-by Timothy (Tim) Grivois, Ed.D. Note: I use “grownup” for “parents” because children have a variety of amazing adults in their lives, and all should be included in our PBIS implementation. Positive Behavior Interventions and Support functions best when grownups participate. Without grownups’ active involvement, teams can’t know if the systems, data, and practices meantContinue reading “The best ways to invite grownups to participate on your PBIS team.”
-by Timothy (Tim) Grivois, Ed.D. I’m excited to announce that TGS Educational Consulting is launching a Youtube Channel featuring interviews with exemplary leaders from schools and nonprofits. Check out the first few shows here: Adultism in Caring Organizations In this episode, Victoria-Anne Tullercash shares their work as Youth Engagement Specialist and as a member ofContinue reading “Introducing TGS-Transform, Grow, Succeed.”
Helping students regulate emotions is essential to their social, emotional, and academic achievement. However, supporting and understanding our students’ emotional learning becomes possible when school adults first know how to connect with their own emotions.
Positive Behavior Interventions and Support centralizes positive feedback as a critical tenet of school-wide social and emotional support. Both the data and my values as a caring professional lead me to support expanding the frequency of kind words on campus. However, we must be mindful to avoid common mindsets that might lead to adverse outcomes. Whatever your system for positive feedback, make sure that the goal is warm, supportive relationships.
The best part of using data in this way is that you don’t need a Professional Learning Community structure. In fact, a PLC format might get in the way of the work by making things take longer. Instead, the most important task is to measure what matters, communicate data to your team, and take action that serves students and teachers effectively.
When adults marginalize youth voices, youth suffer. Finding opportunities to centralize youth voice is neither frivolous nor fuzzy. What school leaders and youth-serving nonprofits should take away from Victoria Anne’s experience is that students should know as much about McKinney-Vento as they do about how to sign up for the football team. Also, we (adults) don’t know what we are doing unless and until we include youth voice.
All organizations should have a DEI task force. And, the task force deserves to know what problem they are trying to solve. Without precision and clarity, an organization that begins the work of addressing systemic racism without first looking at their data is probably wasting time.
Self-care is a journey—and because we’re all in different places on this journey—helping others heal requires some familiarity with the map. Build healing-centered schools by practice self-love, self-awareness, and self-service first towards yourself, and then towards your school community.
I used to say that I don’t go to meetings without an agenda. However, I realized that this is not always true. Sometimes, when I’m expected at a meeting that has no agenda, I bring my own.
Particularly for schools with a Positive Behavior Interventions and Support framework, framing supports from a strengths-based perspective is essential. Below are some strategies that students with ADHD (and their families) often find supportive.