours or per session must be provided Staff will be released for continued professional development in areas of identified need. Time scheduled for staff survey to be administered at the end of each year
Staff Retreat -School must send assessment team and identified lead teachers to retreat.
School administration works with IUB to develop schedule for staff participation in workshops. Meetings with CBOs scheduled
SWIS data utilized in identifying school -wide systems in need of modification. School staff participates in additional workshops.
Principal meets with Behavior Specialist (at least monthly) to discuss benchmarks, progress, challenges. Schedule for Behavior Specialist visits and activities developed. School Wide Assessment Team meets weekly to discuss data, implementation, and identification of students in need of support. Planning for SEL/PBS begins
TCIS training for new school based staff.
Continued periodic data analysis and benchmark goal planning.
Guidance from Behavior Specialist.
Continued professional development based on identified needs
Follow-Up school-based team conferences
Restorative practices guidance
Community building and parent coordinator development
Access to support resources
Continued SWIS technical support
IUB Process and Deliverables
Data Analysis
-Provides IUB w/updated OORS, suspension, SWIS, attendance data
School Participation Requirements
How do You Cope?
What are some coping strategies that you use to deal with stress?
Listen to the scenario, visualize that this is happening to you.
What are you feeling now?
What do you feel like doing?
6
A Crisis Occurs When
A Student’s Inability to Cope Results in a Change in Behavior
7
The Goals of Crisis Intervention are to:
SUPPORT: environmentally and emotionally to
reduce stress and risk
TEACH: students better ways to cope with
stress
8
Stress Model of Crisis
9
Recovery Phase
10
Skills Building Pyramid:Self-Awareness
11
Discussion about Self Awareness
What situations do you find difficult in your work? What behavior on the part of the young person might trigger a stress response in you?
What self-regulations skills do you use?
12
What does Assessment Really Mean?Four Questions We Ask Ourselves
to Assess Crisis Situation
1. What am I feeling now?
2. What does this student feel, need, or want?
3. How is the environment affecting the student?
4. How do I best respond?
13
Effects of Anger
“When we are at our angriest, we are at our stupidest.”
14
How Do I Best Respond?
Manage the environment to neutralize potential triggers
Engage the student and provide emotional support
Exercise self-control over feelings
15
Feelings, Needs and Behaviors
Behaviors
Feelings
+
Needs
16
Assessing Behavior
All behavior has meaning.
Behavior reflects needs.
17
What Effects Behavior?Setting Conditions
Anything that makes challenging behavior more or less likely to occur.
Organizational culture, e.g., control oriented, poor communication
Environment, e.g., hot, crowded, noisy, too much visual stimulation
Instruction, activities, routines related, e.g., staffing, quality of instruction, activities
Personal, e.g., illness, medication, trauma history, feeling unsafe
Relationship-based, e.g., excessive controls, “us versus them” culture, lack of caring
community
18
Treat Each Student As an Individual With:
Individual baseline behavior
Different strengths and abilities
Specific effects of trauma
Underdeveloped co-regulation and self-regulation skills
Possible physical discomfort, e.g., illness, medication
A need for an individualized crisis management plan (ICMP) or
safety plan
19
Identifying A Student’s Needs
What is this individual student’s baseline behavior? Is this typical behavior?
Is this normal for a student of this age?
Does this behavior reflect the student’s or family’s worldview?
Is this a pain-based behavior related to past trauma?
What feeling is the student expressing?
Does the student feel safe?
20
Meaning in Emotional Communication
21
Power Struggle
22
We Can Avoid or Stop the Power Struggle by:
Using positive self-talk
Listening and validating feelings
Managing the environment, e.g., removing others
Giving choices and the time to decide
Redirecting the student to another positive activity
Appealing to the student’s self-interest
Dropping or changing the expectation
23
24
top related