Working with Schools: Positive Partnerships = Thriving Students June 26th, 2017 “The more healthy relationships a child has, the more likely he will be to recover from trauma and thrive. Relationships are the agents of change and the most powerful therapy is human love.” -Dr. Bruce D. Perry Hand out note cards for questions throughout the presentation. Donna

Positive Educational Outcomes The promise of education: Relationships/Friendships Voice/Self-Advocacy School Stability Academic and social growth and success Safety – Emotional and Physical Coping strategies learned, supported, enacted … Audience give suggestions to add – use chart paper to record Donna

Our work… What challenges have you experienced in your work with schools? Decide as a table group to identify one scenario to present in the whole group. What questions need to be answered? What strategies would you recommend? Presenters go to the table group – don’t give all answers. Timing: 5 minutes Donna

Working together… How do we facilitate relationships to work toward positive outcomes for an individual child so that they can thrive in their educational experience? Child Case Mangers and Service Providers (Team) School Staff and Administrators Others who provide support Family Caregivers Korie

Navigating School – Complexities Student Family Understanding school structure Access to information about education procedures Understanding how to be a student within the current school culture Match school offerings to child’s strengths and challenges School staff and their roles Understanding school structure Access to information about education procedures Understanding current school culture and expectations Supports and Resources in the school community How you can support student learning (child’s strengths and challenges, child’s needs within the school environment) How you communicate with school staff Korie: What do students and families need to know to successfully navigate schools? School configuration – hidden curriculum Procedures: hours, website, family portal, parent involvement, reporting of absences, contacts School staff and their roles – go to people and how they would support the child

How do you help… Develop trust What to do? Introduce yourself respectfully and explain role as a partner Learn with whom to communicate Respect authority of the administration and staff What do you need from us to help better serve the child? Gather and receive information Listen and Learn Make reasonable and appropriate recommendations as a partner What not to do? Make demands Present yourself as the expert Give too much information/not enough information Talk more than listen Devalue the information the school has Korie: Gather and receive information – schools are under confidentiality requirements

Things we need to know about the child? This information can come from a variety of sources: Strengths and challenges of the child Educational History: school placement, eligibility, classroom configuration, current supports, interventions, and programming Family/Caregiver Current educational needs – school, caregiver, team Present levels of performance: academic, social, emotional How does the child learn best? To whom does the child have a positive relationship? Korie More information becomes known as the case progresses and will need to be updated as the case continues.

What do we need to know about school? Educators want to do the right thing Laws, Policies, and Procedures school are required to follow: Universal curriculum and supports for all children Interventions – RTI, Multi-tiered Interventions Functional Behavior Assessment – Behavior Intervention Plan 504 Special Education – An IEP is not a panacea for all challenges Federal, state, and district assessments Korie

Tiered Supports for Academics and Behavior Mary Jo

Tiered Supports – Tier 1- all students receive this support. What questions to ask? Universal curriculum Universal assessments Universal school and classroom expectations Has the child had an adequate opportunity to learn – attendance, number of schools, discipline Classroom ratio – teacher and student Other supports in school or classroom Mary Jo

Tiered Supports-Tier 2 Supports What questions to ask? Small group instruction School based therapy Small group counseling School or classroom small group tutoring Title 1 supports Differentiated support Social/Emotional Learning Support Individualized Behavior Supports Is the student experiencing academic, social, or behavioral challenges? What are current supports in place to address challenges? What assessments indicate specific challenges – academically, socially, behaviorally? Mary Jo

Tiered Supports – Tier 3 Supports What questions to ask? Functional Behavior Assessment Individual Behavior Intervention Plan Intense instructional groups for individual or small group instruction Intense, focused data collection and monitoring Increased counseling 504 Plan Consideration for Special Education Evaluation What data supports the need for intensive supports? How did the student respond to the interventions in Tier 2? How long were the interventions in place in Tier 2? What does the student need? How will the educational plan be adjusted as additional information is obtained? Mary Jo

Our work… Rethinking scenario After this presentation, what would you add to the questions that need to be asked or strategies to recommend or implement? Share with the group Donna

What are your questions? Donna Be sure and turn in the questions on your notecards.

Resources: Navigating the Course - www.doe.in.gov/sites/default/files/specialed/idoe- navigating-course-2017.pdf Article 7 - www.doe.in.gov/tags/article-7 www.starr.org – Access to many articles and resources for parents and professionals including the National Institute for Trauma and Loss in Children RTI Action Network – www.rtinetwork.org Educational Liaisons Kay Christensen – kay@childadvocates.net Korie Bowers – korie@childadvocates.net Leah Ward – leah@childadvocates.net Mary Jo Dare – maryjo@childadvocates.net Donna Walker – donna@childadvocates.net Donna