Part 1: Project Scope

The project will be a professional development on creating a safe classroom environment for staff members who work with students in schools. I will be creating a modules focusing on Effective Communication and Supporting students with de-escalation strategies.

Part 2: Background

1. Problem Statement/Identified Performance Gap: With the growing awareness of mental health and the changes in the school setting post-Covid staff members are unfamiliar of different strategies to address the changes in student behavior. There is a growing number of behavior referrals sent to the administration and increase number of students on 504 and special education plans pertaining to social-emotional and behavior needs.
2. Project Objectives (strategic/organizational): Participants will gain implement effective communication strategies and differentiate different techniques during student escalations.
3. Target Audience: This would be open to all staff members, but required for both paraprofessionals and teachers since they work directly with students majority of the time.
4. Learning Objectives (participant): On successfully completing the modules, participants will be able to:
   • Demonstrate how effectively communicate using non-violent communication format
   • Identify student needs (help, break, food, rest, explanation)
   • Analyze function of behavior (escape, attention, sensory, tangible item)
   • Evaluate which de-escalation strategy to use (space, choices, basic needs, etc.)
   • Building positive rapport with students in the classroom by finding similar interests

5. Outcomes Assessment (measurement of strategic and learning objectives):

The effectiveness of the training program will be evaluated with small assessments throughout the module to assess if the learner can apply what the lesson was effectively in scenarios. In addition, the effectiveness of the training can be evaluated by using panorama results and the amount of referrals from staff about student behavior. If this is meeting the expectations of the organization, results from panorama student reports would also increase by 10% on certain questions regarding safety and staff.

Part 3: Design Approach

1. Format: Will it be blended where the modules will be asynchronous, but there will be weekly discussions online to help create a community to problem solve and practice what they learned. This structure is important, because working in a school environment has a variety of situations and students that are involved. Having outside perspective can help teach other skills while building rapport that can be modeled from staff to students.
2. Flow/Sequence: The course would introduce the learner about the training and the objectives they can expect once they complete the course. It would then start with a rating scale for questions such as how confident are you with you certain situations. This would then be repeated at the end of the course so the instructor and learner can assess if the training was effective. Since I’m doing modules, the first one would be focusing on non-violent communication format. First it would focus on identifying feelings, then efficient observations, then listing needs. Then it would have assessments to check in with the learner to see if they are understanding the content throughout. Then it would have different scenarios incorporating the personalization principle.Similar format for learning about behaviors. Introducing the different types of functions of behaviors. Scenarios to have the learner identify as little assessments.In addition, during independent work time when there are no students, there would be a live session to discuss what was learn and practice with other learners to ensure that there is collaboration and problem solving occurring.
3. Technologies/Approaches: Adobe Laptops/phone access would be used for the learner to access the learning content. Since this is part of the job, there are many opportunities for the learner to collaborate with other staff to ensure continuous application of the learning material.
4. Learner Needs: How will learner needs and level of interest be determined? The pre-assessment at the beginning to help identify which lessons the learner should take.
5. Team: HR, administration, and few teachers (general and special), and paraprofessionals.

Part 4: Implementation

Context: This will be offered prior to the beginning of the school year. It will a professional development that each school will provide. It will be offered at the end of every semester/quarter for refresher courses.

Approval: Approval has been given to implement this course.

Time/Budget: Must be completed by the end of this school year. Budget is dependent on the end of the school year.

Required resources: The team members will meet once a week. Learning systems will be available.

Org considerations: Must be time efficient for the staff members.

Tech Support Plan: The district will provide tech support to ensure staff members have access to the content when we trial to see if it’s working.