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Similar to The PES - Positive, Emotional, Safe
The PES - Positive, Emotional, Safe
- 1. THE PES (POSITIVE, EMOTIONAL,AND SAFE) EMILEE BATEMAN EDUCATIONAL LEADER MAY 11TH, 2021
- 2. Every child deservesa CHAMPION --an adult who will NEVER give up on them, who understands the power of CONNECTION and insists that they become the BEST that they can possibly be. --Rita F. Pierson
- 3. WELCOME • Importance/Data • TheWHY • Vision • Impact • Activities • Planning and Implementation • Resources and Training
- 4. IMPORTANCE OF RELATIONSHIPS “Research suggeststhat long-lasting relationships with caring adults can provide a buffer against many of the negative influences and high risk behaviors that youth navigate daily. Positive relationships with caring adults can support the development of academic achievement, resilience, and self-esteem for a young person.” ---Langbert & Abens (n.d.)
- 5. DATA EVIDENCE FOR STUDENTNEEDS • 22 students off track at beginning of the year • 8 of these students on track at the end of the year • 20 students below or well below average (based on Aims Web and I- Ready) • Cross examining SWIS data: 75-80% of these same students are being reported monthly for not meeting behavior expectations • ***This data will change after data is analyzed at end of this year • Survey of 58 Fifth Grade Students presented data that demonstrated ¾ of them felt as if they did not have a supportive adult to talk to over the last year
- 6. THE WHY • Strengtheningconnections between students and community stakeholders • Providing students with stable, safe, and genuine relationships • “Youth who experience frequent, high quality interactions with non- parental adults have fewer behavioral problems than their peers who do not have the same supports.” (Langbert & Abens, n.d.) • Role models for students to observe and begin to form positive behavioral patterns for life
- 7. PARTNERSHIP VISION • Buy-infrom all parties (students, teachers, volunteers) • Partnership with Community Stakeholders • Afterschool meetings • Positive Long-Lasting Relationships • Safe Space • Supportive and Caring • You Are NOT Alone • Community Service • Increase in Student Achievement
- 8. IMPACT ON STUDENT ACHIEVEMENT DecreaseIn: • Number of students labeled as at-risk • Number of Discipline Referrals Increase In: • Number of students performing on grade level • Positive adult relationships for at- risk students
- 9. IMPACT ON STUDENTMENTAL HEALTH • Decrease in loneliness • Decrease in depression • Increase in social behavior • “The benefits of social connections and good mental health are numerous. Proven links include lower rates of anxiety and depression, higher self- esteem, greater empathy, and more trusting and cooperative relationships.” ---Better Health Channel (2017)
- 10. PROPOSED ACTIVITIES • WholeGroup Discussions • Small Group Discussions (2 students to 1 Community Volunteer) • Guided Questions • Social Stories • Community Service Event • Coping Strategies & Life Skills How was your day? Did you have a situation that could have been handled differently? Did you use any of your coping skills today?
- 11. PROCESS FOR PLANNING ANDIMPLEMENTATION • The program will be rolled out at the beginning of the 2021 school year • Planning for the program will begin over the summer • Data from the 2020-2021 school year (academic, behavior, surveys) • Parent, teacher, or counselor referrals • Non-Student Meeting for Training First • First Student Meeting for Orientation • Monthly Student Meetings (Hour Long – 10 Minute Segments)
- 12. RESOURCES •TIME • Social StoriesProgram • Possible reimbursement for mental health therapist • Community Stakeholder Volunteers • Teacher Volunteers
- 13. TRAINING • Trauma training •Child Adult Relationship Enhancement (CARE) Training • Knowledge of Upstairs and Downstairs Brain • Confidentiality Training
- 14. Every child deservesa CHAMPION --an adult who will NEVER give up on them, who understands the power of CONNECTION and insists that they become the BEST that they can possibly be. --Rita F. Pierson
- 15.
- 16. REFERENCES • Better HealthChannel. (2017). Strong relationships, strong health. Retrieved from https://www.betterhealth.vic.gov.au/health/HealthyLiving/Strong-relationships- strong-health • Langbert, L. & Abens, A. (n.d.). Supportive relationships with adults. Retrieved from https://assets.reachfamilies.info/reachfamilies.umn.edu/files//learning_modules/fil es/1/Module-2-Fact-Sheet-Supp-Relationships.pdf
Editor's Notes
- #3 This slide will simply be read by the presenter
- #4 At this time, I would like for us all to stand in a circle around the edges of the room to complete an introductory activity. This activity will simulate one that will be used to open each meeting of our program with students. As you pass the heart plush around the room from person to person, I would like for you to share what emotion best describes how you feel right now and why. Please know that this is always optional and you may simply pass the heart on if you are not comfortable sharing at this time. After the completion of the activity- As everyone is still standing, complete some deep breathing exercise to release any negative energy and gain some positivity. Discuss with the members present that the program will be a partnership that is one on forming relationships with everyone involved and allowing students to know that they have someone safe to come to and talk about their day. The program will be focused on students who have faced or are facing trauma in their lives. The stakeholders in the group will be a positive reinforcement for the students. The ultimate goal of the program is to reduce the office referrals of the students involved and increase their academic achievement to on grade level.
- #5 As the presenter, this information will be discussed at each point with those present.
- #6 As the presenter, this information will be discussed at each point with those present.
- #7 As the presenter, this information will be discussed at each point with those present.
- #8 In order to make this partnership as effective as possible, there must be a buy-in from all parties (both stakeholders and students). The program will be held monthly for an hour after school and the biggest portion of the program will be for students to form positive adult relationship. Students will need to forms these relationships in order to know they are in a safe space to share their emotions and that the adults in the group are there to support them. The group will allow students to know and see that they are NOT alone. The program will build a foundation of being a positive force in the community and by the end of the year the students will work together to come up with a community service project. The goal of the program will be to show an increase in student achievement and a decrease in behavior referrals through the power of positive relationships.
- #9 The goal of the program is to have both an impact on academic achievement and behavior achievement. Students in the program will benefit by demonstrating a decrease in the number labeled at-risk academically and a decrease in the number of discipline referrals for the students in the program. An increase in the number of positive adult relationships for each student will be present and an increase of the number of students performing on grade level will be shown in student assessment data.
- #10 The goal of the program is to have both an impact on academic achievement and behavior achievement. Students in the program will benefit by demonstrating a decrease in the number labeled at-risk academically and a decrease in the number of discipline referrals for the students in the program. An increase in the number of positive adult relationships for each student will be present and an increase of the number of students performing on grade level will be shown in student assessment data.
- #11 Each student and adult meeting with start as a whole group with a welcome similar to the one we did today. Students will then have the opportunity to ask questions, share other thoughts, and any new information will be shared. The whole group portion of the program will take an average of 10 minutes. Students will then be broken into pairs and an adult mentor will be assigned. Student pairs will be different each time as to allow relationships to be different. Students will rotate between 4 mentors each time. Mentors will have one of the following items to discuss/hold with their group: guided questions, a social story, a new coping strategy to practice, and an open forum to discuss further about their day at school or other events from the month. After the 4, ten minute sessions in small groups, everyone will join back to hold a brief check out time. Students and mentors will have a chance to share a take away from the day in the same format the meeting was open.
- #12 The process for planning and implementing the program will be something that is a work in progress. This partnership is the first of its kind in our district and we want everyone to have the mind frame that there will be strengths and weaknesses that need to be continuously talked about. The program will be rolled out during the 2020 school year allowing ample time over the summer for the program leader to form guided questions, the school counselor to plan social stories for student meetings, and for the mental health therapist to map out the trauma training. Both academic and behavior data from the 2019-2020 school year will be cross examined in order to identify the students who would benefit from the program. A non-student meeting would take place in August in order to provide stakeholders with an orientation and different trainings necessary for the program to be effective. Student meetings will start in September with an orientation meeting to be held first. The orientation meeting will be held in order to set expectations for meetings and to allow everyone to introduce who they are, what they do, and more background knowledge. Ten minute segment meetings will then begin in October.
- #13 The biggest resource for the success of the program will be that of time. Both students and stakeholders will need to be willing to give of their time once a month for an hour. Are you willing to give of your time to form positive relationships in order to watch students achieve academically and behaviorally? Oakview already has a program for social stories, but if a time arises and it seems fit, a new program might need to be adopted. The biggest money resource might be that of the mental health therapist. If the mental health therapist from South Community is not able to volunteer their time, a possible reimbursement might need to be given.
- #14 The portion of the program will be the responsibility of the mental health therapist from South Community. The therapist will provide a brief training on trauma. What does it look like and how do students respond? The trauma training will also discuss the theory of the upstairs and downstairs brain. What does it mean when students are in their upstairs brain and what does it mean when they are functioning in their downstairs brain? Stakeholders and students will go through an informal training that what is discussed during meetings is shared in a safe space and members need not talk about these items outside the meeting.
- #15 Does anyone recall our opening quote? Present will reread the quote and ask if the audiences’ feelings on the quote changed from the beginning of the presentation until the end of the presentation.
- #16 How do members feel the program is going to work? Is there areas they feel will present weaknesses or strengths? Do the members themselves feel that student mental health plays a big portion in how successful a student can be? Hopeful that the audience will aware and more open to the multiple benefits that this program can bring.