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Supporting Positive Behaviour in Alberta Schools. Dwaine M Souveny Central Alberta Regional Consortium 2010-2011. Supporting Positive Behaviour in Alberta Schools Key Element # 8 Collaborative Teamwork/Leadership and the Wrap Around Process March 15, 2011. Dwaine M Souveny - PowerPoint PPT Presentation
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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 [email protected]
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 [email protected]