I work with a team working to support youth who experience unstable housing. Recently, my work with youth uncovered a gap between youth and school that surprised me.
In my professional life, I’ve made a commitment to support a trauma-informed approach to care when no such approach currently exists. Now, however, it is time to elevate our understanding of what a healing-centered approach might mean for those we serve and for us as caring professionals.
by Timothy (Tim) Grivois-Shah, Ed.D. The most successful behavioral supports in schools typically involve 1) frequent doses of positive feedback & prompting, and 2) strong relationships with a trusted mentor. Check-in, Check-out (CICO) is a common framework for behavioral support, and when it works, students of any age know that someone they respect both wantsContinue reading “Support youth in becoming who they want to be, not how we want them to behave.”
Often, we talk about justice as something that we’ll work on when the rest of the work gets done. These articles remind me that our students can’t (and won’t) wait for justice. And, many caring professionals are making progress when and where they can. It’s time for all of us to do the same.
The most important member of any team designing any intervention or service will always be the person the plan is supposed to benefit. Instead of assuming to know how best to help someone, find out sure.
There comes a moment in every presentation on Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), or Multi-Tiered System of Supports (MTSS) where a slide with a red, yellow, and green triangle appears. It’s time to move beyond the triangle.
Listen to our learners. Youth are experts of what being in our learning spaces is really like.