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Creating Student Crisis/Safety Plans

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Creating Student Crisis/Safety Plans Elements of Crisis/Safety Planning Identify and engage the people who know the crisis best Define and specify the behavior Define ... – PowerPoint PPT presentation

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Title: Creating Student Crisis/Safety Plans


1
Creating Student Crisis/Safety Plans
2
Elements of Crisis/Safety Planning
  • Identify and engage the people who know the
    crisis best
  • Define and specify the behavior
  • Define what happens as the crisis situation
    emerges(Escalation)?
  • What happens during the crisis behavior(Eruption)?
  • What happens after the behavior (De-Escalation)?
  • Develop the written crisis/safety plan


3
Identify and Engage People who Know Crisis
Situation Best in Creating Plan
  • Who is generally present during the behaviors or
    crisis situation?
  • Who knows the youth and family best?
  • Are there people who are knowledgeable/ trained
    in behavior management?

4
Define and Specify the Behavior or Crisis
Situation
  • In a few simple sentences, specifically describe
    the behavior of concern.
  • Be specific enough that everyone on the team will
    recognize it when it occurs.
  • Describe how often, how long and/or level of
    intensity.

5
What Happens Before the Behavior or Crisis
Situation?
  • When/ where does the behavior occur?
  • What are the things that happen that signal the
    crisis behavior is beginning?
  • What are the setting events (triggers)?
  • Physiological (hunger, sickness)
  • Environmental (noise, demands, discomfort)
  • Social (disappointment, conflict, embarrassment)
  • Look for exceptions when the challenging behavior
    DOES NOT occur. This will help with
    de-escalation strategies.
  • Whats different about the times the behavior
    does not occur?
  • What triggers the behavior to NOT occur?

6
Escalation Strategies
  • Actions that prevent the crisis behavior (using
    what you know about triggers)
  • Actions that divert/distract the student
    (re-directing student toward the situations in
    which the problem behavior does not occur

7
What Happens During the Crisis or Behavior?
  • What happens specifically?
  • Is there a chain of events in the crisis or
    behaviors?
  • Who does what during the behavior or crisis?
  • How do people respond?
  • How well do the things people try work?

8
Eruption Strategies
  • Are there strategies for breaking the chain of
    behaviors you have identified?
  • What strategies need to be in place for safety,
    i.e. clearing the room, go to safety area for
    student, what staff need to be called?
  • Develop protocol for staff involved so that they
    know exactly what to do.

9
What Happens After the Behavior?
  • What are the signs that the person is beginning
    to de-escalate? Specify the behaviors.
  • What responses increase the rate of
    de-escalation?
  • Think about problem maintaining consequences
    Does the behavior result in the person getting
    something? Does the behavior result in the
    person avoiding doing something?
  • Determine ways to encourage de-escalation without
    reinforcing the problem behavior.

10
Title of Presentation
MPS Board of School Directors Michael Bonds,
Ph.D., President, District 3 Meagan Holman, Vice
President, District 8 Mark Sain, District 1 Jeff
Spence, District 2 Annie Woodward, District
4 Larry Miller, District 5 Tatiana Joseph, Ph.D.,
District 6 Claire Zautke, District 7 Terrence
Falk, At-Large
Senior Team Darienne B. Driver, Ed.D., Acting
Superintendent Erbert Johnson, CPA, Chief of
Staff Tina Flood, Chief Academic Officer Karen
Jackson, Ph.D., Chief Human Capital Officer Ruth
Maegli, Acting Chief Innovation Officer Michelle
Nate, Chief Operations Officer Gerald Pace, Esq.,
Chief Financial Officer Keith Posley, Ed.D.,
Chief School Administration Officer Sue Saller,
Executive Coordinator, Superintendents
Initiatives
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