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Apply Stimulus Funds to Sustainable Training for Your School
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Creating a Safe and Caring School
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School administrators across the country are currently making important decisions about how to best apply education stimulus funds. This is an unprecedented opportunity to advance reforms and improvements that will yield positive, long-lasting results, improved classroom management, enhanced student learning, and a safer, more caring environment for all—students, teachers, and support staff. The Crisis Prevention Institute (CPI) has structured a package to demonstrate sustainable professional development of school staff.
CPI’s Nonviolent Crisis Intervention® program aligns with the American Recovery and Reinvestment Act of 2009 (ARRA) requirements in a variety of ways, including the areas of professional development training and positive behavioral supports. Information about CPI’s training programs and resources to help you assess their applicability to the future of your school district is divided below into three sections:
IDEA Part B and the Nonviolent Crisis Intervention® Training Program
As you know, the American Recovery and Reinvestment Act of 2009 (ARRA) has appropriated the stimulus funds through a variety of components including Part B of the Individuals with Disabilities Education Improvement Act (IDEA). Within IDEA Part B, funds are reserved for required and authorized activities. Included within the authorized activities are:
Printable Version
IDEA Part B – Section 611
Authorized activities. – Funds reserved under subparagraph (A) may be used to carry out the following activities: |
The Nonviolent Crisis Intervention® Training Program |
For support and direct services, including technical assistance, personnel preparation, and professional development and training. |
As a part of ongoing professional development,
the Nonviolent Crisis Intervention® program
provides school personnel with the skills and
strategies for safely managing assaultive and
disruptive behavior.
The highly interactive, reality-based training is
suitable for a variety of adult learning styles.
Extensive demonstration, role-plays, and practice,
as well as written examinations and competencybased
testing, ensure that participants learn and
understand program concepts. |
To assist local educational agencies in providing positive behavioral interventions and supports and appropriate mental health services for children with disabilities. |
Founded on the philosophy of providing for the
best possible Care, Welfare, Safety, and SecuritySM
of everyone involved in a crisis moment, the
Nonviolent Crisis Intervention® training program
curriculum supports and coincides with the
Positive Behavior Support curriculum.
A comprehensive Positive Behavior Support Plan
includes a range of intervention strategies that
are designed to prevent the problem behavior
while teaching socially appropriate alternative
behaviors. The goal is an enhanced quality of life
for individuals involved and their support
providers in a variety of settings.
For additional information about how the Nonviolent Crisis Intervention® training and Positive Behavior Support curriculum, please see our alignment. |
To support capacity building activities and
improve the delivery of services by local
educational agencies to improve results for
children with disabilities. |
The Nonviolent Crisis Intervention® program focuses on preventing disruptive behavior by communicating with students respectfully and with concern for their well-being.
Outcomes of successful implementation include a change in organizational culture, a change in adult professional behavior, and a change in staff relationships with students.
From one of our Certified Instructors:
The most consistent trend that has emerged is
that the children are better cared for in the early
stages of crisis. Staff are more aware of the early
stages and ways to intervene before the child gets
out of control. Therefore, we have fewer verbal
attacks. We have reduced the number of verbal
altercations and decreased the severity of these
verbal outbursts because our staff understand the
importance of early and effective intervention. |
To provide technical assistance to schools and
local educational agencies, and direct services,
including supplemental educational services
as defined in 1116 (e) of the Elementary and
Secondary Education Act of 1965 on the
sole basis of the assessment results of the
disaggregated subgroup of children with
disabilities, including providing professional
development to special and regular education
teachers, who teach children with disabilities,
based on scientifically based research to
improve educational instruction, in order to
improve academic achievement to meet or
exceed the objectives established by the State. |
CPI's Nonviolent Crisis Intervention® training
program, along with its supporting advanced
programs and resources, are a part of the
comprehensive training approach to improve the
quality and safety of the learning environments in
every district for both regular education students
and students with disabilities.
CPI strives to keep Certified Instructors of the
Nonviolent Crisis Intervention® training program
and other interested parties informed of the
evidence and research that exists regarding the
effectiveness of the program. CPI also works
with Certified Instructors to find ways of
measuring their own organization's successes
implementing training and achieving the positive
outcomes they seek.
The Oregon Department of Human Services
Addictions and Mental Health Division (AMH)
has recognized Nonviolent Crisis Intervention®
training as an Evidenced-Based Practice. |
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The Department of Education, ARRA Funds, and Positive Behavioral Supports
Within its Fact Sheet on IDEA and ARRA, the Department of Education includes a section on “Uses of IDEA Part B Recover Funds” which among other items states:
Provide intensive district-wide professional development for special education and regular education teachers that focuses on scaling-up, through replication, proven and innovative evidence-based school-wide strategies in reading, math, writing and science, and positive behavioral supports to improve outcomes for students with disabilities.
Nonviolent Crisis Intervention® training is founded on the philosophy of providing for the best possible Care, Welfare, Safety, and SecuritySM of everyone involved in a crisis moment, and the program curriculum supports the Positive Behavior Support curriculum. For additional information, please see our alignment.
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The Four ARRA Principles and Nonviolent Crisis Intervention® Training Implementation
1. Spend funds quickly to save and create jobs.
With scheduled programs in over 110 different US cities, our training is in or near your area on a regular basis. Additionally, many schools find our on-site training option attractive as it offers convenient, flexible scheduling and the opportunity to adapt the strategies to their unique challenges. Our on-site training specialists are available to:
- Assess your school’s training needs.
- Customize your training plan to meet those specific needs.
- Schedule an on-site program at a convenient time for your school, whether that time is next week, next month, or next year.
Learn more about on-site training options.
2. Improve student achievement through school improvement.
Benefits to your students as a result of successful implementation of the Nonviolent Crisis Intervention® training program include:
- Live, learn, and thrive in a safe and respectful environment.
- Interact with positive role models who are well-equipped to manage difficult situations.
- Become an active participant in the debriefing process and learn new coping skills.
- Receive staff guidance about making positive behavior choices in the future.
- Feel supported by staff who are empathic, compassionate, and respectful.
Lubbock Independent School District found that:
Our district has seen a great reduction in the need to restrain as our skills in verbal de-escalation have improved. The training has provided us with a common language, which allows us to function better as a team. Our teams have learned to encourage and support both students and one another. The training has also increased our awareness of the importance of having a plan and working that plan. We have found that relationships with student have improved as we have sharpened our skills.
More testimonials
3. Ensure transparency, reporting, and accountability.
CPI is committed to helping organizations successfully implement the Nonviolent Crisis Intervention® training program and measure its impact. As part of our program quality standards, every training program a Certified Instructor conducts is documented, and these records are accessible for ongoing analysis and review. Our Research and Development staff offer data-collection tools and templates to Certified Instructors and their organizations, and they are available to consult with you on ways of measuring your district’s successes in implementing training and achieving the positive outcomes you seek.
Contact CPI about documentation and research services.
4. Invest one-time ARRA funds thoughtfully to minimize the "funding cliff."
Your investment in Nonviolent Crisis Intervention® training leads to many long-term benefits to your school including:
- Minimizing the risk of potential liability.
- Improving staff retention by providing the skills necessary to manage difficult situations.
- Complying with legislative mandates and regulatory guidelines.
- Reducing the risk of injuring by decreasing the number of physical interventions.
- Improving communication among staff by establishing a common language.
Our staff is available to help your school create an Implementation Plan that is customized to your unique needs and that make ongoing training sustainable after the ARRA funds expire.
Request a phone consultation about a customized training and implementation plan for your school.
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