Developing Leaders Notes Date: 4/11/18 Session Title: Unsafe students and those they impact Focus Area:Skilled Staff and SDI

MAASE Focus Areas:

We will align and organize the strategic priorities and work of MAASE to focus on the following elements:

High Quality Student Evaluations

Specially Designed  Instruction

Skilled Staff

Program Evaluation

Through the platforms of:

Association Partnerships

Legislative Action and Advocacy

Professional Learning

Membership Services

 

EdCamp is an open format where group members share thoughts to help one another in implementation of "real life" practice. These notes reflect the thinking of someone in the group but do not represent an official position on behalf of MAASE. Anyone using this as a resource is encouraged to use their best judgement in interpreting the suggestions.

 

MAASE EdCamp Format:

 

 

 

Notes:

 

 

 

• Oakland model (Lori Chapman)

  • 3 Layer approach

  • Specific to individual students and no longer available from Oakland Schools

• Trauma has an overlap and we have to understand how that plays into behavior and how we should respond.

• Because schools have backed off the use of seclusion and restraint students are an increasing danger to themselves or others without that intervention.

• Muskegon ISD is doing wrap-around meetings on students who have behavior within the center program. They link home, community and school services. This has led to an improvement in their data collection. It creates a connection with the outside BCBAs, and this creates an opportunity to have an outside neutral person give input.

• At what point is a student actually better able to access FAPE on a reduced day? At what point is a student better able to access FAPE within the home? At what point do you contract with outside resources to provide FAPE? Using data to drive decision making is really the key, to show the offer of FAPE is showing progress.

• Farmington has used at-risk dollars to contract with general education social workers to help prevent some of these concerns. They partner with principals to support them and reduce suspensions and expulsions.

• Discussions in schools around secondary trauma for teachers and administrators. How do we think about this in a systematic way?

• Is there a way to use restorative practices when school staff and students experience dangerous situations in school?

• Kevin Kruse Employee Engagement 2.0 book has some strategies to consider using with staff. He was a keynote for Summer Institute 2 years ago.

• Delta Schoolcraft ISD is trying to create ways to engage students in a positive way, create attachment between students and schools, by partnering with outside agencies.

• Last EdCamp someone mentioned hiring a shared person with CMH who helped create partnerships between the school and CMH. Grand Rapids does house agencies right in their school buildings to increase partnership opportunities.

• DHS- Pathways to potential, liaison officer in their school who creates family connections.

• Partner with BCBAs to increase staff skills around FBA and BIPs as well as ABA strategies.

• COP has been using sensitivity training from START and using that to help those students who have seen students being aggressive.

• Macomb talked about restorative circles as a strategy to give students a voice and create a safe environment for sharing fears or anxiety.

• The trauma workshop yesterday mentioned the difference between kids who are handling trauma well and those who aren’t are those that have someone as a buffer. They also talked about all kids in the class practicing a safety plan. You practice it like you would practice lining up for gym. This allows students to know that the adult in the room is in control and that everything will be ok and we will get right back to learning.

• Monroe updated their threat assessment and it is on their website.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Feedback:

• What made this time worth your while?

• What specifically can we do to make this better?