Promoting Positive ClimatesFor All Students
Keashia Walker – State Consultant
Lisa Taylor – Regional Consultant
NCDPI Behavior Support Services
• Let’s Connect, Communicate and Collaborate
It Takes You to Make the Thing Go Right,
It Takes You to Make it Out of Sight
• Families/Family Providers
• Education Providers
• Mental Health Providers
• OJJ Providers
• Social Service Providers
• Anyone Else• https://www.youtube.com/watch?v=phOW-CZJWT0
This Professional Learning Supports
Improved Graduation Rate for Students
with Disabilities by:
Judge George F. Bason History of PRC 29 Funding
• On October 5, 1979, the plaintiffs’ attorneys filed a complaint against the state of NC . This lawsuit was an opportunity to create a community based care for high-risk and hard to manage children and adolescents with serious emotional disorders (SED).
• Wake County Chief District Judge George F. Bason, called a news conference in 1979 and blasted state leaders for failing to provide for these children like Willie.
• Bason encouraged the lawyers representing these children to sue the state.
"The state of North Carolina is entering a multimillion-dollar building program for a veterinary school to treat your cat for mange, but your severely mentally ill child must go without treatment.”
Willie M. v. Gov. James B. Hunt• In this complaint, they defined the class
of plaintiffs as “North Carolina citizens under the age of eighteen who:
A. now or will in the future suffer from serious emotional, mental or neurological handicaps,
• B. which handicaps have been accompanied by behavior which is characterized as violent or assaultive;
C. are or will be in the future, involuntarily institutionalized or otherwise placed in residential programs;
D. for whom the Defendants have not provided appropriate treatment and educational programs.
• A state certification panel in Raleigh had been created to review psychological test results and an 11-page application on each child.
• Although many youth met this criteria only four were named as plaintiffs (Willie was the first).
Class Action Lawsuit
• The NC HR Dept avoided a trial and agreed to the complaints and demands of the lawsuit.
• As result, the Willie M. program became the first in the state and amongst the first in the country, to provide a treatment program for severely aggressive youth with serious emotional disorders.
Willie M. v.
Gov. James B. Hunt
• The programs were both successful and expensive. The court required provision of services regardless of cost.
• As cost went up for the program other mental health system either declined or were not increased accordingly.
• After the class action lawsuit was resolved in 2000, along with its mandates, funding for the Willie M. Program was reduced and realigned within the division of MH/DD/SAS.
Due to these positive behavior changes , youth served in the Willie M. program attended school more often and had fewer arrest.
Why Positive Climates?
Building RelationshipsAt the heart of life, lie the relationships we have with other people.
Building Relationships with Students
• “We can improve our relationships with others by leaps and bounds if we become encouragers instead of critics.”— Joyce Meyer
Promoting Positive Climates for All Students
• https://www.youtube.com/watch?v=q0OaTrtrmWI
• Preschool helps children develop important social and self-regulation skills
• Preschool lays the foundation for brain development and future learning.
• Preschool benefits society as well as individual children.
Research Based Programs
SEFEL: Pre-K
PBIS: K-12
Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model
Tier 1 – High Quality EarlyEducation-All Children
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Tier 3:Individualized Positive Behavior Support- Children with persistent challenges
Tier 2-Social Skills Curricula-Children at Risk
The Teaching
Pyramid
Positive Relationships with
Children, Families, and Colleagues
Creating Supportive Environments
Social Emotional
Teaching Strategies
Universal promotion
Prevention
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ve, PBIS Tiers of Support
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Core GOAL: 100% of students achieve
at high levels
+Supplemental < 20% of students
+Intensive Individual Instruction
< 5% of Students
…to achieve benchmarks
1. Where is the student performing now?
2. Where do we want him/her to be?
3. How long do we have to get him/her there?
4. What supports has he/she received?
5. What resources will move him/her at that rate?
6. How will we monitor and evaluate the student’s
(Batsche, 2010)
Anson, Greene, Harnett, Madison Mecklenberg, Montgomery, Moore,
Richmond and Stanley
What To Expect From PBIS
• Tiered Support –
Core – Everyone (80%) – Defined and
Communicated Expectations and Rules,
Acknowledgment of Behaviors, Plan to Address
Behaviors,Teaching of Expected Behaviors, and
Cultural Responsiveness
Supplemental – 10 % – 15 % - Social Skills
Training, Mentoring, Check in/ Check Out,
What To Expect From SEFEL and PBIS
• Intensive Support – (5%)
– Behavior Contracts
– Individual Behavior Support Plans
– Functional Behavior Assessments
– Behavior Intervention Plans
– All Core and Supplemental Supports
Benefits of SEFEL and PBIS?• Promotes positive climates
• Promotes high quality environments and
engaging activities
• Promote a variety of strategies and supports
encouraging active learning
• Incorporates social-emotional skills throughout
the school day
How does SEFEL and PBIS benefit
students?
Children develop skills:
• Emotional literacy
• Social-emotional skills
• Problem solving skills
Social Emotional
Teaching Strategies
• Enhancing Emotional Literacy
• Developing Emotional Regulation
• Developing Problem Solving Skills
• Developing Friendship Skills
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Feeling Words Challenge!
• How many words can you think of
that express emotions?
• Write them down
• You have 30 seconds!
Center on the Social and Emotional Foundations for Early Learning
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Tucker the Turtle
Tiered Supports in Schools
• Breathing techniques and patterns are regularly
advocated for relaxation, stress management,
control of psycho physiological states and to
improve organ function (Ritz and Roth, 2003)
• Ways to teach breathing;
• Flower Breath: Imagine smelling a beautiful flower, breathe in through the
nose and out the mouth, releasing any tension. Stop and smell the roses,
daffodils, daisies or any other flower they like.
• Bubble Blowing - take a slow, deep breath in, hold it for a second, and then
slowly blow some bubbles.
Center on the Social and Emotional Foundations for Early Learning
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Problem Solving Steps
Step 2
•Would it be safe?
•Would it be fair?
•How would everyone feel?
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The Solution Kit
29
Solutions!
Impact of Social Skills On
FriendshipsPositive
• Starting Conversation-
sharing
• Taking turns-asking for
what one wants or needs
• Expressing feelings-
apologizing to others
• Asking questions-
following the rules of play
Negative
• Physical Aggression-poor
loser
• Arguing-getting into
others’ space
• Interrupting-talking too
much
• Name calling-breaking
rules of play
www.kidsmatter.edu.au
Additional Resources
• Second Step
• Social Stories
• Conscious Discipline
• Incredible Years
• Dr. Jean
• Pete the Cat
• Board Maker
• Songs and Music
Social Skills Training
• Social Skills Training - A major goal of social
skills training is teaching persons who may
or may not have emotional problems about
the verbal as well as nonverbal behaviors
involved in social interactions
Types – Second Step, Mind Up
Curriculum,and Yoga,
Use of Yoga
• When children are calmer and have coping skills such
as breathing exercises and physical poses to manage
difficult emotions such as anger, frustration and
anxiety they are less likely to exhibit behaviors.
• When children have the opportunity to move
throughout the day, they are less likely to be as
impulsive or disruptive.
• Children are more open to learning and are more
comfortable in their own bodies, when they learn self-
regulation strategies.
Child Pose
Tree Pose
Warrior Pose
YOGA
Poses to
Alleviate
Anxiety
Researched Based Programs;
From to Preschool to
Graduation• Mentoring - Research confirms that
quality mentoring relationships have
powerful positive effects on young people
in a variety of personal, academic, and
professional situations.
• Check In/Check Out Behavior Education
Program
Building Relationships with Students
• School systems need to adjust their culture to foster an increase of self-esteem and self-worth in all students.
• School systems are best advised not to overlook or brush past the issue of youth mental illness and must instead try to raise awareness of common disorders and their symptoms. • Many parents with children who have mental health
concerns or behaviors feel that they are left to cope alone.
Building Relationships with Students
Antwone Fisher, a New York Times best-selling author, spent his childhood in foster homes, but he found trust in an elementary school teacher, Mrs. Profitt. Fisher says that Mrs. Profitt was the first adult he ever trusted, because she spoke to her students with a tone of respect. He believes that being in her class made all the difference in his life, and he and his classmates took her trust and confidence with them into their lives.
Building Relationships with Agencies
“People are lonely because they build walls instead of bridges.”— Joseph F. Newton Men
Building Relationships with Agencies• Ensuring a common vision among all partners
– Partners must be invested in a common vision and set of expectations This will help to sustain partnerships and encourage each stakeholder to clearly define its role in meeting specific goals.
• Establishing structured opportunities to engage stakeholders– A successful community and school relationship
depends on the active involvement of families, school boards, unions, local organizations, and state and local government agencies.
Building Relationships with
Agencies
• Encouraging open dialogue about challenges and solutions – Successfully sharing ownership among
multiple partners requires collective trust and the ability to discuss issues openly in order to find solutions.
•Engaging stakeholders in the use of data – Sharing data enables all stakeholders to understand where things stand at various points, and helps them hold each other and themselves accountable for making measurable progress on outcomes.
Behavior Resources in Schools• School Based Mental Health Services
• Linking of students and families to community
based mental health supports
• Contract Mental Health Services at School
• School Referrals for Services
• School Based Day Treatment Programs
• Therapeutic Support Classrooms (mirrors day
treatment classroom
Behavior Resources in Schools• Established a plan of communication for students
that present in the ER for psychiatric/crisis
assessments for hospitalization.
• Day Treatment Programs
• Site Mental Health Therapist
• School Based Counseling
• Students receiving School Mental Health
Mentors
Building Relationships with Agencies
Rolestorming – Choose a card to address a student’s concern from another agency’sperspective.
Anne Sullivan – teacher of Helen Keller
Sigmund Freud – founder of “talk therapy”
Columbo – famous TV officer
Mother Teresa–
Trapper John,MD – Popular TV medical professional
Facilitator – Read the Scenario, task master
Take Aways
• What were some of the “Aha” moments
during the rolestorm?
• What happens when one of the essential
players are not at the table?
• What are the barriers of getting all of the
players at the table?
• What are the advantages of having all
the players at the table?
Connect to LinkCreativity is the power to connect the seemingly
unconnected. William Plomer
When we:
Connect
Communicate
Collaborate
We Build To:
Equip
Empower
Encourage
Build to Equip, Empower and Encourage
It is easier to build strong children than to
repair broken men.
Frederick Douglass
Build to Equip, Empower and Encourage
• Take 3 Post It notes
• Write how your agency Equips,
Empowers and Encourages
• Take 1 more Post It Note and write how
you think another agency Equips,
Empowers or Encourages.
• Let’s Walk
Build to Equip, Empower and Encourage
“A common vision can unite people of very different
temperaments.” Timothy Keller
College Ready
Career Ready
Community Ready
Remove Labels, Add Understanding
https://www.youtube.com/watch?v=5IJA-uxretY&list=PLWS3aZhCgCrpYb7eZTP2La63WF-g6mTjA&index=17
• “Labeling is definitive; once we say it then it holds
meaning”
• Labels can be helpful, but can also become dangerous.
They can create stereotyped images based on
collective thinking, hearsay, bias, fears, and the inability
to separate the person from the disability or behaviors
that may occur.
NC DPI Behavior Support Section Contacts
DISTRICT/STATE PRC 29/ PBIS
CONSULTANT
HOST SITE PHONE EMAIL
District 1 – Northeast Osmond ListerElizabeth City/Pasquotank
Public Schools252-338-1017 [email protected]
District 2 – Southeast Lisa TaylorGreene County Schools 252-361-1004 [email protected]
District 3 – North Central Rhonda HarrellWilson County Schools 252-299-3395 [email protected]
District 4 – Sandhills Leslie LoweryScotland County Schools 910-544-8860 [email protected]
District 5 – Piedmont-Triad VacantNC DPI
District 6 – Southwest Trish ScardinaCabarrus County Schools 980-521-8320 [email protected]
District 7 – Northwest Jennifer PhelpsCatawba County Schools 828-514-6332 [email protected]
District 8 – Western Felicia GoodgionHenderson County Schools 828-702-5572 [email protected]
Statewide Keashia T. Walker NC DPI 919-807-3996 [email protected]
Behavior Support Program
AssistantShelby Snead NC DPI 919-807-3999 [email protected]
Behavior Support Section Chief Joe Simmons NC DPI 919-807-3993 [email protected]