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MCC Academy ��Summer Camp Protocols

MCCA Summer Camp Protocols (30 minutes)

Summary

This course explains the protocols on what to do if scenarios arise in the summer camp classroom and DCFS.

Materials

Ball for ice breaker
Printout of the presentation for staff to take notes
Laptop and projector for the presenter
Incident document for each staff member
DCFS form for each staff member
Feedback form

Overview Parts 1 & 2

Introductions/Ice breaker
Run down on how to handle various scenarios that occur in the summer camp classroom
When to call for extra support in the classroom
How to document incidents and where to place them
Explain as educators, everyone is a mandate reporter
What to do if a student discloses information
Document and complete DCFS form
Quiz
Feedback

How to prep for this lesson

Make sure the projector is working and able to project the PowerPoint
Print out documentation forms for each staff member
Print out DCFS form for each staff member
Print out feedback form for each staff member
Have a ball for the ice breaker.

SAY:

- Welcome to joining the MCCA Summer Camp! We are excited to have you on board as a staff member! We have grown from the first year until today! We started with 30 students in 2016 and today, 2019, we have 120 students! This is all due to all of your all hard work! Let’s jump into it and focus on different protocols that may arise and how to handle each.

ASK:

- (Ask an ice breaker) We have some returning staff members and some new staff, so can everyone share their names and one hobby?

DO:

-We will get into a circle and throw a ball across to another staff member for each person to get a turn. I will start and model what this should look like. Hi, my name is Salma and I enjoy baking anything and everything. (Throw the ball to someone across for their turn)

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What The Training About

Today you will learn about:

Part 1: If a situation arises in your classroom environment then:

Part 2: If an issue arises by student disclosure of information then:

Try provided protocols

Documentation

Call the main office for support

Notify Admin

Contact DCFS

Make a report

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Part 1: Situations in your classroom

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Common Reasons Students Act Up in Class

1. Bored

2. Needs not met in the classroom

3. Self-esteem issues

4. Pacing of academics

5. Medically related

This slide contains animation

SAY:

There are various reasons for students to act up in class. The following are the five common reasons.

{CLICK} The first reason is because they are bored. If students do not feel challenged in class, or not interested in the material, they tend to act up to entertain themselves and/or others. They may do this for attention as well.
{CLICK} The second reason may be that the student’s needs may not be met in the classroom. Maybe a student does not know how to read, and your activity is heavy on reading. Maybe the student does not feel challenged with whatever work is being done in the camp.
{CLICK} The third reason is self-esteem issues. Students with low, or even high self-esteem tend to act up in the class for attention.
{CLICK} The fourth reason is pacing in the camp classroom. There are already various levels that are in the classroom, within those grade levels include a wide range of student levels. Therefore, the pacing may be too fast or too slow.
{CLICK} Finally, the fifth reason could be medically related. The student may have diabetes and their sugar level is off. The student may have high or low blood pressure. The student may need to use the bathroom often and is embarrassed to ask so many time.

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Things You Can Do to Diffuse the Situation

Visuals

Visuals help concentrate on something else, which can help the situation reside.

Space

Allow the student some space before approaching. This can be an reenergizing area in your classroom or a walk around the school with a trusted adult.

Call for Support

If the above two strategies are not working, call the office and someone will come to support you.

This slide contains animation

SAY:

These are the things you can do to help diffuse a situation that may occur in your camp classroom.

{CLICK} (Person holding the board will slide up)
{CLICK} Visuals are a great resource to keep on your lanyards. If a student acts up and is being disruptive during class, try showing them one of the visuals on your lanyard. You can show the person holding up a 0 sign with their hand. This will remind students to limit their chatting and refocus.
{CLICK} Provide space for the the student, either in the classroom or taking a walk around the building with a trusted adult. Students may need a moment to cool down and recharge, a designated space would help. You can make it fun with having coloring pages, paper to journal, puzzles, mazes, etc.
{CLICK} Finally, if nothing helps deescalate the situation, then use the classroom phone and call the office. Someone will come as soon as possible to help support you in your room. That could be them taking over the class, while you work with that student, or they work or take a walk with the student, while you continue on with your lesson with the rest of the campers.

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When to Call for Immediate Support?

�While making the call, try to manage what you can. A support staff will come to help diffuse the situation.

The following behaviors are examples of calling for a support staff, but not limited to:

Physical hurt
Physical fight or behavior towards others or student themselves
Vandalizing property
Eloping from the class
Self-harm comments

��

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Support Call Protocol

Dialogue for when you call the main office:

“Can I have support in room # ____?”

Give brief details over the phone:

For non-emergency provide student name
For immediate support provide student name and state what the emergency is
Once a support staff arrives, privately state any other facts needed��

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What Will the Support Staff Do?

Provide individual student support.

The support staff will work with the student individually to help the student be comfortable to continue in the classroom.

Relieve teaching duty with the whole class.

If the student would rather talk to the teacher, the support staff will take over the class, while the teacher and student find a private area to talk.

Change of environment.

The support staff will offer to walk with the student around the school, get fresh air together, play a board game in the main office, etc.

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Documentation

Complete this document and place it in an administrator’s mailbox after the situation has resolved for documentation.

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Part 2: DCFS

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DCFS

As an educator, you are a mandator, and must report any behaviors told directly to you or you are suspicious of.

Schools may be the only safe space for student, and it is the teacher’s responsibility to maintain that safe space.

The following are the steps to take if you receive information about a student that you may need to report.

Inform the admin.

Inform DCFS through the website or calling.

Document the report.

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What To Do If a Student Comes to You Disclosing Information?

If a student discloses any information that you think would be a red flag then:

Call the office for someone to take over your classroom.
Find a private location for the student to feel comfortable speaking to you or another trusted adult.
Remain calm and listen to the student.
Use age appropriate language (Kindergarten- 8th grade).
Let the student know what you will do so there aren’t any surprises.
If you don’t know what to do, be honest and tell them you will get back to them. Contact a summer camp administrator and fill them in on your conversation.
Inform an administrator along with notifying DCFS.

YOU are responsible to call DCFS since YOU were notified.

If you would like support during the DCFS call, an administrator will be happy to help.
Keep in mind, DCFS report is confidential

This slide contains animation

SAY:

{CLICK} The following are what you will do if a student comes to you disclosing suspicious information of any sort of harm at home. If it is a situation that needs to be addressed as soon as possible, call the office for someone to come and take over. Afterwards, find a private space for the student to speak to you or another trusted adult about the situation. Whoever the adult is listening to the child, remain clam and listen. Try to keep your emotions and comments to yourself. Show them you are listening. Use age appropriate language when speaking, since we have students from KG to 8^th grade. Inform the student of the next steps that you are allowed to share for limited to no surprises. If you do not know what the next steps will be, be honest and inform them you will need to speak with someone to figure out the next steps. Contact an administrator and fill that individual in on the situation. If the administrator mentions to inform DCFS you will need to take that step by filling out the form online or call them. An administrator will be happy to help support you during the call or filling out the form. Keep in mind these reports are confidential.

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Documentation is Critical With Two ways Making a Report

There are two ways to make a report:

1. Online Reporting System- is used for non-emergency and non-life threatening situation.

2. Child Abuse and Neglect Hotline- is used if what was disclosed to you requires immediate action.

These disclosures include, to call the hotline, but are not limited to the following:
Injuries to the child
Suicidal thoughts and comments
Sexual abuse
The child is afraid to go back home after camp

�

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Where to Find the Form?

You can find the form on the DCFS website, https://www2.illinois.gov/dcfs/aboutus/notices/Documents/cants5.pdf.

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Let’s Review With a Quiz!

GET STARTED

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When should you call DSFS?

A.

B.

C.

D.

Bullying others

Shouting in class

Suicidal thoughts/comments

Eloping within the school

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Continue the quiz

CORRECT!

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Try again!

Oops!

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What will the support staff do?

A.

B.

C.

D.

Take over your class

Push in to help

Help calm the student

All of the above

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Continue the quiz

CORRECT!

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Try again!

Oops!

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True or False. You must be the one responsible for reporting to DCFS since you were informed?

A.

B.

True

False

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You are done! Please take a few minutes to fill out feedback.

CORRECT!

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Try again!

Oops!

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Your Feedback Matters!

Take a few minutes to provide feedback on this training. You can keep it anonymous!