Responsive Classroom Prevention in CRSD Academic Standards CommitteeJanuary 8, 2015

Responsive ClassroomPrevention in CRSD Academic Standards Committee January 8, 2015

Practices and Strategies

Prevention in CRSD Academic Standards Committee January 8, 2015

Morning Meeting

Teacher Language

Interactive Modeling

Rules

Logical Consequences

Academic Choice

Interactive Learning Structures

Quiet Time

Energizers

Closing Circle

Using Child Development

Goal of the Responsive Classroom Approach …


Educators will be able to..

Build positive learning communities

Manage learning and social settings effectively and respectfully

Deepen academic engagement

Increase student learning

Restorative Practices


Restorative Practices


• Circles

• Restorative Conferences

Free Powerpoint Templates

CIRCLESEstablishing Relationships


http://www.powerpointstyles.com/

Why Circles?

Circles are a way to engage students and staff in meaningful conversation.


Why Circles?• Builds connections• Safety and trust• Responsibility• Reminds teachers to facilitate• Ownership


SECRETS TO SUCCESS

»» Clear topics and goals»» Set a positive tone

»» Keep the focus»» Gain some allies


TYPES OF CIRCLES

1.Sequential Go–around

2.Non–sequential Circle

3.Fish BowlPrevention in CRSD Academic Standards Committee January 8, 2015

How & When Is It Used?• School Designated Times • Classroom settings

Review Discussion Cooperative Groups New Knowledge

• Conflict Resolution


Building-widePositive Behavioral Support Plans


HOLLAND ELEMENTARY CHARACTER DEVELOPMENT PROGRAM

OLEWEUS BULLY PREVENTION PROGRAM

CHARACTER COUNTS RESEARCH-BASED APPLICATIONS

CUSTOM APPLICATIONS

Implementation of features from the Olweus Bully Prevention system include: Identifying

bully/bystander dynamics

Empower both bully/bystander to take action

Educate community and school culture

Communal Language

Olweus Bully Prevention

Implementation of features from the national Character Counts program include: Identification of shared

values

Building a positive climate and culture

Pillars of Character

Engaging community involvement

Character Counts

Utilization of themes and language from character-based research including: The Leader in Me

(Stephen Covey)

Habits of Mind (James Anderson)

Responsive Classroom

The Leader in MeHabits of Mind


Development of customized features responsive to the particular needs of Holland Elementary culture, including: Visual feedback (feathers)

Language


Celebrating success

Proactive prevention

Research (CHOP Study)

Holland Elementary Character EducationCharacter Education Effectiveness


http://www.violencepreventionworks.org/

http://www.theleaderinme.org/

http://www.habitsofmind.org/

http://www.responsiveclassroom.org/

http://www.crsd.org/domain/1238

http://www.crsd.org/domain/1238

https://sites.google.com/site/ajssampleportfolio/character-education

https://sites.google.com/site/ajssampleportfolio/character-education

Health and Phys. Ed. Curriculum


Health & Physical Education Curriculum

Mission StatementTo empower students to make healthy decisions leading to a lifetime of physical, mental and

social success.Prevention in CRSD Academic Standards Committee January 8, 2015

Elementary School

Health*3rd/6th grade: HIV/Communicable diseases*4th grade: Personal Hygiene*5th grade: Human Growth

Physical Education *1 day/week *Movement patterns/motor skills, fitness knowledge, responsible personal & social behavior & recognizing the value of physical activityPrevention in CRSD Academic Standards Committee January 8, 2015

Middle SchoolHealth*Alternate day/full year*7th grade: your health, your responsibility, body systems (eating disorders)*7th grade Guided Exploration: The 7 Habits of Highly Successful Teens*8th grade: personal health skills (decision making, suicide), communication, substance abuse prevention (drugs/alcohol/tobacco), consumer health, personal safety & first aid *8th grade Guided Exploration: application of 7th grade course to make future life & career choices

PE*Alternate day/full year *Activities: outdoor pursuits, fitness activities, dance/rhythm activities, team games, lifetime activities *Additional: activity concepts & strategies, fitness knowledge, responsible personal & social behavior & recognizing the value of physical activity


High SchoolHealth*10th grade Health (alternate day): diversity & respect, mental & emotional wellness, substance abuse prevention, body image & physical health, personal safety in relationships, human growth & development, abstinence & pregnancy prevention, STI’s & HIV/AIDS*Exercise Physiology (elective): advanced challenges, leadership & performance skills*Emergency Management/Driver’s Education (elective): CPR certification, AED training, red cross first aid certification *Studies in Sexuality (elective): adolescent sexuality (gender identity), interpersonal skills & relationships, contemporary issues (substance abuse prevention) PE*9th, 11th & 12th grade: Alternate day/full year*Activities: outdoor activities, fitness activities, dance/rhythmic activities, aquatics (north), team games, lifetime activities*Additional: activity concepts & strategies, fitness knowledge, responsible personal & social behavior & recognizes the value of physical activity




• Referral

• Team Planning

• Intervention and Recommendations

• Follow-up and Aftercare

Four Phases of the CARES Process


Who can make a referral?

Why would someone refer to CARES?

The CARES Team

CARES Referrals


• Parents are contacted – they are part of the Team

• Objective data is collected and compiled

• Gathered data is presented to the team

• Strategies are developed to help remove any barriers to learning

• CONFIDENTIALITY

Team Process


• Referral to assessment• In school support services• Community based support

services• Mentoring• Monitoring• Motivating• Release forms signed

Intervention & Recommendations


QPR

QPR – Question, Persuade, ReferQPR For Suicide Prevention

Listed on Substance Abuse and Mental Health Services Administration (SAMHSA) National Registry of Evidence Based

Programs and Practices (NREPP) 3 steps that anyone can learn to help save a life from suicide. • Q - Question the Person About Suicide. Do they have

thoughts? Feelings? Plans? Don’t be afraid.• P - Persuade the Person To Get Help. Listen carefully.

Then say, “Let me help.” Or, “Come with me to find Help.”

• R - Refer for Help. Take child to the guidance counselor, school psychologist, nurse, I.S.T. or school social worker.


QPR

What is a Gatekeeper? According to the Surgeon General’s National Strategy for Suicide Prevention (2001), a gatekeeper is someone in a position to

recognize a crisis and the warning signs that someone may be contemplating suicide and refer them for help.

A QPR trained Gatekeeper will learn:• recognize the warning signs of suicide• know how to offer hope• know how to get help and save a life


QPR

QPR Institute

• Training of trainers/course

• All teachers/pupil services staff trained

• Teacher role vs. pupil services role


Council Rock School District Board Policy No. 821 Section: Operations; Title: Suicide; Adopted: December 16, 2010

• 1. Purpose: The Board recognizes the importance of responding to suicide ideation, suicide attempt, or suicide.

• 2. Authority: The primary responsibilities of district staff working with a suicidal student shall be support, parental contact, and referral. In the event of a suicide, or suicide attempt, the Crisis Response Team for the school that the student attends shall provide appropriate assistance according to procedures adopted under the authority of this policy.

• 3. Definitions: Suicidal Ideation - an indication, either verbal or written or through other outward signs, that a student is thinking about committing suicide. This includes such things as communications to friends or teachers and written assignments, such as themes or essays with recurring topics related to death or dying. Crisis Response Team - a group of staff members trained and so designated to report to a building in the event of a suicide or suicide attempt. Team members will provide building administrators and teachers with assistance in the event of a suicide or suicide attempt, and will actively assist in providing needed group or individual counseling. The Crisis Response Team will follow procedures outlined in the Administrative Regulations promulgated under this policy when dealing with the media, parents/guardians, students, and community at large.

• 4. Delegation of Responsibility: The Superintendent or a designee will consult with the Crisis Response Team and serve as the postvention coordinator in the event of a suicide or suicide attempt within the district. The Superintendent will adopt Administrative Regulation(s) that develop procedures and programs for prevention and postvention.

• 5. Guidelines Memorials: There shall be no visible memorials to recognize a suicide (i.e., planting trees, erecting monuments, hanging of plaques, etc.). A yearbook will not be dedicated to victims of suicide. There shall be no school-sponsored memorial service or assembly for the victim of a suicide.


take all signs seriouslyWarning Signs of Suicide……• Suicide threats/notes• Previous suicide attempts• Alcohol and drug abuse• Statements revealing a desire to die• Sudden changes in behavior,

personality, and/or friends• Changes in physical habits and

appearance• Inability to concentrate or think

rationally• Death and suicidal themes• Prolonged depression• Efforts to hurt oneself• Making final arrangements• Giving away prized possessions• Access to weapons or medication


QPR Statistics• Many high school students reported that they had seriously considered suicide in the past year (CDC,

2010a). • Suicide is the third leading cause of death among teenagers (CDC, 2009a). Council Rock School District:• 166 QPR cases k-12 during the 2013-2014 school year.

• K-6=29• 7-8=65• 9-12=72

• 58 QPR cases so far this year.• K-6=14• 7-8=21• 9-12=23

• 99% of the time we recommend follow up care• Lenape Valley Foundation Crisis Center, Bucks County Children’s Crisis Support, outpatient therapy• All cases are followed up by pupil services staff.

• Only a few repeat cases each year.



School Attendance/Truancy

School Attendance/TruancySchool policy/law

• 16 and under=compulsory attendance age• 3 or more unexcused days=truancy elimination plan• 10 or more excused days=doctor note required/school

attendance improvement planTeam interventions:

• Principal, counselor, nurse, attendance secretary, social worker, CARES coordinator, teachers, parent, student, outside agencies (district justice, children and youth, counseling agencies, etc.)


School Attendance/Truancy• Chronic absenteeism vs. truancy• Severe cases due to mental health issues, drug and alcohol,

family issues, etc.• TEP/court appearances-apx. 75/year• State reported data includes 16yo or under, 6 unexcused

absences or more/school year• apx. 80 students• half of which are extended family trips


COUNCIL ROCK SCHOOL DISTRICT

School Attendance Improvement Plan

Student:____________________________ School: ___________________________________ Date:________________________ Birthdate:_________ Grade:_____ Dates of absences/ tardies excused by a physician: _____________________________________ Dates of absences/ tardies excused by a parent:_________________________________________ Dates of absences/ tardies unexcused:__________________________________________________ Assessment: Reasons for Absences (please check all that apply): medical concerns social problems overslept family concerns academic difficulty no transportation school anxiety parent at work other___________________ doesn’t like school Strengths: Student/ Family:

1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________

Solutions: Family/ School/ Community (please check all that apply): physician note for future absences assign mentor wake- up call release for school to speak to physician utilize CR transportation set alarm clock individual counseling preferred activity upon arrival group counseling rewards at home refer to social services rewards at school contract attendance goals adjust work schedule Other: ______________________________________________________________ Consequences for Non- Compliance: _____________________________________________________ __________________________________________________________________________________________ Benefits for Compliance: ________________________________________________________________ __________________________________________________________________________________________ This plan was created collaboratively to assist the student in improving attendance, to enlist the support of parent/ guardian and to document the school’s attempts to provide resources to promote student success. Student Signature: ___________________________________________ Date: ________________ Parent/ Guardian Signature: __________________________________ Date: ________________ School Official Signature: ____________________________________ Date: ________________ Dates of follow- up meetings Outcome(s) of meetings 1. 2.

COUNCIL ROCK SCHOOL DISTRICT

TRUANCY ELIMINATION PLAN (TEP)

Name of Student:______________________ Birthdate:_________ Grade:_____ID#______________ School: ___________________________________ Date:________________________ Dates of Lawful Absence: _____________________________________ Dates of Unlawful Absence or Cumulative tardiness:___________________________________ Assessment: Reasons for Absences (please check all that apply): Overslept Medical concerns academic difficulty No Transportation doesn’t like school family concerns Parent at work isolated from friends other___________________ Strengths: Student/ Family:

1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________

Solutions: Family/School/Community (please check all that apply): a.m. responsibility at school wake-up call rewards at home rewards at school set alarm clock assign mentor contract attendance goals go to bed earlier individual counseling adjust work schedule group counseling refer to social services utilize CR transportation Other: ______________________________________________________________ Consequences for Non-Compliance: _____________________________________________________ __________________________________________________________________________________________ Benefits for Compliance: ________________________________________________________________ __________________________________________________________________________________________ This TEP was created collaboratively to assist the student in improving attendance, to enlist the support of parent/ guardian and to document the school’s attempts to provide resources to promote student success. Student Signature: ___________________________________________ Date: ________________ Parent/ Guardian Signature: __________________________________ Date: ________________ School Official Signature: ____________________________________ Date: ________________ Dates of follow-up meetings Outcome(s) of meetings 1. 2. 3.

Documents

Responsive Classroom Prevention in CRSD Academic Standards CommitteeJanuary 8, 2015