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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

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Supporting positive behaviour in alberta schools

Supporting Positive Behaviour in Alberta Schools

Dwaine M Souveny

Central Alberta Regional Consortium

2010-2011

D.M. Souveny Understanding Student Behaviour


Dwaine m souveny central alberta regional consortium 2010 2011

Supporting Positive Behaviour in Alberta SchoolsKey Element # 8Collaborative Teamwork/Leadership and the Wrap Around ProcessMarch 15, 2011

Dwaine M Souveny

Central Alberta Regional Consortium

2010-2011

[email protected]


Supporting positive behaviour in alberta schools 2008
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

Supporting Positive Behaviour in Alberta Schools10 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



Suspensions and expulsions
Suspensions and Expulsions

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

D.M. Souveny Understanding Student Behaviour


Supporting positive behaviour in alberta schools1

Supporting Positive Behaviour in Alberta Schools

Key Element Eight:

Collaborative Teamwork/Leadership and the Wrap Around Process


School administrator leadership
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 leadership a school approach pp 59
School Administrator LeadershipA School Approach pp. 59

School Administrators can and should:

  • Identify positive behaviour supports as an important school-improvement goal

  • Be knowledgeable in the area of positive behaviour support practices

  • Participate in core team meetings and related training

  • Model and visibly implement new practices

  • Actively and frequently monitor and acknowledge students who meet behavioural expectations

  • Allocate resources to sustain positive behaviour supports.


School administrator leadership1
School Administrator Leadership

Collaboration supports Consistency


Scenario what to do
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


School administrator leadership2
School Administrator Leadership

Two Key Components:

  • 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


School administrator leadership3
School Administrator Leadership

Two Key Components:

  • Building staff capacity

    • School Based Support Teams

    • Mentoring and role models

      • Coaching

    • Onsite community partners


Administrative support
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


What does wrap around mean
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

D.M. Souveny Understanding Student Behaviour


  • Collaboration: wraparound

    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 basedinvolves a group of people, including the family members,

D.M. Souveny Understanding Student Behaviour


  • School-community linked wraparound

    • 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 wraparound 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 wraparound 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

D.M. Souveny Understanding Student Behaviour


School based learning teams
School-based Learning Teams wraparound

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 teams1
School-based Learning Teams wraparound

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).


  • What wraparound are the pros and cons of working collaboratively as a team?

  • When working with parents of students with behaviour difficulties, what 3 considerations or techniques are most important to develop positive relationships?


A learning team
A Learning Team wraparound

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)


Learning team

Parent wraparound

District

Support

Staff

Teacher

School Support

Staff

Learning Team

STUDENT


School based learning teams2
School-based Learning Teams wraparound

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


Team challenges
Team Challenges wraparound

  • Teachers’ Code of Professional Conduct

  • Current knowledge or skill sets

  • School Climate

  • Specific Situations

  • Constant changes

  • Interpersonal relationships

  • Attitudes

  • Other?


Scenario roles of team administrator teacher ea other e g fslw
Scenario: Roles of team wraparound 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


Build team and trust
Build Team and Trust wraparound

  • 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.


Homework
Homework wraparound

  • 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


Supporting positive behaviour in alberta schools stay tuned invite a friend
Supporting Positive Behaviour wraparound in Alberta Schools….stay tuned & invite a friend

Next time:

Data Driven Decision Making

May 17, 2011

Email or phone me 403 506 7091

[email protected]


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