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

25

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

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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 olister@ecpps.k12.nc.us

District 2 – Southeast Lisa TaylorGreene County Schools 252-361-1004 lisa.taylor@dpi.nc.gov

District 3 – North Central Rhonda HarrellWilson County Schools 252-299-3395 rhonda.harrell@dpi.nc.gov

District 4 – Sandhills Leslie LoweryScotland County Schools 910-544-8860 leslie.lowery@dpi.nc.gov

District 5 – Piedmont-Triad VacantNC DPI

District 6 – Southwest Trish ScardinaCabarrus County Schools 980-521-8320 trish.scardina@dpi.nc.gov

District 7 – Northwest Jennifer PhelpsCatawba County Schools 828-514-6332 jennifer.phelps@dpi.nc.gov

District 8 – Western Felicia GoodgionHenderson County Schools 828-702-5572 felicia.goodgion@dpi.nc.gov

Statewide Keashia T. Walker NC DPI 919-807-3996 keashia.walker@dpi.nc.gov

Behavior Support Program

AssistantShelby Snead NC DPI 919-807-3999 shelby.snead@dpi.nc.gov

Behavior Support Section Chief Joe Simmons NC DPI 919-807-3993 joe.simmons@dpi.nc.gov