1. Supporting Positive Behaviour in Alberta Schools Dwaine M Souveny Central Alberta Regional Consortium 2010-2011 D.M. Souveny Understanding Student Behaviour

2. Supporting Positive Behaviour in Alberta Schools Key Element # 8 Collaborative Teamwork/Leadership and the Wrap Around Process March 15, 2011 Dwaine M Souveny Central Alberta Regional Consortium 2010-2011 dynamicdevelopment@shaw.ca

3. Supporting Positive Behaviour In Alberta Schools (2008)  A School Wide Approach  A Classroom Approach  An Intensive Individualized Approach D.M. Souveny Understanding Student Behaviour

4. Supporting Positive Behaviour in Alberta Schools 10 Key Elements Key Element 1: Positive Relationships Key Element 2: Learning Environment Key Element 3: Differentiated Instruction (DI) Key Element 4: Understanding Student Behaviour Key Element 5: Social Skills Instruction Key Element 6: Positive Reinforcement Key Element 7: Fair and Predictable Consequences Key Element 8: Collaborative Teamwork/Leadership and the Wrap Around Process D.M. Souveny Understanding Student Behaviour

5. Creating Choices With Creative Consequences

6. Suspensions and Expulsions Read Pages 55-57 in School-wide approach to recognize the Disadvantages of Expulsion D.M. Souveny Understanding Student Behaviour

7. Supporting Positive Behaviour in Alberta Schools Key Element Eight: Collaborative Teamwork/Leadership and the Wrap Around Process

8. School Administrator Leadership “The school administrator is key to the success of any school-wide systems improvement initiative.” A School Approach pp. 59

9. School Administrator Leadership A School Approach pp. 59 School Administrators can and should: 1.Identify positive behaviour supports as an important school-improvement goal 2.Be knowledgeable in the area of positive behaviour support practices 3.Participate in core team meetings and related training 4.Model and visibly implement new practices 5.Actively and frequently monitor and acknowledge students who meet behavioural expectations 6.Allocate resources to sustain positive behaviour supports.

10. School Administrator Leadership Collaboration supports Consistency

11. Scenario: what to do??? The learning support teacher within the school has a philosophy of building upon strengths and seeing the positives of a student’s behaviour. When challenging behaviour occurs she views this as an opportunity for the child to learn more socially appropriate behaviours through the teaching efforts of the educators working with the student The principal at the school views negative behaviours in a much more authoritarian manner – emphasizing that clear and consistent reductive consequences must be in place for undesired behaviour D.M. Souveny Understanding Student Behaviour

12. School Administrator Leadership Two Key Components: 1.Building a team approach  Each member has something to offer  Share the load and leadership responsibilities  Build a sense of security and trust  Provide In-service training

13. School Administrator Leadership Two Key Components: 2.Building staff capacity  School Based Support Teams  Mentoring and role models  Coaching  Onsite community partners

14. Administrative Support Facilitating schedules to encourage and accommodate planning an problem solving Following through on agreed upon office referrals Communicating with teachers about classroom management practices and issues Offering both formal and informal encouragement to staff Being available and willing to help teachers identify issues and find solutions Making targeted PD opportunities

15. What does “Wrap- Around” mean? A collaboration between the natural supports (such as family) for a child and the educational and community services based on a definable planning process that is individualized for the child and family to achieve a positive set of outcomes Substance Abuse and Mental Health Services Administration (SAMHSA) D.M. Souveny Understanding Student Behaviour

16. Alberta’s Approach to Collaborative Practices … based on wraparound principles www.education.alberta.ca/collaborativepractices www.education.alberta.ca/collaborativepractices D.M. Souveny Understanding Student Behaviour Wraparound PrincipleIssues Portrayed in the Video Collaborationdepression and cutting Shared leadershipabuse, harassment and racism Team basedpoverty and neglect School-community linkeddropping out of school and teen parenting Persistentstress, emotional abuse and parent depression and alcoholism Family voice and choicemedical issues, high incidence of absenteeism and family preference Culturally responsivedisruptive behaviour, cultural and language barriers Natural supportsdrug and alcohol use Individualizedhead injury and learning challenges Strength basedborderline depression, exclusion and poverty Data informedbullying, physical and emotional abuse

17. D.M. Souveny Understanding Student Behaviour Collaboration: is a process for setting collective priorities, and incorporating different perspectives. Shared leadership – administrators model the value of collective wisdom. – school staff focus on developing meaningful relationships within the school and community Team based involves a group of people, including the family members,

18. D.M. Souveny Understanding Student Behaviour School-community linked working collaboratively to promote and strengthen partnerships by eliminating barriers between the school and community. Persistent not giving up on, blaming or rejecting children, youth or their families. Family voice and choice ensures child or youth and family perspectives are intentionally elicited, prioritized and actioned

19. D.M. Souveny Understanding Student Behaviour Culturally responsive practices respect and build upon the values, preferences, beliefs, cultural context, and identity of the child or youth, family and community. Natural supports are individuals drawn from family members’ network of personal and community relationships. Individualized a customized set of strategies, supports and services

20. D.M. Souveny Understanding Student Behaviour Strength based practices build on a child or youth’s capabilities, knowledge, skills, and assets, to help them develop the resiliency needed to overcome challenges Data informed goals and strategies are used to support the child or youth and their family. They are observable, measurable and can be used as indicators of success, to monitor progress and revise supports and services accordingly

21. School-based Learning Teams Each school should have a process and learning team to provide consultation, planning and problem-solving related to programming for students with special education needs. (Standards for Special Education, Alberta Education, 2004, Standard 11e).

22. School-based Learning Teams Each school should have a process and learning team to provide consultation, planning and problem-solving related to programming for students with special education needs. (Standards for Special Education, Alberta Education, 2004, Standard 11e).

23. 1.What are the pros and cons of working collaboratively as a team? 2.When working with parents of students with behaviour difficulties, what 3 considerations or techniques are most important to develop positive relationships?

24. A Learning Team A learning team is a team that consults and shares information relevant to the individual student’s education and plans special education programming and services as required. The team may consist of the classroom teacher, parents, students, other school and jurisdiction staff aware of the student’s needs, and others as required. (Standards for Special Education, 2004, p.4)

25. Learning Team Parent Teacher School Support Staff District Support Staff STUDENT

26. School-based Learning Teams What are one - three strategies or suggestions to ensure school-based learning teams are in place for students who require them?

27. Team Challenges  Teachers’ Code of Professional Conduct  Current knowledge or skill sets  School Climate  Specific Situations  Constant changes  Interpersonal relationships  Attitudes  Other?

28. Scenario: Roles of team Administrator, Teacher, EA, other (e.g. FSLW) Sally has been arguing with and threatening other students. She also argues with the Educational Assistant, although she more frequently listens to the teacher. After a particularly challenging day this past week, Sally’s mother came in a “tore a strip” off of the teacher for not listening to her child’s concerns and “over reacting” in the classroom. D.M. Souveny Understanding Student Behaviour

29. Build Team and Trust  Demonstrating professional ethics, expertise and experience  Willingness to share professional knowledge and skills  Supporting each other  Maintaining confidentiality  Respecting differences of opinion  Keeping commitments and agreements  Acting non-judgmentally  Listening reflectively  Admitting mistakes or lack of understanding Keeping focused on the best educational interests of each student.

30. Identify 3 things within your school that reflect one or more of the principles of Collaborative Practices Review the videos at Alberta’s Approach to Collaborative Practices – email me with information that you believe would be valuable to have in the training of this information D.M. Souveny Understanding Student Behaviour Homework

31. Supporting Positive Behaviour in Alberta Schools ….stay tuned & invite a friend Next time: Data Driven Decision Making May 17, 2011 Email or phone me 403 506 7091 dynamicdevelopment@shaw.ca