franklin april 30th
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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 MBI - PowerPoint PPT PresentationTRANSCRIPT
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!