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Tough Kids: Research-Based Tier 2 and 3 Behavior Supports Part 3 - Shared screen with speaker view
Diana Kurka
29:27
Are any of you taking the webinar for credit? If so let me know! Thanks. Diana
Arlea.Harris
29:43
Hi MaryAnn, Elizabeth, and Rebecca!! :)
erin c
29:55
hello from Erin C in Juneau
todd.washburn
30:10
Hello from Kaktovik
Arlea.Harris
30:17
Hi Erin! :)
Carolyn
32:06
Hello from Anchorage Carolyn Downie here
todd.washburn
40:23
Pulling sticks with names written on them
katherinegustafson
40:26
Kogan structures like Stand Up Hand Up Pair Up
Karen Doyle
40:29
Think - Pair - Share
Bonnie
40:32
Asking him specific questions and encouraging group pair work.
teacher
40:33
Partner share, all answers given for 15 second period of time
maryann.love
40:35
Turn and talk
Karl Schleich
40:36
What are some strategies to have your tough kid have lots of opportunities to respond?
Jennifer Bleicher
40:38
shoulder partner
Molly Hickox
40:39
Kagan structures
Sheri Pahkamaa
40:41
Give her prompts such as the next question is yours.
maryann.love
40:42
galleries
terrencemerfeld
40:48
elbow partner/share
Carrie Dershin
40:50
Partner sharing, pulling sticks
Andrea Colvin
40:52
whiteboard responses
Max Pananen
40:52
One on one conversations during louder group work
erin c
40:57
think time, whisper answer in your hand, think pair share
Carolyn
40:58
structured cooperative work
Carol Luce Wright
41:03
I try to ask questions that I am confident he knows the answers to or of something of high interest to him
Lisa
41:04
I see my tough kid during a 1:1 pull-out, so my interactions with him are very conversational.
peggysuewallluis
41:17
asking questions to him directly
todd.washburn
41:48
One of the problems that we have with our TK is that he always wants to be the one to respond as it is part of the attention seeking behavior
Lisa
42:09
I also do a 1:2 pull-out that he is in, so I make sure that I ask him and the other student questions directly
Allison
42:11
I use Think-Pair-Share, choral responses, other Kagan Structures, Stand Up Hand Up Pair Up, Kahoot!, one-on-one conversations
eady_paula
42:25
direct instruction
Sheri Pahkamaa
45:08
Got them!
Emily Dinges
45:52
We have both.
Carol Luce Wright
45:56
We have both
peggysuewallluis
46:06
we have both
erin c
46:15
both
Karen Doyle
46:18
I found both copies at a school I visited on Tuesday.
Diana Kurka
46:52
It’s been good here in Anchorage Holly.
Melissa Crane
55:48
As you intentionally raised your consciousness this past week about your ratio of positive interactions to redirects, what were some things you noticed?
Melissa Crane
56:03
As you intentionally raised your consciousness this past week about your ratio of positive interactions to redirects, what were some things you noticed?
Karl Schleich
56:08
What were some things you notices about your ratios of interactions?
Bonnie
56:10
I noticed that the specific words I used made a difference.
maryann.love
56:20
adults need this just as much as students!
teacher
56:31
From Barb Whiteman; Time went more quickly and with better input from the students as a whole.
Carolyn
56:31
the more positives I gave the more he wanted to try even though he acted like he did not care
KIm Hughes
56:35
My Ta’s need the attention too
Carol Luce Wright
56:45
That it is quite difficult to get any positives in when the behavior is constant
Sheri Pahkamaa
56:47
At first students were leary about what I was doing, but I did see where the learning increased because the energy in the room changed.
Bonnie
56:51
For example, I would say, "Would you like to do x?" and he would waffle and not be able to choose. Instead I would say "Let's do x first and then we can draw."
Max Pananen
56:58
The kid didn’t ignore me, he heard everything I said and responded (just maybe not the way I would have liked). Baby steps.
Andrea Colvin
56:58
My mindset made a difference. Going into an interaction thinking it will be negative = negative outcome....and vice versa
erin c
57:00
calm and direct engagement with my tough kids helps a ton and I make sure to do it often
peggysuewallluis
57:01
I tried to just engage the student in conversation. hello, how was your week end? I just tried to form some kind of bond
KIm Hughes
57:03
Morning greeting as they enter the school
Jerry White
57:11
I say good morning to each boy 3 times per morning, during wake up and hygiene, at breakfast, and when they enter the classroom.
eady_paula
57:16
it’s hard to remember to praise when your tough kid is hitting, kicking, throwing things
Molly Hickox
57:27
Trying to make lots of deposits with our behavior program kids first thing in the morning!
Lisa
57:50
I actually realized that I had far more positive interactions with my kiddo than negative. My only “negative” interactions with this him were in the context of helping him re-think a poor choice he previously made.
Emily Dinges
58:07
Front load their day with positive helps set them up for success later in the day. (I tend to have more energy in the morning too... ha!)
Allison
58:09
I noticed that I am at a 3:1 ratio during the morning with both tough kids. Sometimes a bit higher. However, in the afternoon, I found I'm at a 2:1 ratio more than a 3:1 ratio.
Bonnie
59:11
I agree Allison! It can be hard for us to keep our positives up through out the day as we get more tired.
Karen Doyle
59:14
Personal greetings as students enter the room in the morning is a great way to begin the day.
Carrie Dershin
59:31
I realized that I still have some work to do with a few students.
Jerry White
01:00:38
Caution: trying to give positive feedbag before the kid is at baseline can actually drive escalation back up.
Lisa
01:00:53
I have known my tough kid for three years now, and my positive interactions have almost always outnumbered my negative with this kid, so I think I’ve developed a solid, trusting relationship with him, so I’m in a place where I CAN help him rethink poor choices he makes with newer teachers.
Emily Dinges
01:03:39
I can't remember where I saw this, but I remember it being done. It is very empowering for the student.
Bonnie
01:04:14
I like that it gives students power to choose their work. I've done lottery tickets that has been successful.
Karen Doyle
01:04:25
I’ve observed a teacher who does this with simply a mark (dot) on a sticky note. Students show off their sticky notes of dots at the end of the day. Easy!
Carolyn
01:06:03
how does a teacher who has hundreds of students like a music teacher keep track of all this?
Diana Kurka
01:08:48
Yes indeed it is one of the OPTIONS to select!
Diana Kurka
01:11:41
Another of the discussion Options for those taking the webinar for credit.
Karl Schleich
01:12:17
What are one or more of your “operational misbehaviors” you might focus on to change?
teacher
01:12:36
Barb Whiteman: student is not working on assignment. There is no pencil in hand, paper on desk, nor text book in reach.
carrie.hughes
01:12:37
loud laughter during lecture time
Jerry White
01:12:41
Escalates self into violent outbursts.
erin c
01:13:04
making noises to distract others
Emily Dinges
01:13:06
Call out when asked for "raised hand friends".
KIm Hughes
01:13:10
Mimicking the teacher or other students during instruciton
Lisa
01:13:12
Screaming in anger
Carol Luce Wright
01:13:13
Refuses to complete work when presented.
todd.washburn
01:13:20
Attention Seeking-wants to respond to questions, but has no response.
Sheri Pahkamaa
01:13:27
When T is handed a reading paper, 2nd grader with a 2.4 reading level), she pushes her paper off the desk to the floor and put her head down on table and refuses to pick up paper and begin task.
Carolyn
01:13:32
with a very loud voice interupts teaching often
Carrie Dershin
01:13:44
Interrupts frequently and talks with peers during large group instruction time
Bonnie
01:14:20
Not choosing work, getting upset (ie: clenched jaw, squealing sounds, looking angry)
Allison
01:14:23
Student verbally refuses to go to the buddy room when asked after he has been yelling at another student.
Karen Doyle
01:14:24
Asking or blurting out off-topic questions or comments during instruction during OTR.
peggysuewallluis
01:14:33
Refuses to do work when asked
Andrea Colvin
01:14:45
Running away from staff in the hallway and then sitting down and refusing to transition to next location
Carol Luce Wright
01:15:06
Kicking the walls
Jerry White
01:15:28
Strikes walls, fire extinguisher cabinet. Throws self onto furniture and screams.
Becca S.
01:15:35
Rolling eyes
Lisa
01:15:37
DO you think self-regulation is observable or measurable?
Lisa
01:17:15
Do you think that self-regulation is observable or measurable?
Emily Dinges
01:17:31
I would think observable, but sometimes measurable. It would depend on what the self-regulation is.
Jerry White
01:19:36
Ineffective leadership.
Carol Luce Wright
01:21:20
microbursts would be nice--mine are macrobursts
Lisa
01:27:09
Giving a student time can also be a cultural aspect. I know that the Iñupiaq village I teach in, the kids may need to take a little more time than I am used to to gather their thoughts.
Jerry White
01:29:35
We use the Mandt system and it is very similar. I see this at least weekly.
Andrea Colvin
01:31:11
CPI
Jerry White
01:36:31
Hey, the music is breaking up! What the heck?
carrie.hughes
01:39:40
I meant to, but didn’t get to it.
Bonnie
01:39:47
My student does great when he's asked to do these types of things but he struggles greatly with his academic work.
Jerry White
01:40:01
But, my kids already have a diagnosis and they are in treatment.
erin c
01:40:02
less than 40%
Jerry White
01:40:56
NOT NAGGING!
peggysuewallluis
01:41:00
he sat down for about 1 minute and then got up again. The request was then changed to sit down and stay in your seat. There was 0 compliance
Melissa Crane
01:42:28
What might be realistic for you to do with the non-compliance data?
Lisa
01:42:44
Could a BIP meeting be considered a “goal setting” conference?
Karl Schleich
01:42:50
What is reasonable for you to do with your non-compliance data?
Jerry White
01:42:58
Keeping behavior notes is huge.
todd.washburn
01:43:06
I like the goal setting idea
katherinegustafson
01:43:11
I like the idea of goal setting, having the student take responsibility
Jerry White
01:43:16
Video taping the class is huge.
erin c
01:43:16
celebrate successes, keep parents informed
Bonnie
01:43:22
I feel like this would be good for my own feeling of success so I can see how beavhior changes over time.
Karen Doyle
01:43:26
Look for patterns.
Jennifer Bleicher
01:43:34
Goal setting and then celebrate when they are met.
Becca S.
01:43:36
I think that having the student see some data on how disruptive they are might be eye-opening to them
peggysuewallluis
01:43:41
celebrate
Emily Dinges
01:43:43
Patterns, triggers
Max Pananen
01:43:44
My building wants us to document it so the district can the data. Kind of a CYOA when they discipline a kid.
KIm Hughes
01:43:49
Communicating with parents
Carol Luce Wright
01:43:51
I have done every one of these with little sustained success.
Allison
01:43:57
Log the data to see if there is a specific trend to the data, monitor a decrease or increase in noncompliance, good for conversation with parents
Carrie Dershin
01:44:14
Include parent/guardian if collecting data and involve them with their student in goal setting creation.
Carolyn
01:44:46
see the improvement - being able to show the principle and the classroom teachers to help support them ( I am a music teacher)
Jerry White
01:46:21
Our initial goal is to get them to tier 2.
Bonnie
01:47:54
What does BIP stand for again?
Carolyn
01:47:55
what do you do if you see the student just once a week ?
Arlea.Harris
01:48:16
BIP = Behavior Intervention Plan
Jerry White
01:51:19
Both
todd.washburn
01:51:23
both
Bonnie
01:51:31
Thanks Arlea!
erin c
01:53:36
it’s an awesome way to communicate with parents overall
erin c
01:54:01
it also has really good BIG emotions videos for kids
Bonnie
01:54:05
My students and I really enjoyed Class Dojo. It's a great way to touch base with families at home too.
Diana Kurka
01:54:43
This is also one of the Options to choose.
Emily Dinges
01:59:13
Mondays were the highest of the week.
peggysuewallluis
02:02:05
we had no reward for stopping the taking her clothes off portion of the tantrum. We did reward her when she was able to not let it get that far. by 5 weeks, there was no more nudity
Carolyn
02:04:16
what do you do if you see the student only one time per week ?
Lisa
02:04:36
Or for 15 minutes twice a week?
Diana Kurka
02:06:41
Holly you might chose one of the other Options. But if you are doing this it would be due November 7.
Jerry White
02:06:59
We do an “on task” data collection every 30 minutes.
Jennifer Bleicher
02:08:51
We do on task behavior .
Melissa Crane
02:09:37
Based on your self-assessment about the behaviors that are most important to you for students to be successful in your classroom, what were the most important to you?
KIm Hughes
02:09:38
Follows oral directions
peggysuewallluis
02:09:42
listens quietly to directions
Karl Schleich
02:09:53
Which behavior was MOST important to you?
Jerry White
02:09:56
Follow staff directions
Max Pananen
02:09:57
Looking at me during directions
terrencemerfeld
02:09:58
follows classroom rules
Carolyn
02:10:02
listens to the instructions
Carol Luce Wright
02:10:03
completes tasks
Rafe
02:10:07
follow directions
Sheri Pahkamaa
02:10:08
Getting Along Skills
erin c
02:10:10
completes tasks
eady_paula
02:10:12
listens to directions, follows rules, completes tasks
Nick Popp
02:10:13
Be respectful
Karen Doyle
02:10:22
Following directions
Carol Luce Wright
02:10:23
follows classroom rules
Becca S.
02:10:25
makes requests appropriately
todd.washburn
02:10:27
Be respectful
KIm Hughes
02:10:30
Completes assigned task
Bonnie
02:10:30
Follows teacher's directions and asking for help
Jennifer Bleicher
02:10:36
Following directions, complete the work, don't be disruptive
katherinegustafson
02:10:41
Staying on task, listening to directions, using kind words only
Allison
02:11:03
Accepts criticism (feedback) or consequences appropriately
Sheri Pahkamaa
02:11:09
My entire category was 5 of the Getting Along.
gabrielle.testerman
02:11:31
Using kind words when addressing peers
Becca S.
02:11:36
What about being honest?
Carolyn
02:12:01
yes such a help for us specialists for classroom teachers to know our expectations
katherinegustafson
02:12:24
Beginning of the second quarter by modeling
Karl Schleich
02:12:24
When and how did you teach your tough kid that skill?
Max Pananen
02:12:24
too long ago, the beginning of the year by explaining why they were doing it.
Becca S.
02:12:46
Connected and respected lesson on Active Listening — Anchor chart to refer back to
Lisa
02:12:50
by practicing the desired behavior.
Jennifer Bleicher
02:12:52
Model at the beginning of year and continue throughout the year
carrie.hughes
02:12:52
Not sure I have
peggysuewallluis
02:12:54
I spoke to the student one-on-one and talked to him when I realized there was a problem
todd.washburn
02:12:59
We discuss respect often and when situations arise
Bonnie
02:13:00
I need to re-teach this....I think when we're more focused on academics then that would be a good time.
Carol Luce Wright
02:13:05
creating class social contract
Sheri Pahkamaa
02:13:08
I use the Ron Clark, Essential 55. We explicitly teach how to raise our hands, how to ask for help.
KIm Hughes
02:13:20
Modeling how to complete an assignment. Try to model when each assignment is given,
Emily Dinges
02:13:26
Teach by example
Allison
02:13:27
During social skills lessons, as part of our student leader rubric (students get this at least 4 times a month)
Carrie Dershin
02:13:29
gets along with others, kind to peers - Life skills lessons, playground interventions, mediations
erin c
02:13:32
I’m constantly researching and pointing out positive behaviors and asking the children how they can turn their behaviors around
Lisa
02:13:34
I am using Zones of Regulation
Carolyn
02:13:37
at the start of almost every class I saw turn your ears on and turn your voice off
gabrielle.testerman
02:13:50
I sit next to the student in their seat and reteach my classroom expectation of being kind to one another at least once a week because the student has this infraction almost daily
Carolyn
02:14:28
I will my puppet prop to help teach the listenting skill to my younger students to model listening
Emily Dinges
02:15:00
We also do things like "show me what it looks like too..." and use some of the tough kids to show what it should look like.
Lisa
02:15:03
I also occasionally use Charlie Brown movies or “Saved By The Bell” episodes to show behaviors in “natural” situations.
Sheri Pahkamaa
02:15:37
I think we have to teach all skills repeatedly and consistently every day. We teach expected behaviors and we tell students that the expected behavior is.....
Karl Schleich
02:17:15
How well do you adequately reach behavior to your tough kid?
Carol Luce Wright
02:17:27
teaching these skills directly is highly challenging. At this moment in time, modeling is the main way to do it.
Bonnie
02:17:29
To collect data and not give up! Also, involve the child with the process.
peggysuewallluis
02:17:34
i don’t think that I’m teaching anything because the TK will not respond and the activity continues
KIm Hughes
02:17:35
I think I need to reteach skills more consistently
Karen Doyle
02:17:45
Not nearly enough. Let the data do the talking.
todd.washburn
02:17:52
As the school principal I am constantly discussing talking and teaching students about repect
KIm Hughes
02:17:56
Start gathering more data
Carrie Dershin
02:18:03
We have a team of educators working with this student. We are modeling and helping him to reflect on his behavior regularly
Sheri Pahkamaa
02:18:08
I explicitly teach expected behaviors every day. This is what it looks like, sounds like, stop and try again. I’m a resource teacher so I can spend a great deal of time on this.
Becca S.
02:18:08
This is tough because he is so argumentative and resistant
Lisa
02:18:13
I am unsure of the adequate-ness of my teaching, because when I am teaching my tough kid, he knows what the good choices are, but in the moment, all his better judgment goes out the window.
erin c
02:18:16
daily. between myself and his sped teacher we are always going over these behavior expectations
Carolyn
02:18:19
I need to take more time to stop and reteach more - hard to do when I only see them one hour one time per week.
Becca S.
02:18:24
I am trying to approach it as more whole group discussion/lessons
Emily Dinges
02:18:26
I feel I adequately teach correct behaviors to the students. Especially when their behaviors start showing up. I try to show the right way to do things. Talking to them individually, modeling to the class, etc.
maryann.love
02:18:28
Data baseline to track progress and talk to them about their behavior goals.
peggysuewallluis
02:18:33
I do continue to try though and praise students around him who are doing the correct things
Max Pananen
02:19:00
Every time I have a negative interaction I explain why it happened and thank him when a positive interaction happens
Allison
02:19:06
We teach skills daily through modeling, Second Step, class meeting at the beginning or at the end of the day, through CICO conversations
gabrielle.testerman
02:19:20
I teach at a higher degree this year than what I ever had because the frequency of these behaviors have increased - Our school used PBIS - students have a great buy-in to it and want the points so I use that desire to teach the expected kindness skill needed at the moment
todd.washburn
02:19:37
I am going to use the example from your Tough Kid example to collect data and work with him of his attention seeking behavior
Jennifer Bleicher
02:19:53
I try on a daily basis to try to work with a tough kid. If I spend time it does make a difference. It's working right now.
Bonnie
02:21:25
Will the slides be available? I missed the last few things on the "To Do" slide.
Melissa Crane
02:21:40
Resource page: https://asdn.org/webinar-resource-page-tough-kids-fall-2019/Survey 3: https://www.surveymonkey.com/r/LR87FRL
Diana Kurka
02:25:06
dkurka@alaskaasca.org
Carol Luce Wright
02:25:31
thank you! have a great evening!
Bonnie
02:25:45
Thanks that's helpful.
Karen Doyle
02:25:59
Thanks, Karl & Diana!
peggysuewallluis
02:26:10
nite
Karen Doyle
02:26:16
:-)
erin c
02:26:23
thanks!
Allison
02:26:33
Thank you! Have a great evening!
Sheri Pahkamaa
02:26:53
Thank you! Good night!
gabrielle.testerman
02:26:56
Good night
Bonnie
02:26:58
Hope the next few weeks go well!