Strategies to improve school-wide and classroom climates and support success for all learners

1. Strategies to improve school-wide and classroom climates and support success for all learners Angela Brooks-Rallins, Ed.D Bridget Walker, Ph.D

2. During Our Time Together As a community we will: and… Practice strategies & frameworks for effective coaching on classroom PBIS strategies. Apply research based PBIS practices to support effective classroom management & build a positive climate. • Explore beliefs, life experiences, personal context and the impact they have on our classroom & school climate/culture. • Understand ways to increase positive relationships with staff, students and families.

4. Norms: • Stay engaged • Speak your truth • Have a learners stance • Experience discomfort • Intent vs. impact • Expect non-closure Glenn Singleton - Courageous Conversations about Race

5. Six Innate Emotions: Jensen • ANGER • FEAR • SADNESS • JOY • SURPRISE • DISGUST Having the ability to learn from others and self, gaining the capacity to empathize, and make change through self-reflection

6. Trauma Informed Approach(Substance Abuse and Mental Health Services Administration, 2017) SAMHSA’s four “Rs”: SAMHSA’s six key principles of a trauma-informed approach Safety—Throughout the organization, staff and clients should feel physically and psychologically safe. Trustworthiness and transparency—Organizational operations and decisions are conducted with transparency and the goal of building and maintaining trust among staff, clients, and family members. Peer support and mutual self-help—Both are seen as integral to the organizational and service delivery approach and are understood as key vehicles for building trust, establishing safety, and empowerment. Collaboration and mutuality—There is true partnering between staff and clients and among organizational staff from direct care staff to administrators. Empowerment, voice, and choice—Throughout the organization, and among the clients served, individuals’ strengths are recognized, built on, and validated, and new skills developed as necessary. Cultural, historical, and gender issues—The organization actively moves past cultural stereotypes and biases, considers language and cultural considerations in providing support, offers gender-responsive services, leverages the healing value of traditional cultural and peer connections, and recognizes and addresses historical trauma. • Realizes the widespread impact of trauma and understands potential paths for recovery • Recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system • Responds by fully integrating knowledge about trauma into policies, procedures, and practices • Actively seeks to resist re-traumatization

7. Social Discipline Window The fundamental unifying hypothesis of restorative practices is that "human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them." This hypothesis maintains that the punitive and authoritarian to mode and the permissive and paternalistic for mode are not as effective as the restorative, participatory, engaging with mode (Wachtel, 2005).

8. Empowering staff and students to be their own leader through deliberately teaching skills, implementing support structures and systems, and providing a clear path toward reaching goals Social Emotional Learning • casel.org • The 5 Competencies

9. 4 A’s Protocol 1. Read the text silently, highlighting it and writing notes in the margin or on sticky notes in answer to the following 4 questions (you can also add your own “A”s). • What Assumptions does the author of the text hold? • What do you Agree with in the text? • What do you want to Argue with in the text? • What parts of the text do you want to Aspire to (or Act upon)? 2. In groups of 4, share your answers to each of the A’s. 5 minutes for each “A”. Each person should have time to share their thoughts with the group. 3. We will debrief as a whole group.

10. Harvard UniversityCenter on the Developing Child Working memorygoverns our ability to retain and manipulate distinct pieces of information over short periods of time. Mental flexibilityhelps us to sustain or shift attention in response to different demands or to apply different rules in different settings. Self-controlenables us to set priorities and resist impulsive actions or responses. Children aren’t born with these skills—they are born with the potential to develop them.If children do not get what they need from their relationships with adults and the conditions in their environments—or (worse) if those influences are sources of toxic stress—their skill development can be seriously delayed or impaired. Adverse environments resulting from neglect, abuse, and/or violence may expose children to toxic stress, which disrupts brain architecture and impairs the development of executive function.

11. Definition Exercise: Hope Cards • Dream Big • Culture of Trust & Belonging • Expectation to Reach Goals & Vision for Self • Celebration Creating a culture of belonging by inspiring young minds to dream big and to visualize their future with expectancy to accomplish goals

12. THANK YOU! Dr. Angela Brooks-RallinsABR Consulting