3/11/2015
WELCOME TO TIER 3
LEADERSHIP TEAM
TRAINING!
Inclusion Activity: Sandwich Name Tag
• Write your name in the center of your name tag.
• On the top half, write the name of an adult that
supported you when you were growing up.
• On the bottom half, write the name of a student you
support now.
• Find a partner and share a story about your
supportive adult or your student.
Person Centered Approaches to
Individualized Behavior Support Planning
Outcomes
Agenda
• Build capacity for T3 Individualized Positive Behavior
•
•
•
•
•
Support Planning.
Consider trauma informed practices within your SWPBIS framework.
Explore T3 Wraparound for students with complex
behavior and social-emotional needs.
Identify school/community partnerships and
resources to support students with complex needs.
Introduce Restorative Practices as an alternative
person centered approach.
Team Action Planning.
• Inclusion Activity
• Trauma Informed Practices within an MTSS
• T3 Wraparound/Person Centered Planning
• Accessing Community Resources
• Introduction to Restorative Practices
• Team Action Planning
Working Agreements
Be
Respectful
Be
Responsible
Be
Safe
• Turn off cell phones
• Respect time signal
• Respect others’ right to listen.
• Participate
• Be a team player
• Make yourself comfortable
and take care of your
personal needs.
TRAUMA INFORMED
PRACTICES
Considerations for Educators
1
3/11/2015
Reflection: Think, Write, Share
“ A child whose behavior is creating
issues is not trying to cause a problem.
They're trying to solve a problem.”
• American Journal of Pediatrics, November 1956
Considerations About Trauma
•
•
•
•
•
•
Trauma is prevalent in the lives of children.
Children often cannot verbally express their
feelings about trauma.
Trauma affects learning and school performance.
Trauma causes physical and emotional distress.
Trauma sensitive schools help children feel safe to
learn.
Schools have an important role to play in meeting
the social/emotional needs of students.
• What are some assumptions you have about the
impact of trauma on youth development and
behavior?
• Please record your thoughts on the post-its.
• Share with your table partners.
What Makes an Experience Traumatic?
•
Overwhelming, very painful, very scary
•
Fight or Flight incapacitated
•
Threat to physical or psychological safety
•
Loss of control
•
Unable to regulate emotions
Trauma is the response to the event, not the event itself.
arozum@schoolhealthcenters.org
ACE Study
Adverse Childhood Experiences
(ACE) Study
• Collaboration between the CDC and Kaiser Permanente’s
Health Appraisal Clinic in San Diego.
• Study took place between 1995 and 1997, CDC still tracking the
medical status of the baseline participants.
• Retrospective approach examined the link between
childhood stressors and adult health for over 17,000 adult
participants.
• Each participant completed a questionnaire that asked for detailed
information on their past history of abuse, neglect and family
dysfunction as well as their current behaviors and health status.
• Designed to assess exposure to multiple types of stressors.
www.acestudy.org
2
3/11/2015
ACE Study
More than half of adolescents have had at least one of these adverse childhood
experiences, and nearly one in ten have experienced four or more.
• The ACE score is the total number of ACE that
each participant reported.
• For example, experiencing physical neglect would be an ACE
score of one; if the child also witnessed a parent being treated
violently, the ACE score would be two.
• Given an exposure to one category, there is an 80% likelihood
of exposure to another.
Source: NSCH 2011/2012
For Children ages 0-17
Consequences of Trauma….
• Research shows effects can last a lifetime:
• Schoolchildren who experience early trauma find it
harder to sit still/follow directions.
• As teenagers they are more likely to be drawn to high-
risk behaviors.
• As adults they often show increased aggression,
impulsive behavior, weakened cognition, and an inability
to distinguish between real/imagined threats.
ACE and Risky Behaviors
ACE Exposure and Education
• The higher the ACE score, the more we see risky health
• As early as the 1960’s research established direct
behaviors in childhood and adolescence including:
• Pregnancies
• Suicide attempts
• Early initiation of smoking
connections between childhood disadvantage and
diminished educational outcomes.
• Disparities in early-childhood experience produced disparities in
cognitive skill – most significant, in literacy- that could be observed
on the first day of Kindergarten and well into adulthood.
• Sexual activity
• Illicit drug use
• Among patients with an ACE score of 0, just 3% display
learning/behavior problems.
• Among patients with a score of ≥ 4, the figure is 51%.*
*Burke, J., Hellman, J., Scott, B., Weems, C. & Carrion, V. The impact of adverse childhood experiences on an urban pediatric
population. Child Abuse & Neglect, 2011:35(6): 408-413
3
3/11/2015
What Might You Notice?
Trauma Impacts on Child Development
•Trauma causes brain to adapt in ways that contributed to
their survival (i.e. constant fight/flight/freeze).
•↓
•These adaptations can look like behavior problems in
“normal” contexts, such as school.
•↓
•When triggered, “feeling” brain dominates the “thinking”
brain.
•↓
•The normal developmental process is interrupted, and
students may exhibit internalizing or externalizing
behaviors.
arozum@schoolhealthcenters.org
What Might You Notice?
•
Depression/ withdrawal
•
Anxiety/worry about safety of self and others
•
Poor or changed school performance/attendance
•
Avoidance behaviors
•
Difficulty focusing, with attention, memory, thinking
•
Increase in impulsive, risk-taking behaviors
•
Repetitive thoughts or comments about death or dying
•
Non-age appropriate behavior
•
Physical symptoms
•
Poor emotional control/lashing out
•
Confrontational/ control battles
•
Overly protective of personal space/belongings
•
Over- or underreacting to loud noises or sudden
movements
•
Difficulty with transitions
•
Emotional response doesn’t “match” situation
arozum@schoolhealthcenters.org
PBIS and Trauma Informed Practice
• Strategies for creating trauma-informed schools
fit well into existing initiatives such as PBIS.
• A trauma informed school is most effectively
created and maintained when positive universal
supports and strategies are part of daily school
programming.
arozum@schoolhealthcenters.org
4
3/11/2015
arozum@schoolhealthcenters.org
Entire Classroom
Individual and Groups
Establish classroom
agreements for behavior
Provide routines and
consistency
Provide explicit
preparation for changes
and transitions
Create time in schedule
for community building,
circles, mindfulness
Give opportunities for
creative expression
Teach about the power of
mindsets
Build 1:1 relationships
with struggling students
3:1 ratio of positive to
negative
Allow students to step
outside of the classroom
or put their head down
Use restorative practices
language
Seat students near the
front or near you
Brain breaks
Trauma Informed Practice: How can school staff help?
arozum@schoolhealthcenters.org
Behavior Plans
1:1 counseling
Mental health referrals
Student Study Teams
Psycho-educational groups
Referrals to on campus activities
and services
Mentoring programs
Alternative to suspension
programs
Classroom presentations
School-wide PBIS
Youth development programs
Family events
Whole school-events
Trauma Informed Practices within an MTSS
Site Example: Raoul Wallenberg HS
Team Activity: Trauma Informed Pyramid of Supports
Tier 3
• How can Trauma
• Selected
• Few Students
Informed Practices
inform your school’s
Pyramid of Supports?
• What resources and
supports can you
identify at each tier of
the PBIS pyramid on
your campus?
• How will students be
identified for supports
at each tier?
Tier 2
• Targeted
• Some Students
Tier One
A Person Centered Approach
• Universal
• All Students
PositiveBehaviorInterventions&Supports:
AMulti‐TieredSystemofSupportModel(MTSS)
Tier 1/Universal
Tier 2/
Secondary
Check-in
Check-out (CICO)
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
(Behavior and Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots,
etc...
Individual Student
Information System (ISIS)
Tier 3/
Tertiary
SIMEO Tools:
HSC-T, SD-T, EI-T
Layering Supports
• As students start with tier 2 interventions and may
School-Wide Assessment
School-Wide Prevention Systems
ODRs,Credits,
Attendance,
Tardies, Grades,
DIBELS, etc...
T3 WRAPAROUND
Group Intervention with
Individualized Feature
(e.g., CICO with ind. features
and Mentoring)
not be successful, layering additional
interventions is important
• Secondary and Tertiary tiers of SW-PBIS may be
viewed as a continuum of interventions that
progress through a “scaling up” of supports.
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Person Centered Planning:
Wraparound/RENEW Illinois PBIS Network, Revised
Aug. 2013 Adapted from T. Scott, 2004
Focus Family
5
3/11/2015
Individualized Positive Behavior Support Plans
 Who?
 Youthwithmultipleneedsacrosshome,school,
community
 Youthwithmultiplelifedomainneeds
 Theadultsinyouth’slifearenoteffectively
 engagedincomprehensiveplanning
 (i.e.adultsnotgettingalongverywell)
 What?
 Thedevelopmentofaunique,
individualized,strength‐basedteam&plan
withtheyouthfamilythatisdesignedto
improvequalityoflifeasdefinedbythe
youth/family.
Wraparound Person Centered Planning
Individualizedapproachtoplanningfor
persons/familiesinneedofservicesandsupports
Wraparound– focusonstudentandfamilyneeds
acrossmultiplelifedomains
(home/school/community).
Wraparoundisacomprehensiveplanthat
addressesanindividualstudent’sbehavioral,social‐
emotional,andlearningneeds.

 LucielleEber,2009
34
What is Wraparound?
Wraparound Is
• An ongoing planning
•
•
•
•
•
process used by:
A team of people
Who come together
Around family
strengths/needs
To create a unique plan of
interventions & supports
Based upon a process of
unconditional care –no
blame, no shame
Wraparound Is Not
• A set of services
• A one or two time meeting
• A special education
evaluation
• An individual counselor who
links with the family or
student
• Only for families and
students we judge as
“workable”
• The presence of flexible
funds
Who is Wraparound for?
10 Principles of Wraparound
1.
2.
3.
4.
5.
FamilyVoiceandChoice
Team‐Based
NaturalSupports
Collaboration
Community‐Based
Culturally‐Competent
Individualized
8. Strengths‐Based
9. UnconditionalCare
10. Outcome‐Based
6.
7.
• Number off 1-10 at your table.
• Each person reads the corresponding WR principle.
• Report out to the table group.
Reflection
• Youth with multiple needs across home, school, community
• Youth at‐risk for change of placement (youth not responding to current systems/practices)
• The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along very well)
ThinkofastudentthatyoufeelneedsTier3supportand
mightbenefitfromaWRPCP.
Whatarethisstudents’needsacrossmultipledomains?
Whatpartnersmightbeincludedinthedevelopmentof
his/herplan?
Eber, 2013
6
3/11/2015
Case Study Practice
BEN’S STORY

14yr.oldboy,8th
grade
 ADHD(r/oBiPolar),
 Struggleswithstayingon
CASE STUDY PRACTICE
Strength/Needs Assessment Profile
Strength/Needs Profile Worksheet
Student:
Parent:
Team Members Present:
Student Strengths
Age:
Meeting Date:
Needs/Concerns
Grade:
task,argumentative,
cursingfollowing
directions,physical
threatstopeers
LAMAR’ STORY
6thgradeboy;identifiedas
havinglyingandstealing
behaviors
Disrespectfulbehavior
towardadultsandpeers,
disruptiveclassroom
behavior
Decreaseingradesand
academicperformance.
Case Study Practice
• Using your own case study (or one provided) complete
Potential Team
Members
the strength/needs profile for your student:
• What are the student’s strengths?
• What are his/her needs?
• Who are potential team members?
• What other “natural supports” might be available?
• Based on the student’s strength/needs profile, what
Wraparound” interventions/activities might you
recommend?
Life Domains to consider in Wraparound Planning:
Behavior, Academic, Social-emotional, Medical, Family, Vocational, Spiritual, Residence, Financial,
Adapted from Illinois PBIS Network, T3 Wraparound Planning
Break
District Example
10 minute
break!
• Santa Ana Unified School District
• Sonia Llamas, Ph.D.
7
3/11/2015
III-A
Table Talk: Team Action Planning:
• How might principles of a Wraparound Approach be
integrated into your school’s T3 Individualized Behavior
Support Team?
• Review the T3 Wraparound Person Centered Planning
ACCESSING SCHOOL/COMMUNITY
RESOURCES
forms (pp. 76-81) of your Team Member Notebook.
• What forms might be useful and how might your team use
these forms?
What are Risk and Protective Factors?
Susan Ferencz, Psy. D.
Anaheim Union High School District
Risk and Protective Factors
Risk factors include:
• Risk factors make it more likely that a child or
•Problems in community environment
•Problems in family environment
•History of behavior problems
•Negative behavior and experiences
•Biology
adolescent will develop a disorder.
• Protective factors make it less likely that a child
or adolescent will develop a disorder.
Protective factors include:
• May be biological, psychological, or social
•Caring adults
•Genuine youth-adult relationships
•Recognition
•Opportunities for involvement
Handout II-A******
48
COMMUNIT
Y
SCHOOL
Connecting to Community
Resources
Norms
FAMIL
Y
INDIVIDUAL
& PEERS
Truancy
Poverty
High
Expectations
Role
Models
Social
Competency
Drop
out
SEDs
Humor
Values
Safety
Clear Rule
Enforcement
Family
Bonding
Community
Disorganization
School Bonding
Cultural Disenfranchisement
II-E
8
3/11/2015
49
Connecting Through Caring
50
Care Ethics in Education
“We should want more from our educational efforts than
adequate academic achievement, and we will not
achieve even that meager success unless our children
believe that they themselves are cared for and learn to
care for others.”
Nel Noddings
III-D
52
Knowing Your Resources
Action Plan
considerations
An action plan is a way to direct your behavior and problemsolve with individual students. Every action plan is unique to
the individual needs of the student and the resources
available.
• Diversity of Communities
• Best Practices, Data Driven (current)
• Researched and known before referral offered
• External
• Internal
• Individual’s Strengths
The basic stages of an action plan include:
• Stage I: Know your resources
• Stage II: Voice your concern/ask for help
• Stage III: Follow up
• Individual’s Challenges/Experiences
• Mentoring/Connection/Teaching
• Proactive in connecting student to community
• Follow Through by School Site
• Data Collected by School Site to measure effectiveness in
desired outcome of learning
• Policies
53
Example of Resource Selection
Whole to Part & Part to Whole
• Improving Schools Through Community Engagement
•
•
•
•
•
•
•
•
(A Practical Guide for Educators) By Kathy Gardner Chadwick
Positive Behavior Intervention Supports (PBIS)
Response to Intervention (RtI)
Professional Learning Communities
Mentoring
Protocol for reporting concerns
Established list of known resources
Parent groups
Community Education/Information
Identifying Resource Partners
Complete the table using the resources provided by your table group members.
What needs does this
Organization/
resource meet for
Resource: (List the
partners in the boxes youth?
below.)
When should the
resource be
accessed?
How should the
resource be accessed?
Source: Eliminating Barriers to Learning (EBL)
9
3/11/2015
55
System of CARE and Connecting to
Community
Toward Capacity Building
Home/Family
School/District
Community
57
“Connection through Relationship”
The Whole Picture
SCHOOL/COMMUNITY
PARTNERSHIPS
Sharonne Herbert, Ph.D.
Pediatric Psychology Fellow
Clinical Psychologist
Children's Hospital of Orange County
LUNCH BREAK
RESTORATIVE
PRACTICES IN SCHOOLS
Enjoy your Lunch!
An Introduction
http://www.healthiersf.org/RestorativePractices/media/restorative_practices_and_s
an_francisco_public_schools_640x360.mp4
10
3/11/2015
Collaborative Conversations
• Form triads or pairs and answer the following prompts…
Restorative Practices in Schools
are inspired by the philosophy and
practices of restorative justice,
which puts repairing harm done to
relationships and people over and
above the need for assigning
blame and dispensing punishment.
• Find five things you all have in common.
• Fact or Fiction
• Three statements:
• two are true and one is false.
• Partners guess which statement is the lie.
Source: Lucille Eber. 7th Annual NYC PBIS Leadership Summit June 13, 2014
SCHOOL-TO-PRISON PIPELINE
California Education Code 48900.5
• (a) Suspension…shall be imposed only when other
means of correction fail to bring about proper conduct.
Juvenile
Detention
or Secure
Commitment
Re-entry
to, the following:
• (6) Participation in a restorative justice program.
• (7) A positive behavior support approach with tiered
interventions that occur during the school day on
campus.
SCHOOL
Suspension
& Expulsion
Dropping
Out
• (b) Other means of correction include, but are not limited
Adult
Prison
http://www.dignityinschools.org/taxonomy/term/71
Punitive vs. Restorative
Punitive
• Only deal with the
wrongdoer
• Focus on what rule was
broken
• Punish the wrongdoer.
• Exclude wrongdoers
through suspension,
expulsion, etc...
Restorative
• Include those who are
affected by the incident in
the response.
• Understand how people
were affected and what
harms occurred.
• Agree on actions to make
things right.
• Find what actions can be
taken to repair harms and
get right with the community.
Fundamental Hypothesis
• The fundamental hypothesis of restorative
practices is that human beings are happier, more
cooperative, and productive, and more likely to
make positive changes in their behavior when
those in positions of authority do things with
them, rather than to them or for them(IIRP, 2014).
http://www.healthiersf.org/RestorativePractices/media/restorative_practices_and_s
an_francisco_public_schools_640x360.mp4
11
3/11/2015
A Continuum of Restorative Practices
Adversarial Questions
Affective
Statements
Community
Circles
Formal
Conferencing
• What rule was broken?
• Who was harmed?
• Who’s to blame?
• What harm resulted?
• What punishment does
• What needs to be done to
the offender deserve?
Affective
Questions
Restorative Questions
make things right?
Informal
Conferences
Adversarial vs. Affective Questions
McCold & Wachtel, 2001
Paired Activity: Discipline Scenario
Community Circles
• With a partner, think of a recent discipline
scenario that you have been involved with.
• ELEMENTS OF EVERY CIRCLE:
• Opening
• Select roles:
• Introduction of talking piece
• Person who caused Harm
• Community guidelines
• Person who was Harmed
• Practice asking the restorative questions on
your card.
• Restorative Questions #1 (Caused Harm)
• Restorative Questions #2 (Was Harmed)
• What is your response?
• Check-in
• Discussion Rounds
• Check-out
• Closing
https://www.youtube.com/watch?v=RdKhcQrLD1w (Oakland)
https://www.youtube.com/watch?v=9lllaTksKtw IIRP
Circle Stages
Taking
Action
Let’s Experience a Community Circle!
Getting
acquainted
• Divide into Four Groups.
• Number 1-4 at tables.
• Community Circle
• Icebreaker
• Talking Piece
• Go around
Addressing
issues
Building
relationships
https://www.youtube.com/watch?v=RdKhcQrLD1w Oakland
12
3/11/2015
Community Circles Protocol
Guided Practice: Case Studies
Birthday Rank Order-Nonverbal (5 minutes)
Develop a restorative plan for the case assigned to your group:
Community Circle Ground Rules and Icebreaker (10 mins)
• Students got into fight across the street from the school
• (Choose one)
• If you were a car, which make and model would you be?
• What type of weather best describes your mood/personality?
and damaged store property.
o What could be the Restoration Plan and/or sanction?
• What animal best describes how you approach relationships?
Community Circle Discussion (15 minutes)
• (choose one)
• Two boys hurling racial insults get into a fight.
o
o What could be the Restoration Plan and/or sanction?
• What is the most challenging aspect about education today?
• What is the greatest need of students today?
• What are we doing extremely well today?
Closing Activity: (5 mins.)
One word that describes your Circle experience.
Students got into fight and property :
• Restoration – Families offered to pay for damage in store
across the street. Instead of a 5 day suspension provided
students with a choice to reduce suspension days and
volunteer for “College Night” as an act of community
service.
• Treatment – Student wrote reflective essays– many did
not think they could go to college but after an evening
helping host the event are interested in applying for
colleges and financial aid!
Boys kick in a fence on way home from school
• Principal took the boys to the house and they apologized
• Boys kick in neighborhood fence and police were called.
o What could be the Restoration Plan and/or sanction?
Students hurling racial insults and fighting :
• Restoration - One boy had to write a paper on hate
speech and the other had to apologize.
• Treatment – The one who tackled the other had to learn
how to express his feelings in more constructive ways and
will be attending some anger management sessions with
the school counselor.
Doing things
WITH kids rather
than TO them or
FOR them
Formal restorative conference
Resolves conflicts & harm
• They painted the fence on 2 Saturdays, bringing their HS
aged special ed brother
• The couple declined to press charges
• Neighbor invited boys to play guitar with him in his garage
studio.
Impromptu conferences
Problem-solving & intervention specific circles
Community & Relationships
Community-building circles
Affective questions
Affective Statements
(students & staff)
Restorative Practice and PBIS
13
3/11/2015
Table Talk:
Building Relationships
 What are your thoughts about Restorative
• Every Youth Needs a Champion
Practices in schools?
 How might Restorative Practices be
integrated within the PBIS multi-tiered
framework at your school?
 What steps might you take to implement a
Restorative Approach?
• Rita Pierson TED Talk
• http://www.ted.com/talks/rita_pierson_every_kid_needs_a
_champion?language=en#t-446970
Closing Thought
Closing and Evaluation
• Think of one strategy you gained
• Thank you for all you do to improve the
today that you can implement to build
better relationships on your campus.
lives of students who are struggling.
• Please complete the training evaluation.
• Share with your table partners.
• We appreciate your participation
14