supporting positive behaviour in alberta schools

D.M. Souveny Understanding Student Behaviour

Supporting Positive Behaviour in Alberta Schools

Dwaine M SouvenyCentral Alberta Regional Consortium

2010-2011

Supporting Positive Behaviour in Alberta SchoolsKey Element # 8

Collaborative Teamwork/Leadership and the Wrap Around Process

March 15, 2011

Dwaine M SouvenyCentral Alberta Regional Consortium

2010-2011 dynamicdevelopment@shaw.ca

D.M. Souveny Understanding Student Behaviour

Supporting Positive BehaviourIn Alberta Schools (2008)

A School Wide Approach

A Classroom Approach

An Intensive Individualized Approach

D.M. Souveny Understanding Student Behaviour

Supporting Positive Behaviour in Alberta Schools

10 Key Elements

Key Element 1: Positive RelationshipsKey Element 2: Learning EnvironmentKey Element 3: Differentiated Instruction (DI)Key Element 4: Understanding Student BehaviourKey Element 5: Social Skills InstructionKey Element 6: Positive ReinforcementKey Element 7: Fair and Predictable ConsequencesKey Element 8: Collaborative Teamwork/Leadership and the Wrap Around Process

Creating Choices With Creative Consequences

D.M. Souveny Understanding Student Behaviour

Suspensions and Expulsions

Read Pages 55-57 in School-wide approach to recognize the Disadvantages of Expulsion

Supporting Positive Behaviour in Alberta Schools

Key Element Eight:Collaborative Teamwork/Leadership

and the Wrap Around Process

School Administrator Leadership

“The school administrator is key to the success of any school-wide

systems improvement initiative.”A School Approach pp. 59

School Administrator LeadershipA School Approach pp. 59

School Administrators can and should:1. Identify positive behaviour supports as an important

school-improvement goal2. Be knowledgeable in the area of positive behaviour

support practices3. Participate in core team meetings and related

training4. Model and visibly implement new practices5. Actively and frequently monitor and acknowledge

students who meet behavioural expectations6. Allocate resources to sustain positive behaviour

supports.

School Administrator Leadership

Collaboration supports Consistency

D.M. Souveny Understanding Student Behaviour

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

School Administrator Leadership

Two Key Components:1. Building a team approach

Each member has something to offerShare the load and leadership responsibilitiesBuild a sense of security and trustProvide In-service training

School Administrator Leadership

Two Key Components:2. Building staff capacity

School Based Support TeamsMentoring and role models

CoachingOnsite community partners

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

D.M. Souveny Understanding Student Behaviour

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

Alberta’s Approach to Collaborative Practices … based on wraparound principleswww.education.alberta.ca/collaborativepractices

Wraparound Principle Issues Portrayed in the Video

Collaboration depression and cutting

Shared leadership abuse, harassment and racism

Team based poverty and neglect

School-community linked dropping out of school and teen parenting

Persistent stress, emotional abuse and parent depression and alcoholism

Family voice and choice medical issues, high incidence of absenteeism and family preference

Culturally responsive disruptive behaviour, cultural and language barriers

Natural supports drug and alcohol use

Individualized head injury and learning challenges

Strength based borderline depression, exclusion and poverty

Data informed bullying, physical and emotional abuse

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,

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

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

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 challengesData 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

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).

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).

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?

A Learning TeamA 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)

Learning Team

Parent

Teacher

School SupportStaff

District Support

StaffSTUDENT

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?

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

D.M. Souveny Understanding Student Behaviour

Scenario: Roles of teamAdministrator, 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.

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.

D.M. Souveny Understanding Student Behaviour

• 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

Homework

Supporting Positive Behaviourin Alberta Schools

….stay tuned& invite a friend

Next time: Data Driven Decision MakingMay 17, 2011

Email or phone me 403 506 7091dynamicdevelopment@shaw.ca