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Tough Kids: Research-Based Tier 2 and 3 Behavior Supports Part 6 - Shared screen with speaker view
Susan Smith
34:27
Susan from TAK
Lisa V.
36:05
I think Karl is an excellent presenter. He keeps it moving along, it’s not dry, and it’s time well spent. I’ve learned some useful things.
Melissa Crane
37:10
Resource page: https://asdn.org/webinar-resource-page-tough-kids-fall-2019/
Rafe
37:31
hello from Bethel
Jerry White
39:12
Jerry from Bethel is on.
Diana Kurka
40:44
This will be one of the options for the discussion assignment for the webinar.
Lisa V.
43:22
What I find interesting/ironic is that this school is in Walla Walla, which is also where the state penitentiary is located, I believe.
todd.washburn
49:00
We have teachers here that use Newsela with great results. Its an awesome program.
Diana Kurka
51:32
No problem Holly. Glad to see you in the room.
Bonnie
52:11
Will there be a link offered for the Mind Yeti workshop coming up?
Diana Kurka
52:35
Bonnie we will need to check with Karl. I was unable to find it.
katherinegustafson
54:37
Liking : I joked around with my students a lot this week. It made all of us have a really positive week :)
Karl Schleich
54:55
Please describe how you were more intentional with the influence principles.
Diana Kurka
55:10
Cynthia you should have access as long as you have your account with AkPLN.
todd.washburn
55:14
As a principal I watch a couple of these closely, including liking and authority.
teacher
55:16
Barb Whiteman: Commitment and consistency was my key word.
Carol Luce Wright
55:25
I really tried to be aware of how I was responding to student behavior and were more specific with requests.
Bonnie
55:29
I tried holding my tough kid more accountable-I guess that would be authority. He would get breaks when needed but the responsibility of the work is still there.
rebecca.stankee
55:30
We did a lot of social
Carrie Dershin
55:39
Commitment and Consistency
Sheri Pahkamaa
55:43
Read a great article about brain development and hugs. Kids “liked” me more this week because we hugged!
Emily Dinges
55:46
Commitment and Consistency
berntsen_darrell
55:55
Follow through
carolyn downie
56:04
Authority I was more aware of my words when I was giving directions
teacher
56:05
Barb Whiteman: We even have rubrics that I set up , but had my students do for me as I modeled throughout the day. Then it was their turn.
rebecca.stankee
56:11
Classdojo has some gret social videos of students on respect
Gina
56:16
I was more consistent with giving positive feed back and more attention in general to my TK. When I needed something done, I asked him. I praised him at the end of the day for having three good days in a row. Today we were on day 4 of good days in a row. Whoot whoot!
peggysuewallluis
56:28
I am “killing my TK w/kindness every morning and it is working. She is more manageable and and now she is getting more work done in the class. She doesn’t curse as much and is keeping her hands to herself.
Max Pananen
56:35
Reciprocation - I kid helped me with a super simple task so I let him sit down for a few minutes during a lab.
Jerry White
56:36
I have to remind myself that those behaviors come from somewhere before me.
Allison
57:48
Commitment & Consistency: Monitoring for responding to students choices and behaviors consistently. Commitment to being clear and praising when the student follows directions.
Bonnie
59:54
Clarity of expectations and the plan for the day.
Karl Schleich
01:00:10
What was a structural commonest and it’s impact?
Bonnie
01:00:29
I think my tough kid is still rebelling a little bit, but I’m sticking with it and being consistent.
rebecca.stankee
01:00:29
chance Jars, all students were responsible for their own actions
Lisa V.
01:00:31
For me, How I called on Students and clarity of expectations.
Sheri Pahkamaa
01:00:35
Clarity of expectations….easier to redirect the following day with some of my tough kids.
carolyn downie
01:00:39
clarity of expectations ( I tried) and I did use a mystery motivator-
berntsen_darrell
01:00:45
Clarity of expectations. It was very clear and concise. The student understood and I had follow through when the expectations were not followed.
katherinegustafson
01:00:52
Daily schedule was posted and the kids were able to reference it so they felt like they were in control, knowing what was happening next.
Gina
01:00:52
I started two students on star charts, immediately 2 more wanted a star chart. The star chart helped for my TK to stay more on task.
Emily Dinges
01:00:54
Calling on students with popsicle sticks. I do it in my homeroom, but I integrated it into my math and reading.
teacher
01:01:03
Barb Whiteman: A component I tried was more challenging questions, plus tightening up on my daily schedule. Working in groups with more challenging questions gave validity to the students. Our daily schedule is set in stone, but I changed shorter sections for my 90 minutes of math.
Carrie Dershin
01:01:05
Clarity of expectations in the variety of classes I work with helped tremendously. We all need reminders sometimes!
Allison
01:01:24
Clarity of expectations and the Teacher-Student game. The students earn a group point every time they win the T-S game. Made it very visual. Referred to specific rules when marking point for the teacher or the student.
Carol Luce Wright
01:01:36
I changed the way my room was arranged. I had students who were constantly turning around, so I actually put the desks in a face to face set up where they could see each other and without put their back to me. They became more engaged in the conversation we were having and in responding.
Karin and Kim Goodnews Bay
01:01:39
Implement incentive in a classroom, first week, going ok so far.
Max Pananen
01:01:41
Daily schedule: I had half the class do the planned lab and the other half I gave the option of helping with a different task I was running out of time to complete. I feel like it was cheating because it was a good class and the tough kid was absent but it went very well.
peggysuewallluis
01:02:00
I gave my TK a Principal’s 200 card for no reason, just to say hi! She gets a lot more positive feedback for every little thing. I’m weaning her off that and she’s more engaged.
Peggie
01:02:00
We have clarity of expectations at our school. However, some of the students aren’t making the connection to the expectations that we have are really part of their culture. I spent about 2 hours today talking to two boys about how the Yupi rules are just the rules we have at school.
berntsen_darrell
01:02:44
Used a sticker chart for behavior. Very positive and immediate feedback.
Peggie
01:03:25
I looked ahead to the webinar today and used the planned discussion with those boys.
cynthia green
01:04:16
I started a new group of 7th & 6th grade students who are all the Tough Kid from their different classes. I was able to introduce the CHAMPS expectations and routines to follow. Did great for the first 2 days, however I got the flu!…home sick for the next 2 days, then on Friday when I returned I was assaulted by a different student who was in the room. So I missed the remainder of that day, and Mon and Tues of this week. 1 out of the 3 7th graders, earned the reward to spend Friday morning out in the shop. This student also got Student of month for the turn around of his behavior in his other classes. Some transfer of appropriate behavior took place!
Karin and Kim Goodnews Bay
01:26:37
What are your recommendation when we do this and it doesn’t work?
Karl Schleich
01:28:51
Share with us what you would be thinking about with a planned discussion....
Karl Schleich
01:29:00
Who would attend?
Karl Schleich
01:29:07
Was would the focus be?
Jerry White
01:29:07
I invite their clinician and the facility administrator and a note taker.
Diana Kurka
01:29:10
The planned discussion is one of the options for the assignments posted today.
todd.washburn
01:29:18
Classroom Aide, Principal, Possible parents. Focus on the most disruptive behavior you want to address
rebecca.stankee
01:29:24
councilor, principal, teacher/sped, family, note taker
Max Pananen
01:29:25
Invite kid and lower admin
berntsen_darrell
01:29:29
Teacher, Parent, Psychologist, Counselor. Focus would be meeting the students ACES needs first.
Carrie Dershin
01:29:41
Teacher, Counselor, Parent, student - planned discussion about work completion and time on task.
Peggie
01:29:57
Student, parent, teachers, administrator. We do this every Friday. We have a record keeping/tracking tool on PowerSchool in our district that follows the student through all of their days in school. That way, all teachers can see what has worked and what needs to be tweaked.
Emily Dinges
01:30:01
Mom, dad, reading teacher, math teacher, myself... Making a plan to work on focus.
carolyn downie
01:30:08
I would have the classroom teacher and or sped teacher there and the focus would be what would help the student focus/listen better
Sheri Pahkamaa
01:30:11
Parents, admin, teacher, student, school psych. The focus would be on finding a way for the student to restore themself to the classroom/teacher/parents/community
Carol Luce Wright
01:30:20
With the student that I initially had as my tough kid, we invited the guardian, his BHA, his counselor, district rep, gen ed teacher and myself. The student was also in the room. We met to discuss the student's behavior and to develop a plan that would help him to be more successful and return to the classroom.
Allison
01:30:21
I would have myself (the principal), the classroom teacher, the student, the (new) counselor and his/her parent. The focus would be following directions/cooperation.
Lisa V.
01:30:22
Behavior specialist, if there is one.
rebecca.stankee
01:30:26
defiance
Gina
01:30:36
I would talk about her avoidance of doing work by whining about doing work, but not making any effort to do the school work. I would invite the para’s in my class, the parent and principal.
Bonnie
01:30:36
I would invite, mom, and the student, and a SPED teacher and prior year’s teacher. I’d like to ask about what has helped motivate student in the past, what are their demonstrated strengths and what are goals for them to work towards.
berntsen_darrell
01:30:47
Focs on disruptive and physically violent behavior.
peggysuewallluis
01:30:48
all the teachers/adults that work with him, administrator, counselor, nurse if applicable, aide. The focus would be on how we can help him/her to reach their goals
Gina
01:30:51
And of course the student.
todd.washburn
01:31:01
Aaka and Aapa, elders
Sheri Pahkamaa
01:31:27
That is a really sad injustice for our students in our state. (Contracting with School Psychs outside of the state)
Allison
01:31:31
Mat-Su doesn't have school psychs at all schools. They are contracted at the small schools - evaluations only.
Jerry White
01:42:43
We use behavioral and academic daily goals.
Diana Kurka
01:43:08
Another of the assignment Options: Short-Range Goal Setting.
Bonnie
01:43:24
I’m the teacher and I need help with goal setting… :)
todd.washburn
01:46:44
Attention from both teachers and peers
katherinegustafson
01:46:49
Avoidance
carolyn downie
01:46:59
Attention from peers and teacher
rebecca.stankee
01:47:13
attention
Bonnie
01:47:14
Wants friendships
katherinegustafson
01:47:17
Avoiding writing… perhaps looking ‘dumb’
peggysuewallluis
01:47:18
I think that she wants attention from her peers filled by the teacher/aide.
Lisa V.
01:47:19
Avoidance of undesired tasks
Karl Schleich
01:47:23
What is the function of your case student’s behavior?
rebecca.stankee
01:47:29
low social ques and unsure how to handle it
cynthia green
01:47:31
Not motivated to do the work
Gina
01:47:32
Attention of peers.
Peggie
01:47:34
attention from everyone and anyone
Emily Dinges
01:47:34
Work avoidance, attention
Andrea Colvin
01:47:34
attention from teachers
Carrie Dershin
01:47:35
Power and control
Karen Doyle
01:47:40
Avoiding classwork - it may be too difficult
Jennifer Bleicher
01:47:41
control
Sheri Pahkamaa
01:47:41
I’m still not sure. It keeps changing
rebecca.stankee
01:47:43
power
Jerry White
01:47:52
Sometimes they are simply reverting to survival to avoid discomfort.
cynthia green
01:47:54
he wants to avoid work and play in the gym
Carol Luce Wright
01:47:54
Avoidance of anything that involves a time limit
Kim
01:48:04
self control of anger
eady_paula
01:48:04
adult attention
Sheri Pahkamaa
01:48:37
That’s exactly what happened!!!!
Allison
01:48:54
Getting the attention of peers and the teacher. Likes the attention to be on him. The other student - avoidance of work. Sometimes he will do the work, but if he is feeling tired - he wants to choose only to do fun games on the computer.
Kim
01:49:10
adult attention too
Gina
01:52:45
Karl, can you talk about the difference between antecedents and antecedent strategies. Two different things, right?
Bonnie
01:57:13
Are these interventions all considered ones that we should try for 2 weeks each, or can they be tried concurrently?
Kim
01:57:34
Are the intervention pages in the book? If so where I am not locating them.
Emily Dinges
01:57:50
And we need subs to cover classes...
Jennifer Bleicher
01:58:44
I agree!
Karen Doyle
01:59:25
I’m not able to locate them either, Kim.
Allison
01:59:35
We have to do this after school as we are so small that a meeting like this would involve almost the whole staff.
rebecca.stankee
01:59:43
I like that this is broken into time chunks
Diana Kurka
02:02:04
Hi Kim we will ask Karl at the end of the session. I’ve been writing all of the questions down for him.
katherinegustafson
02:02:14
I am apart of our PBIS Tier 1 team, we are currently trying to create a formal process for Tier 2 referals and solutions.
Bonnie
02:05:23
I was at a school that had a weekly running group of teachers, great stress management!
Becca S.
02:05:48
A couple years ago I had a really tough crew with 7 TKs and I would just call my AP and have him give me a break ever one in while.
Carol Luce Wright
02:05:54
I don't have a page 6
Carol Luce Wright
02:06:13
oh, it's on page 4
Diana Kurka
02:14:05
Glad to have you back Jeff!
Jerry White
02:18:06
I bought an Air-Zooka.
todd.washburn
02:18:55
Number of positive interactions
Peggie
02:19:00
Every child is worth it!
Becca S.
02:19:01
That we can not ‘cure’ our students - that we will always be managing it.
Carol Luce Wright
02:19:02
To check myself before I respond
Karl Schleich
02:19:08
What do you want to remain mindful of as a result of this coures?
rebecca.stankee
02:19:09
How I respond, staying positive and that relationship matters
Emily Dinges
02:19:15
Keeping up those positive interactions.
Jerry White
02:19:17
Those behaviors were in place before me.
Bonnie
02:19:27
How my emotions can get wrapped up with interactions with my tough kids (and all students), and also to focus on creating a positive relationship and setting goals.
Jeffrey Behselich
02:19:28
My words and actions are the behaviors that
Emily Dinges
02:19:30
Manage, not cure.
carolyn downie
02:19:35
Self care
katherinegustafson
02:19:36
We cannot change behavior, we can manage it.
cynthia green
02:19:47
S.T.O.I.C… teaching my staff how to follow throu
Karen Doyle
02:19:49
Be explicit and clear with expectations; be consistent and calm. Be positive.
Max Pananen
02:19:55
Don’t get mad. Frustrated would be a better word though.
eady_paula
02:19:59
Look at how we change our behavior and our environment for the betterment of our tough kids
Jeffrey Behselich
02:20:00
Walk the Talk
Gina
02:20:08
I would say ‘social skill’. The topic has come up in every webinar, and a recent all school inservice. We have Second Step, but I have not started to implement it yet. So, focus will be to implement Second Step.
peggysuewallluis
02:20:14
I want to be more mindful of myself. My approach/attitude is directly proportional to my student’s actions/reaction. The more that I put into this, the better the outcome will be.
Jennifer Bleicher
02:20:16
Practice what you preach:)
Allison
02:20:20
ROI! STOIC and developing positive relationships with the students
Lisa V.
02:20:30
I will be mindful of how I respond. I also will be mindful that behavior CAN change, especially with consistency, patience, and a positive relationship.
cynthia green
02:20:48
oops…follow through, Keep it positive. Support my sped paras in their tough kids..
Lisa V.
02:21:06
The 3:1 (or 4:1) ROIs
Carrie Dershin
02:21:13
Behavior is a language of needs. Getting to the root of the behavior, applying appropriate interventions and staying positive can make a tremendous difference for kids.
Allison
02:21:33
Carrie, I agree!
Melissa Crane
02:22:55
Survey 6: https://www.surveymonkey.com/r/LNJQYBY
Lisa V.
02:22:57
I’m going to that!! I registered this week.
Carol Luce Wright
02:25:16
I am, too
katherinegustafson
02:32:43
Just to clarify can we use our discussion posts from the modules for “what you’ve learned from the webinar?”
Melissa Crane
02:32:58
Survey 6: https://www.surveymonkey.com/r/LNJQYBY
Karl Schleich
02:33:24
Thank you everyone for your dedication to teaching and learning more about dealing with our toughest students.
Carol Luce Wright
02:33:38
Thank you very much!
carolyn downie
02:33:40
thank you!!
Bonnie
02:33:51
Thank you for all of your work and help!
Peggie
02:33:57
Thanks, Karl!