2. PBIS and Conscious Discipline: Bully Prevention Ashley Hedrick and Mary Martinez June 10, 2015

3. PBIS and Conscious Discipline Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. Conscious Discipline is a comprehensive classroom management program and a social-emotional curriculum. It is based on current brain research, child development information, and developmentally appropriate practices.

4. Student Panel TPS: What learnings did you take away from the student voice panel? How might have this experience influence your thinking about the students we serve?

5. PBIS and CD Expectations

6. Essential Questions What proactive approaches might you need to take in preparation for the 2015-16 school year? What are the implications if we do not meet students at a socio-emotional level connecting positive behavior and Conscious Discipline to bullying prevention?

7. Desired Outcomes Reflect on your own experiences in the classroom and develop an awareness of the seven belief systems. Determine the three effective ways to manage aggression school wide and in the classroom. Analyze the contributors of aggression and reflect on the ways in which to address the behavior. Review and reflect on your personal commitment to support Positive Behavior school-wide and within the classroom.

11. Acute vs. Complex 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)

16. Impact on School Success At least half of all child maltreatment victims will experience serious school problems, especially conduct issues. (Putnam) Maltreated Children have 3 times the drop-out rate of the general population (Focal Point, 2007) Nationally, children with emotional and behavioral disorders, who are also in special education classes, have the highest school drop out rate (50%) The percentage of students who reported that they had been bullied at school increased from 8% in 2001 to 28% in 2005. (National Center for Education Statistics (NCES) Indicators of School Crime and Safety: 2006)

17. Bullying: 5 Signs We Can’t Afford to Miss https://youtu.be/tzftHNh7xP8

18. Contributors to Aggression

28. S.T.A.R. PARTNERS On a post it, record your S- T- A- R- partners that you will be working with throughout the learning today.

41. Read, Say, Share 1.Read paragraphs 1-8 2.“Say Something” sharing with your partner 3.Share out new learning and/or reactions

63. Share a time when you had to mediate an instrumental, accidental, or hostile aggression. What might be the same or different ways in which you would address the aggression?

66. http://watersfoundation.org/resources/firstgradestudents/

67. PBIS and Conscious Discipline Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. Conscious Discipline is a comprehensive classroom management program and a social-emotional curriculum. It is based on current brain research, child development information, and developmentally appropriate practices.

68. Desired Outcomes Reflect on your own experiences in the classroom and develop an awareness of the seven belief systems. Determine the three effective ways to manage aggression school wide and in the classroom. Analyze the contributors of aggression and reflect on the ways in which to address the behavior. Review and reflect on your personal commitment to support Positive Behavior school-wide and within the classroom.

69. Essential Questions What are the implications if we do not meet students at a socio-emotional level connecting positive behavior and to bullying prevention? What proactive approaches might you need to take in preparation for the 2015-16 school year?

70. “Not realizing that children exposed to inescapable, overwhelming stress may seek our attention in all the wrong ways, can lead us to punish them. If only we knew what happened last night, or this morning before they got to school, we would be shielding the same child that we’re now reprimanding.” -Author, Mark Katz On Playing a Poor Hand Well