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Tough Kids: Research-Based Tier 2 and 3 Behavior Supports Part 4 - Shared screen with speaker view
Carrie Dershin
35:32
Hello from Fairbanks, Carrie Dershin here :)
carolyn downie
36:51
Hello from Anchorage Carolyn Downie here
peggysuewallluis
39:09
make that David and Peggy Sue
Melissa Crane
39:22
Resource page: https://asdn.org/webinar-resource-page-tough-kids-fall-2019/
Susan Smith
42:51
Hell from SNOWY Takotna! We have at least 8-10 inches today.
Hello…oops!
Diana Kurka
45:08
Thanks all for checking in!
Diana Kurka
47:16
This is one of the assignments on the discussion site.
Jeffrey Behselich
47:32
Good afternoon Diana, please mark me as present for today’s webinar.
Diana Kurka
47:37
Thanks all for checking in!
Rafe
48:27
sorry I’m late !!
Carrie Dershin
49:24
Structure
carolyn downie
49:33
Structure
Allison
49:50
Structure, Teach, Observe, Interact positively, correct fluently
terrencemerfeld
49:53
structure teach observe interact correct
Carrie Dershin
49:57
Structure, Teach, Observe, Interact, correct
Carol Luce Wright
50:01
Structure, Teach, Observe, Interact, Correct
carolyn downie
50:02
teaching -re teaching, observe, ineract and correct
Paula Eady
50:04
structure, teaching, observing, interact, correct
Bonnie
50:07
Structure, Teach, Observe, Interact positivly, Correct fluently
Jeffrey Behselich
50:10
Structure Teaching observe interact correct
Andrea Colvin
50:18
structure, teach, observe, interact, correct
peggysuewallluis
50:20
structure, teach, observe, interact positively, correct fluently
Tina
50:21
structure, teach, observe, interact, and correct
Susan Smith
50:25
Structure, Teach, Observe, Interact, correct
Elizabeth Wilkins
50:30
Structure, Teach, Interact, Observe, Interact & Correct
Sheri Pahkamaa
50:34
Structure, teach, observe, interact, correct
teacher
50:37
Barb Whiteman: Structure, teach, observe, intervention, correct
Jane Hunt
51:02
Stryctyrem teach, observe, interact, correct
Jane Hunt
51:16
oops structure
Bonnie
01:06:33
Also ID’ed a social skill that my tough kid would benefit from and also did “first we do work, then we take a break” rotation during work sessions.
Susan Smith
01:07:04
I’ve only had 2 kids this week…sick, out of town…
peggysuewallluis
01:07:21
My TK moved to another class so I’m now identifying another TK
teacher
01:09:32
Barb Whiteman: I taught the student a social skill. He hadn’t taken me seriously, until he had this lesson that was focused on him exclusively.
Bonnie
01:09:47
My TK does very unexpected things at times, for example putting snack on a child’s head instead of handing it directly to them. I have to state, “ This is how we give out snack.” and model it. And then it took a few more tries before it stuck.
Karl Schleich
01:09:55
Describe your experiences teaching social skills to a class or an individual student:
Jeffrey Behselich
01:10:04
Instructing, modeling, and practicing needs to be done more than one. Repetition, Repetition,Repetition
Arlea.Harris
01:10:11
Student shuts down if her behaviors are referenced at all. Even though it is a 1:1 situation so as not to embarrass her in front of peers.
Becca
01:10:11
I taught about growth mindset - and today my tough kid was complaining about something and one of my other students asked him “Is that a growth mindset?”
Sheri Pahkamaa
01:10:25
Asked the student to give their perspective on what the lesson was teaching (answering the teacher when questioned about a problem). Student responded what their thoughts were about answering questions and we could then talk more about appropriate answers.
peggysuewallluis
01:10:26
I’m working with a student on how to ask for something as opposed to “give me” or ‘I want”. I’m just using repetition
Jennifer Bleicher
01:10:26
I model what they did and asked them what it looked like. They are surprised and understand how they could of done it differently.
carolyn downie
01:10:58
I tried to teach how to work with partners. I used phrases like kind face and safe hands- I role played with a student then the class tried it. It was mostly successful . I tried it with my younger class tough kid my older class tough kid with this was not so successful.
Andrea Colvin
01:11:03
Using video modeling of examples and non-examples and talking about why they were correct or not
Elizabeth Wilkins
01:11:40
This week we taught the skill of Stopping, Thinking and Breathing. We are working on critical thinking skills with our students so they can identify when they have strong feelings and can work through steps of dealing with problems. We are observing some positive changes in our students self regulation.
Allison
01:11:57
I taught social skills to a small group and one-on-one. It goes well, especially if I can follow up the social skills lesson with feedback when I see a student using (or not using) the skill we are working on. The thing I keep in mind is to definitely acknowledge the successes right away (privately).
Jane Hunt
01:12:11
I always write the instructions on the board for when we are doing more than one thing during a period of time. When they ask me what to do next I ask them if they’ve checked the board. Some of them are starting to check now before they ask what to do next!
Carrie Dershin
01:12:23
I am often teaching social skills in a larger group settings. I use a lot of modeling and discussion. I work with teachers to help reinforce those skills and meet with specific TKs individually.
DMHS
01:12:29
I want to remember that usually the tough behavior does not have to do with me personally.
Jennifer Bleicher
01:12:53
I have taught social skills by role-playing and skits with my students.
Carol Luce Wright
01:16:59
When I give instructions, I have found myself asking students "What does that look llike?" If they miss something or seem confuse we discuss what it looks like, and I then ask them again "What does that look like?"
Sheri Pahkamaa
01:17:08
Mindful breathing works wonders!!!
carolyn downie
01:22:47
What do you do if you see the tk only once per week?
peggysuewallluis
01:25:12
I was counting the misbehaviors to try to come up with a plan to try to identify what I could do to redirect the student
Jane Hunt
01:25:43
One of my Tough Kids received a sticker for appropriate behavior and his whole face lit up!
Jerry White
01:25:59
Jerry in Bethel, I just got on.
Karl Schleich
01:26:00
Describe your experiences with data collection…how did it go?
Becca
01:26:20
I tried to do some data collection, but realized that I was not organized enough to be collecting the data that I wanted. Possibly I need to pick a better tool - or I was even thinking that I could get my school psych or AP to come in and help take data.
Sheri Pahkamaa
01:26:25
Data collection is hard when you are in the midst of it. However, working with the student on why we are collecting data worked really well.
teacher
01:26:30
Barb Whiteman: Zeroing on misbehavior was a good way to focus on one specific behavior and my student knew immediately what we were looking for.
carolyn downie
01:26:44
I gave star a sticker and it worked very well.
Carol Luce Wright
01:26:45
The data collection allowed us to be able to isolate the times throughout the day that the student was struggling the most with appropriate behavior. It gave us the opportunity to make adjustments so that the student could be more successful.
Bonnie
01:26:55
I used the ABC chart to note when he was misbehaving and what lead up to that. I’m planning to start the 10-min break down of the day next week. I want to focus on when he is doing academic work and how long of breaks he takes.
Elizabeth Wilkins
01:26:58
Our data collection is part of a MTSS process for a tough kid who is receiving interventions to address negative behaviors. This is coupled with social/emotional instruction with the Brainwise and SuperFlex curriculums. We are noting a positive change in behavior.
Jeffrey Behselich
01:27:06
I invited a peer to observe my classroom and take data on my ROI and on task behavior. 80% of your students were on task 100% of the time20% of your students were on task 15% of the time
Carrie Dershin
01:27:58
I am seeing a lot of pride and enthusiasm from one of our 1st graders just beginning a behavior chart. He is thrilled to be praised for doing so well. Hoping to keep rolling with it!
Allison
01:28:46
I was collecting school data on ROI in regards to our tough kids. It was challenging to collect data on myself, so I recorded myself teaching so I could get that data. I found that some of our tough kids did not get 3:1, but it was not from every teacher. I'll share the data with the staff, but I did focus on my ROI with the kids. I, as always, notice a change when the ratio is 3:1 or better. The students increased their positive self-talk and affirmations to their peers in the small group.
DMHS
01:28:51
Focusing on the positive behavior in one TK within our group made the student turn his leadership skills into being a positive classroom leader rather than a negative classroom leader.
carolyn downie
01:30:12
I was able to connect with the class room teacher if the student got a sticker in my class then they were also getting a dojo point from the classroom teacher- this connection helps so much
peggysuewallluis
01:32:01
I’m trying to be more positive when I work with the child when they are having their worst moments. Instead of re-directing I’m just being supportive and when he comes around< I go back to redirecting positively
Jane Hunt
01:32:32
It’s often one step forward, two steps back. It has been encouraging though because my T.K. is starting to try to read, when he used to tell me emphatically that he couldn’t read, and he wouldn’t try until I’d read it to him first. He came to a reading group today and participated.
Jane Hunt
01:33:03
I think it would be very good for me to do an R.O.I. chart.
Karl Schleich
01:33:07
What do you want to remain mindful of as it comes to data collection in the future?
Jeffrey Behselich
01:33:09
Collecting data at the same time of day.
teacher
01:33:10
Barb Whiteman: To use data collection more. The time is well worth the instant results for future planning and modeling.
DMHS
01:33:12
how to use the data to adjust my responses to behavior
Karin Halpin
01:33:14
Do it various times of the day
katherinegustafson
01:33:24
my ratios of positive to negative
Becca
01:33:27
Only collecting data if you intend to do something with it -
Andrea Colvin
01:33:30
Data drives decisions. Be proactive, don't just take data, do something about it.
Karin Halpin
01:33:39
Have multiple staff collect data.
Jane Hunt
01:33:41
My ratios of positive to negative for sure.
Bonnie
01:33:45
taking the time to collect data to get a “big picture” and use a varity of methods.
terrencemerfeld
01:33:46
ask others to come into my classroom to help collect data
Becca
01:33:48
ASK FOR HELP
Elizabeth Wilkins
01:33:48
It’s important to look at the big picture to try to determine the function of a behavior. We love the hard data we get from the collection. It helps us to make a plan that will be the most effective.
carolyn downie
01:33:52
make time to use it and to focus on positive data collection and have help
Tina
01:33:53
What I do with the data after it is collected.
Sheri Pahkamaa
01:33:58
I want to remain mindful that while we are targeting behaviors, we need to be excited when the child is compliant and working hard.
Michelle StClair
01:33:58
Focus more on the positive and celebrate growth
DMHS
01:34:02
the time of day that may seem to be more difficult than others for kids
Carol Luce Wright
01:34:17
The biggest concern that I have with data collection is that data is collected and then nothing is done with it. I want to make sure that our team is actually doing something with it.
Allison
01:34:28
Increase our discussions around the data collection, focus on what is working, celebrate and tweak when necessary. Make sure to help students celebrate their successes.
Jane Hunt
01:34:57
Sometimes they are harder on themselves too though.
Carrie Dershin
01:35:23
I need to be mindful of my own ROI for the TK that I work with. Keep catching them making good choices.
Jerry White
01:35:57
Our program uses + and - points on their point card and their data is recorded in their program treatment notes.We conduct Treatment Plan reviews monthly.
Karin Halpin
01:36:14
Mystery motivator
Jane Hunt
01:36:15
One that is not listed.
Paula Eady
01:36:23
dots for motivation
Jeffrey Behselich
01:36:24
classroom auction
peggysuewallluis
01:36:25
I need to be mindful of my own bearing as things start to deteriorate
teacher
01:36:29
Barb Whiteman: I used dots for motivation basically because I didn’t have the book.
Andrea Colvin
01:36:29
Chart moves
carolyn downie
01:36:35
I used the dots and it worked very well with the younger kids- wondering if I can use it with my older kids
Bonnie
01:36:36
Magic Pens or Spinner
terrencemerfeld
01:36:38
classroom auctions
Karl Schleich
01:36:44
Which of the unique delivery systems did you do or are you considering doing?
Allison
01:36:47
I'm thinking about mystery motivator and magic pens
Carrie Dershin
01:36:49
Still working on the Mystery Motivator
Elizabeth Wilkins
01:36:49
We are trying the Mystery Motivator with a student who tends to obsess on rewards. We think the element of surprise could drive positive behavior.
Tina
01:36:51
stickers
Carol Luce Wright
01:36:51
We have put a point system in place at our school. Points are used to access achievement time throughout the day.
DMHS
01:36:53
I’m going to try to use the classroom auctions…for non monetary things such as homework freebies or free time
ALL Panels
01:37:01
Stickers for motivation
peggysuewallluis
01:37:08
I did not implement any of the above
Jane Hunt
01:37:09
What is the yes/no?
Becca
01:37:12
I want to try the yes/no
Susan Smith
01:37:20
I would do Mystery Motivator, Wandering social Reinforcer, and maybe Lottery
Jennifer Bleicher
01:37:21
We've used a point system and it really helped.
carrie.hughes
01:37:48
We are using live school - sort of like class dojo
peggysuewallluis
01:37:55
I have stickers for positive reinforcement
Michelle StClair
01:38:06
Great idea!
Michelle StClair
01:49:30
YES!!
peggysuewallluis
01:50:21
I also use Principal 200 (caught being good) cards
Karin Halpin
01:50:28
some kids require more than 3-5 seconds wait time
Michelle StClair
01:51:23
We have positive office referrals. I then visit the classroom and celebrate the student. The class cheers for the student!
Allison
01:51:58
Our Precision Command sheet we follow (I keep mine on my clipboard), says to wait 10 seconds. This may be our resource specialist modifying the time based on her knowledge of our students' needs.
Bonnie
01:53:07
Is this similar to the Flippen Questioning Strategy?
DMHS
01:54:10
if the student complies, “That was a great choice to make, now lets..."
Allison
01:54:12
I don't think so, Bonnie. Are you talking about the 5 questions? (What were you doing? What were you supposed to be doing? etc)
Bonnie
01:54:19
Yes
Bonnie
01:54:35
I can see the difference now, thanks for the reminder.
Allison
01:54:49
:)
peggysuewallluis
01:55:37
stop talking, watch him while maintaining a neutral posture, thank you, good job
Becca
02:00:09
Move seats
Karl Schleich
02:00:15
What are some reductive consequences you use or could use.
Tina
02:00:20
they may loose the opportunity to join the game after the lesson
Sheri Pahkamaa
02:00:25
Last one to leave so that we can discuss the behavior.
Michelle StClair
02:00:27
Proximity
Tina
02:00:35
Need to stay and finish while others are released
teacher
02:00:35
Barb Whiteman: student loses time doing other ‘fun’ activity.
carolyn downie
02:00:38
take a moment in the thinking spot
peggysuewallluis
02:00:51
lose some of the class currency, then lose some more, then move his seat
Carrie Dershin
02:00:52
Seating change, loss of recess time, call home
carrie.hughes
02:00:57
I need ideas for high school students that refuse to put phones away
Karin Halpin
02:00:57
Reduce choice time
DMHS
02:00:58
not sit on the couch or comfy chairs in my room
Elizabeth Wilkins
02:01:06
We will actually reward the other students for positive behavior and ignore the negative behaviors. This can be really effective.
Becca
02:01:09
buddy room
Max Pananen
02:01:09
Repeat what the student said even if it had swear words. I haven’t yelled at the kid or written them up but they hear what they said and more often than not apologize.
Jeffrey Behselich
02:01:13
proximity
carolyn downie
02:01:19
won’t have a turn on the instruments
Allison
02:01:31
late to recess, sit in reflection chair, losing marbles,
Carol Luce Wright
02:01:48
losing "menu" item choices from achievement time
Allison
02:02:16
We start with 15-30 seconds from recess, specials, or celebrations.
carolyn downie
02:03:01
not able to choose their own partner
Bonnie
02:04:03
I like the “Time with Frank and Barry idea. :)
Becca
02:05:09
Positive email home.
carolyn downie
02:05:13
their choice game time
DMHS
02:05:16
extra free choice time (5-10 min)
carrie.hughes
02:05:17
Points on live school and/or treat from treat box
Karl Schleich
02:05:17
What are some positive consequences you use or could use?
Bonnie
02:05:17
extra recess time, positive praise, e-mail or class dojo home
peggysuewallluis
02:05:19
stickers, principals 200, note home
Carol Luce Wright
02:05:19
Class game time, positive referral to the office
DMHS
02:05:20
snack
DMHS
02:05:23
freebie homework
Carrie Dershin
02:05:25
Lunch time with a friend in my classroom, positive message home
Tina
02:05:27
positive call home- right away! celebrate the success
katherinegustafson
02:05:30
play with slime
teacher
02:05:31
Barb Whiteman: Movie on Friday, open gym on Sat, and walking on boardwalk after school.
carolyn downie
02:05:32
positive call home
Susan Smith
02:05:35
help in the kitchen
Michelle StClair
02:05:42
Can add a lad to our positivity/kindness tree bulletin board
Sheri Pahkamaa
02:05:46
Pull student aside and spend some time with them, coloring, celebration dance(!!).
Elizabeth Wilkins
02:05:48
Lunch Bunches, alternative recess where we play with the students, and more.
Michelle StClair
02:05:50
A leaf
Jeffrey Behselich
02:05:55
Read to a buddy in a younger grade
Karin Halpin
02:06:03
positive texts with image to family
Allison
02:06:49
Students earn group points (some earn individual points), stickers, Husky Paws (these are announced at morning meeting), chance to choose GoNoodle, positive calls/emails...
Michelle StClair
02:06:58
Positive office referral
Allison
02:08:17
Putty, 5 minute brain challenge game time, get to use their sketchbook outside of art class
Michelle StClair
02:09:27
That is like our leaves to add to our kindness tree. Kids love watching it grow.
Bonnie
02:13:25
My students love GoNoodle!
Michelle StClair
02:24:36
Page 94 of the Tough Kid Book?
Diana Kurka
02:25:13
This is also an option for an assignment.
Tina
02:25:25
can you share that with us all?
Tina
02:25:35
I’m very interested in reading that.
Susan Smith
02:25:47
thanks so very much
Melissa Crane
02:25:47
Survey 4: https://www.surveymonkey.com/r/LTYKH6J
Karl Schleich
02:28:12
Thank you David for posting the link to the article!
Michelle StClair
02:28:38
Thank you so much.
Carol Luce Wright
02:28:46
Thank you!
peggysuewallluis
02:28:52
thank you all
Bonnie Moore
02:29:08
Have a good week everyone! Good luck with your tough kids. :)
Melissa Crane
02:29:24
From David to All Panelists: 08:39 PMEdutopia article located. https://www.edutopia.org/article/role-emotion-co-regulation-discipline
Andrea Colvin
02:29:26
Thank you!
Allison
02:29:27
Thank you, everyone!