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Tough Kids: Research-Based Tier 2 and 3 Behavior Supports Part 5 - Shared screen with speaker view
Diana Kurka
36:31
Yea Dillingham!
erin c
37:13
hi! it’s Erin from Juneau
Rafe
37:15
this is Rafe from Bethel!!
Lisa V.
38:02
Hi all! Lisa Villano here, signing in from Shishmaref!
Carrie Dershin
40:27
Hi All! Carrie Dershin from Fairbanks
Diana Kurka
41:10
We’ve got the videos as one of our assignment options for those taking the webinar for credit.
Karen Doyle
42:31
I use many of the videos to share with mentees.
Diana Kurka
43:44
Hi everyone, be sure to click on all panelists and attendees. Some of your responses are only being seen by the panelists.
rebecca.stankee
44:01
We love mind yeti!
erin c
44:24
yah!! we use Mind Yeti Every Single Day in my class
Karen Doyle
44:33
Are they free?
Diana Kurka
48:49
I will get the links to these extra webinars posted on the Resources website. Diana
Barb Whiteman
49:16
Barb Whiteman: problems with listening
Diana Kurka
49:22
You sure can Holly!
Karen Doyle
49:24
Blurting out, disruptive behavior (severe), helplessness
todd.washburn
49:30
Disrespectful behavior, electronics misuse, Excessive questions
Gina
49:34
Chair tipping, Blurting out, Chaos/Classroom out of control
Carol Luce Wright
49:42
Lying, Blurting Out, Non-Compliance
Allison
49:46
Disrespectful behavior, disruptive behavior moderate, hygiene
Melissa Crane
50:06
https://www.ancorapublishing.com/the-tough-kid/
Lisa V.
50:22
Tantrums and Running WITHIN the school
terrencemerfeld
50:39
blurting out and bothering other students
Rafe
50:45
bothering
Bonnie
50:45
FAS and lack of stamina with academic work
max
50:51
absent, apathetic
rebecca.stankee
50:52
non compliance, aggression,
erin c
50:56
tantrums running, kicking and hitting
paula eady
51:14
aggression, transitions, anxiety-nervousness
peggysuewallluis
51:27
talking, aggression, argueing, bullying, fighting
Lisa V.
51:31
Running away from the school was.
Carrie Dershin
51:40
Tantrums, non-compliance
Karin Halpin/Kim Hughes
51:54
Bullying, attendance, defiance, work refusal
hstringer
52:20
Copy want others say, crying to get out of work
Rafe
54:06
the mystery motivator is working like a charm!!
Jennifer Bleicher
54:52
mystery motivator
erin c
55:19
mystery motivator
Carol Luce Wright
55:50
I read the article
Barb Whiteman
56:09
Barb Whiteman: I did all of the tasks and was glad to be able to automatically model a lot of the tasks immediately.
Karen Doyle
56:20
Article: reinforces Sprick’s description of calm corrections.
Carrie Dershin
56:26
The article was excellent, it was a good springboard for some staff training with colleagues
todd.washburn
56:28
The article is much of what I am doing allready
Carol Luce Wright
57:20
I learned that I needed to work on myself so that I can effectively model "calm"
peggysuewallluis
57:32
I read the article. It reminded my how important it is for me to approach my students calmly in all situations. Take a minute to chill before approaching them
Bonnie
57:50
I read the article, it was a great reminder that my behavior as a teacher affects the students’ behavior. I need to show how to calm down and what that looks like. It’s a learned skill that some don’t know.
hstringer
58:10
the article reminds us about how we need to take your emotions out of the student behavior. The behavior needs to be judge on the action and not on the emotion it makes you feel.
Allison
58:10
The precision command worked well with one student and not with another. It's more successful when all staff present in the classroom recognize it and don't step in. The teacher and I have a plan to retrain some support staff on its use.
Gina
58:12
I made the What If? Chart. It made me think about what are my What If’s and What If You Don’t. I added new things to both sides of the list.
rebecca.stankee
58:14
The yes no tickets have been AMAZING in my class. I just really applied it this week and it is so motivating
carrie.hughes
59:27
I also liked making the what if chart for my own thoughts. I need to make a poster of it.
Sheri Pahkamaa
59:51
The focus on what students are feeling with the co-regulation helps to teach student empathy.
max
01:00:17
precision request during idle time just as he was about to go off task.
Gina
01:00:19
I have the What If Chart posted right next to my class rules. Went over both with the kids three days this week.
Lisa V.
01:00:46
I did the Precision Request. I walked in on my tough kid in the middle of a meltdown, for his weekly scheduled pull-out. I spoke to him twice. The first time I asked him if he would come with me. The second time I gently reminded him of our scheduled time and that coming with me was really a directive. He declined again. I then decided not to push it, and praised the other student, who came willingly. Within five minutes, my tough kid joined us I my room.
Lisa V.
01:02:17
I praised my tough kid for choosing to join us in my room, and happily welcomed him.
Karin Halpin/Kim Hughes
01:02:52
We have to be careful to remember if a child is in the middle of a meltdown, it will likely be hard to comply with our request
Sheri Pahkamaa
01:02:53
Sometimes the wait is the best thing! It is a good time to take deep breaths and remember they are struggling.
peggysuewallluis
01:03:01
I also did the precision request. It didn’t work that day but it did 2 days later
peggysuewallluis
01:05:04
I have also been greeting all the students in the room and then taking a moment to say happy to see or we missed you yesterday to try to make a bond. Now the kids are greeting me back and using my name
Karen Doyle
01:08:19
What about for older students … high schoolers?
Lisa V.
01:10:26
It was a mild meltdown, far from his worst. He was crying because he was annoyed with his teacher, but he was still in a space where he could listen.
peggysuewallluis
01:10:31
follow adult directions
Bonnie
01:10:33
Follow directions
todd.washburn
01:10:37
Be Respectful
Karen Doyle
01:10:38
Be kind.
Carol Luce Wright
01:10:42
From Mary: Hands to yourself
rebecca.stankee
01:10:43
Be safe
Karin Halpin/Kim Hughes
01:10:47
Hands and feet to self
paula eady
01:10:50
sit correctly in your chair
Lisa V.
01:10:50
Listen when others are speaking.
billy.gordon
01:10:53
Be responsible for your belongings
Jennifer Bleicher
01:10:53
Be respectful
Emily Dinges
01:10:53
Hands to self.
Karin Halpin/Kim Hughes
01:10:54
kind, respectful
Barb Whiteman
01:10:56
Barb Whiteman: Respect yourself and others
Allison
01:11:00
Keep hands, feet and objects to yourself - when appropriate.
erin c
01:11:09
be kind and use self control. ask to take a break
billy.gordon
01:11:13
Leave your area cleaner than you found it
Sheri Pahkamaa
01:11:17
I use the Essential 55 from Ron Clark
carrie.hughes
01:11:18
No phones during instruction or work time.
Carrie Dershin
01:11:19
Be safe, wait your turn to talk
terrencemerfeld
01:11:21
Be Kind
max
01:11:21
when i am ready to talk you are quiet (preceded by a verbal and visiual clue)
Lisa V.
01:11:25
ROSA - Real or Simulated Attention
hstringer
01:11:46
Raise hand for permission to leave your seat
Gina
01:11:48
Students will leave the classroom only with permission and a note or pass.
carrie.hughes
01:17:24
What is your thought on the rules varying from classroom to classroom for secondary students?
Emily Dinges
01:18:43
When asking my students "How are we going to fix this?" If they say "No talking." I explain that's what not to do, and that I want to here what they can do. So we change it to "Stay at a level zero."
Karin Halpin/Kim Hughes
01:20:44
Use kind words
Allison
01:20:47
Maybe use the word acceptable instead of appropriate
peggysuewallluis
01:21:39
My TK would have a picnic with the word appropriate. She knows kind though
Gina
01:21:42
I re-wrote rules last week, and the new rules very much reflected what had been going on in the classroom.
Gina
01:22:59
My one negative rule says No Yelling. Loud yelling at other students had been a problem in my class.
Becca S.
01:25:45
what is a positive way of saying ‘no blurting’?
Allison
01:26:07
Raise your hand to ask and answer questions
Emily Dinges
01:29:41
I had one that would try to get to the principals office last year. As soon as I started using the buddy room, behaviors turned around. :)
Jerry White
01:32:06
We have a student intentionally escalates himself for the adrenaline.
Sheri Pahkamaa
01:32:42
I think positives are good. They have to be honest and heartfelt.
peggysuewallluis
01:34:10
I don’t think that i bribe them with a thumbs up or a smile. I’m giving the same reinforcement to others but the TK gets more. Something has to change in the TK’s life and it starts with us trying different things to find it
Allison
01:34:11
I think positives and incentives can be good. I had a student give himself positive praise after completing a really hard task successfully. Incentives, I phrase it...If you meet this goal, how do you want to reward yourself?
Jerry White
01:34:38
yes!
Allison
01:34:58
I love it! This is a great visual for adults, too.
erin.carriker
01:44:29
positive incentives are great especially with young children. I know I like positive incentives as an adult…so I see nothing wrong with it!
Becca S.
01:52:53
My student does not like helping. I’ve asked him to pass thing out and he asks “why me?”
Lisa V.
01:53:02
Do a math problem on the board.
todd.washburn
01:53:02
Sharpen pencils
Karl Schleich
01:53:06
What are some things your case study student would be likely to comply with?
Carrie Dershin
01:53:08
Pass out papers and pencils, holding the door
hstringer
01:53:09
sharpening pencils
Carol Luce Wright
01:53:09
Delivering messages to classrooms, helping in the cafeteria, passing out papers
Sheri
01:53:10
sharpen pencils, take a note to the office
Becca S.
01:53:14
take a note to another teacher.
billy.gordon
01:53:16
Shut the door.
rebecca.stankee
01:53:17
Deliver notes to other teachers/office
Bonnie
01:53:19
Pass out something
Karin Halpin/Kim Hughes
01:53:20
fill water bottles
billy.gordon
01:53:21
Take attendance
peggysuewallluis
01:53:23
Pass out scrap paper
billy.gordon
01:53:27
Turn out a light
Karin Halpin/Kim Hughes
01:53:28
Sharpen pencils
Allison
01:53:29
Help put markers in table containers for art class, pass out materials, take a message to the office, sharpening pencils, wipe marker off the plastic page cover
rebecca.stankee
01:53:29
water the plants
erin.carriker
01:53:30
put something away for me
Gina
01:53:31
Turn off/on the lights
hstringer
01:53:34
Pass out cubes for math project
terrencemerfeld
01:53:45
close the door
todd.washburn
01:53:51
Give someone a message
max
01:53:57
unload cart of supplies and put things in correct places
Jerry White
01:54:02
help the aide take out the trash
Carrie Dershin
01:54:54
i love the “envelope strategy”. I have used that frequently.
Sheri
01:55:27
we also respond to the empty envelope with a hand written note. takes a little more time for the student to wait and calm down.
Allison
01:55:37
We have a student take an envelope to another teacher and the teacher sends a note back.
Emily Dinges
01:55:43
While my door partner was doing a MAP test, one of his tough kids got done. All the sudden every 5 minutes I was getting a random delivery... a stapler, a book, a folder, etc. I realized he was just asking him to do jobs to keep him busy while the other students finished.
Emily Dinges
02:00:55
Mine is 2.3
rebecca.stankee
02:01:11
2.3
peggysuewallluis
02:02:45
I love the note thing!
peggysuewallluis
02:03:02
If only my TK would come back!
Allison
02:05:08
We have one tough kid who loves having jobs and helping others (adults and kids).
erin.carriker
02:08:39
2.3
Bonnie
02:17:49
Fake it ’til you make it… :)
Jerry White
02:22:47
I had a “Treasure Chest” for kids to choose from a slew of goodies.
Diana Kurka
02:24:02
No problem Jeffrey. You can fast forward the recording and catch the lost information.
Melissa Crane
02:25:17
Survey 5: https://www.surveymonkey.com/r/LMNKVXD
Carol Luce Wright
02:26:39
Thanks from Mary Drozd and Carol Luce Wright
erin.carriker
02:27:37
thanks!
Emily Dinges
02:28:03
https://cfchildren.webex.com/mw3300/mywebex/default.do?nomenu=true&siteurl=cfchildren&service=6&rnd=0.42910389237884505&main_url=https%3A%2F%2Fcfchildren.webex.com%2Fec3300%2Feventcenter%2Fevent%2FeventAction.do%3FtheAction%3Ddetail%26%26%26EMK%3D4832534b00000004de3cc51248b1bb484823be2755d01f2b61aca291dcd7d4a6099e3c32ac7efd6a%26siteurl%3Dcfchildren%26confViewID%3D142949606039256207%26encryptTicket%3DSDJTSwAAAATJkq2-F96i2vbGXZThhiFEydLtNxEA1Uel0EcNSDOGSQ2%26
Emily Dinges
02:28:11
The webinar page
Emily Dinges
02:28:21
For second step
Melissa Crane
02:29:01
Survey 5: https://www.surveymonkey.com/r/LMNKVXD
peggysuewallluis
02:29:23
Thanks and goodnight from Peggy Sue and David
Karl Schleich
02:29:56
Thank you everyone! Have a great week!!!!
Allison
02:30:42
Thank you!