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Tough Kids: Research-Based Tier 2 and 3 Behavior Supports Part 2 - Shared screen with speaker view
Diana Kurka
35:20
Yes you can still sign up for credit until 10/20.
Melissa Crane
36:46
Course Registration: http://www.cvent.com/d/1yq3vv
Rafe
37:10
Thanks
Diana Kurka
37:27
Remember if you are taking the webinar for credit and your name does not appear on the Attendee list please email me with your name. Thanks!
rebecca.stankee
38:04
What is your email Diana?
Diana Kurka
40:53
dkurka@alakaacsa.org
peggysuewallluis
40:58
No, Davis was not with me but he has a copy of the video and I think he watched it
Melissa Crane
42:39
Resource page: https://asdn.org/webinar-resource-page-tough-kids-fall-2019/
Diana Kurka
43:09
Resource Page: https://asdn.org/webinar-resource-page-tough-kids-fall-2019/
Diana Kurka
44:42
These are all options for the discussion assignment that goes along with the webinar.
Mary Drozd
47:01
2
peggysuewallluis
47:02
there are 2 of us
f198424
47:29
I didn’t send to the attendees. Sorry! I attended last week and I am by myself during this webinar. I have a case study in mind.
Lisa V.
48:33
Could somebody please remind me of where to go to find the handouts?
BonnieM
48:33
I also found a 2nd hand copy on Biblio.com.
Melissa Crane
49:46
The video will be posted on the resource page tomorrow. Just watch the first 15 minutes,,,or the entire thing if you wish
Melissa Crane
49:58
Resource page: https://asdn.org/webinar-resource-page-tough-kids-fall-2019/
f198424
50:09
How do you check the attendee list to make sure our names on on the list?
Lisa V.
55:54
They drop out? :-(
Diana Kurka
59:59
When there is no name posted on the attendee list I don’t know if a participant is online. Just send me a private chat and I will add your name. Diana
Becca S.
01:01:51
Yes, we have connected and respected and second steps.
Andrea Colvin
01:01:53
Yes, second step
Carolyn Downie
01:02:05
carolyn downie on line here in anchroage
jeffreybehselich
01:02:11
CHAMPS!!!!
Nick Popp
01:02:14
Not that I am aware of
katherinegustafson
01:02:16
We do not teach social skills systematically, our PBIS team is working on finding a curriculum.
BonnieM
01:02:20
Yes, Connected & Respected. It’s done 2 or 3 times/week.
cl023091
01:02:26
Yes, positive action
Emily Dinges
01:02:38
I am at Swanson Elementary and we have an SEL specials class once a week, and we also teach Kelso's choice and general SEL activities each day.
aw06832
01:02:39
We use Second Step
teacher
01:02:42
No, my school does not attempt to systematically teach social skills to students. Therefore no materials are present for any remediation
Johh Pedersen
01:02:43
the attempt do that yes
todd.washburn
01:02:44
Yes, we have a full time counselor that teaches these skills. We use Second step, and we are techigna leadership class this year to high school studnets.
rebecca.stankee
01:02:46
We do some, Using monthly character traits and our school counselor does a great job but there is no time set aside for daily social instruction
Carolyn Downie
01:02:50
my school is attempting to encourage teachers to do this
jeffreybehselich
01:02:50
Second Step
Lisa V.
01:02:53
We currently have an itinerant counselor, who does Connected and Respected, and Second Step.
Johh Pedersen
01:02:56
use a form of second step
eady_paula
01:03:05
Not systematically, but suggested-connected and respected, 2nd steps
peggysuewallluis
01:03:11
Peggy Sue & David Yes, we do try to teach social skills to all students. We use CHAMPS.
f198424
01:03:15
Our school does not systematically teach social skills. We say we are Champs, but it is a “drive-by” only. We tend to have a behavior problem school because there is nothing consistent.
Lisa V.
01:03:30
I personally use Zones of Regulation
Lisa V.
01:03:35
I’m in BSSD!
erin c
01:03:42
we have monthly character traits we go over but don’t have a social skills time. our school counselor has a curriculum and teaches Kelso’s choices also
rebecca.stankee
01:03:48
We use zones of regulation too lisa
Lisa V.
01:04:00
But I came post-SFA
Johh Pedersen
01:04:08
I use parts of ruler, zones of regulations and Champs
rebecca.stankee
01:04:20
oh and celsos choices
Arlea.Harris
01:04:37
I was in BSSD when they initially started SFA.
T. Rice
01:04:39
Kelso’s choice
Johh Pedersen
01:04:59
PBIS, CBT
Carolyn Downie
01:05:04
Kelso’s choices with grades k-2
Emily Dinges
01:06:48
Shaw uses Positive Actions now. :)
maryann.love
01:08:06
Yes, we use character traits, Kelso choice, and zone of regulations.
Johh Pedersen
01:10:29
superflex
Lisa V.
01:13:24
Oh! This reminds me a bit of TeachTown
Emily Dinges
01:15:09
It would make him excited. He loves to engage with me about video games.
katherinegustafson
01:15:15
He would laugh.
Emily Dinges
01:15:17
My current class would love it.
Johh Pedersen
01:15:20
I think for young kids it’d be great due to the shortness of it and it being a cartoon
maryann.love
01:15:21
They may not show the level of compassion and reflection that was portrayed in the video clip. As a whole class, this may be a good conversation.
todd.washburn
01:15:23
They would be very interested and pay attention
f198424
01:15:28
My tough kid would love this, but it might ignite a refusal to comply with tasks when the video is over and she is unable to watch another one.
rebecca.stankee
01:15:30
They love when I show video clips or anything digital so I bet they would respond really well
teacher
01:15:31
My tough kid would focus on the characters and the simplicity of it would engage him.
Mary Drozd
01:15:33
My preschoolers would respond well but my challenging 4th grader would say that it is for babies.
Rafe
01:15:34
Sorry to interrupt. Can I get the login code please
eady_paula
01:15:35
my kid loves cartoons, he would be very engaged
jeffreybehselich
01:15:36
I feel they would laugh it off if it’s intended for a lower elementary group.
Andrea Colvin
01:15:46
They might think it is dumb f it was presented to only them. A whole class could potentially have a decent discussion
Carolyn Downie
01:15:47
He would pay attention and enjoy it though he is older I still think he would get it
erin c
01:15:50
my first graders would love it. even my tough kids
aw06832
01:15:50
My tough kid's response would depend on how he sees others responding to the video.
BonnieM
01:15:51
I think he would like it because he enjoys video games and I”m assuming movies too. It would be a good conversation starter for the whole class.
teacher
01:16:00
My class would also support this concept, as they like short, quick and to the point ideas
Lisa V.
01:16:08
My tough kid might soften up a little bit because he’d think it was cute. He loves young children. However, I’m concerned that he might not be able to connect it to his own life.
cl023091
01:16:16
He would most likely pick the video apart. As an universal tool, some would like it and some would not.
f354297
01:16:17
This can help him identify with the same experience in a safe way
Becca S.
01:16:19
They could probably relate to the emotions if not the specific scenario
T. Rice
01:16:27
to short, don’t think he would be able to focus on it, it would take to long to get him to look at it and listen. He would be poking others or spinning in the background
carrie.hughes
01:16:42
I teach high school and in my experience they love an excuse to watch movies in class. I’m not sure about their willingness to discuss it afterward.
peggysuewallluis
01:16:50
Ignore it or make fun of it. Make rude remarks and try to pull the class off task. Some of our students would watch and say that they’re younger siblings watch that.
f354297
01:17:19
I see this working best with K-2 in my school
Lisa V.
01:17:21
TeachTown is geared toward students with autism. It’s social stories
Carolyn Downie
01:17:36
the class would make fun of it but really enjoy it- grade five kids
Becca S.
01:17:41
My tough kid lacks the ability to take perspective and probably wouldn’t get it without a lot of prompting and explaining
Jerry From Bethel
01:20:26
Thanks Rafe for FWD the class reminder to me. I’m in.
Lisa V.
01:22:08
LOVE Inside Out!
Rafe
01:23:13
no problem
BonnieM
01:25:14
Yay! It’s great to have an AK Native show on public tv.
peggysuewallluis
01:27:17
really enjoy watching Molly with my grands
Rafe
01:27:48
Of course
todd.washburn
01:28:16
This is the first I have heard of Molly, but will share it with our counselor
BonnieM
01:28:17
I haven’t heard my students talking about it, but I think they would enjoy it.
rebecca.stankee
01:28:18
I can't wait to look this up. I'm not sure if they have ever seen it.
katherinegustafson
01:28:20
I would like to show Molly of Denali to Homer students to offer them some perspective on others in Alaska.
f354297
01:28:21
Our kids love Molly of Denali!
f198424
01:28:24
My student’s haven’t mentioned Molly yet.
Rafe
01:28:26
I’ve never seen it.
eady_paula
01:28:29
i’ve never seen it
maryann.love
01:28:30
We haven’t heard of any students that have watched Molly of Denali.
teacher
01:28:32
My students are not watching Molly of Denali. My tough kid would not participate in this animation. I would steer theme to watch this, however
todd.washburn
01:28:38
It looks like great stuff and relavent
Carolyn Downie
01:28:38
I don’t know if my students are seeing this but I wish they were!
BonnieM
01:28:40
My children at home like it alot, especially because they are AK Native.
Andrea Colvin
01:28:44
Listened to it via podcast with my little cousins this summer
erin c
01:28:46
I haven’t heard my kids talk about it. but I know my class would love it
carrie.hughes
01:28:47
My high school kids are watching it in Alaska studies. My little kids watch it with grandpa
Lisa V.
01:28:49
I’m sure they are, but I haven’t really talked to them about it. I love that the show exists now, though!
Emily Dinges
01:28:54
I know of it, however I have never watched it. We plan to talk more about Alaska animals, land, and such and it would be great to use this.
Mary Drozd
01:29:00
I haven't heard any students talking about it but will watch it and consider weaving it into my curriculum
jeffreybehselich
01:29:15
Our students can identify with these characters because they identify with the culture, environment, and activities.
aw06832
01:29:23
This is the first I have heard of the show. It wouldn't impact my tough kid, but it would definitely be something many of our kids would enjoy seeing.
Becca S.
01:29:30
Many of our students don’t see people like themselves in public culture. I have not heard my students talk about it, but I think that they would like it
Carolyn Downie
01:29:33
this could help our tough kids by relating to the character dealing with things in a positive way
T. Rice
01:29:33
Don’t know how many of our kids watch PBS
BonnieM
01:29:56
It can also be accessed through PBSKids website if you’re accesing it at school.
peggysuewallluis
01:29:57
Some of my tough kids would watch this just so that they could watch tele. Some would enjoy it, too. Others would just be very negative.
Becca S.
01:30:13
Most of my kids are watching youtube not PBS -
erin c
01:30:25
sad but true
peggysuewallluis
01:30:55
I think that using it for the kids who are receptive to it’s message can only be a good thing
Diana Kurka
01:31:11
Will do!
Emily Dinges
01:35:23
"I noticed" statements
todd.washburn
01:36:30
Catch them being good
jeffreybehselich
01:36:31
Collective reward
Lisa V.
01:36:35
CHAMPS says that the ratio of interactions should be 2 positives to one negative, correct?
Emily Dinges
01:36:38
2x10 method
Rafe
01:36:41
Exactly. Catch them doing the right thing
BonnieM
01:36:47
Commenting on work completed or positive ineteractions with classmates
Becca S.
01:36:54
I try to greet every student in the morning as well as when they leave my room for recess and when they come back in from recess
Rafe
01:37:00
call parents when it’s positive
eady_paula
01:37:00
preplan specific positive comments
f354297
01:37:06
More visits into his classroom - catch him being good.
maryann.love
01:37:06
We strive to use 5:1.
Karin and Kim
01:37:11
make an effort to say positive things each day, numerous times throughout the day
teacher
01:37:13
Watch my tough kid closely and ‘catch’ him doing something well or on task, listening to what a fellow student is sayiing
Emily Dinges
01:37:18
Being proactive vs. reactive with them
rebecca.stankee
01:37:18
Anytime they are doing a good job make sure to notice and say something. Find their strengths
Lisa V.
01:37:19
Ohhhh okay. That does makes sense.
Carolyn Downie
01:37:20
praise them when they turn things around- catch all the small positive choices
f198424
01:37:21
Stop sit or kneel at their level, and tell them that what they have to say is valuable and I want to honor their thoughts and feelings with my complete attention. Then we talk.
T. Rice
01:37:23
Super intentional with each interaction.
krista chadwick
01:37:42
Spending a few minutes with them before the bell talking about anything but school work.
cl023091
01:37:42
I work really hard to look for things to compliment the student about
Emily Dinges
01:37:43
2 minutes of interaction which is non-academic for 10 days straight
Mary Drozd
01:37:44
set the students up for success and offer opportunities to be successful in predictable situations
erin c
01:37:48
caught being good. involve student. check in’s. ask how something in their life is going
carrie.hughes
01:37:48
I eat lunch with my students and try to interact with as many as possible because I’m not responsible for behavior in the lunch room. I’m just hanging out and it’s easier to have positive conversations.
Carolyn Downie
01:37:50
connect with them at lunch time to check in
aw06832
01:38:02
Greet them as they get off the bus, have them share a Good Thing during a walk and talk, positive comments during recess, interaction during lunch
rebecca.stankee
01:38:22
Morning check ins are great
Lisa V.
01:38:39
I correct misbehavior, but I try to let the kids know that I still love them and WHY I’m correcting the behavior.
peggysuewallluis
01:38:42
I say hello every morning and try to build a positive relationship every day. I say hello a couple more times when I see them. I tell them good job even when they are barely doing anything because I’m trying to get them towing to improve. Some days it works
Karin and Kim
01:38:43
Ignored behavior becomes accepted behavior
erin c
01:38:45
2x10 two minute conversation with a student not about school and behaviors for ten days
Carolyn Downie
01:39:42
passing out star slips
Lisa V.
01:39:58
Sticker charts!
Jerry From Bethel
01:40:43
I teach in a Behavioral Health Treatment center, we use a positive/negative point system.
Carol Luce Wright
01:48:37
Sorry....mistake. I was having computer connection issues.
Lisa V.
01:49:08
Living in a Rural Alaska village naturally lends itself to LOTS of non-contingent positive interactions!
peggysuewallluis
01:51:44
We use a lot of positive reinforcement even when correcting a student. i.e. TY for bringing your book today, can you please sit down
Jerry From Bethel
01:52:06
I did this for my first few years of teaching, because my principal never watched me. I was amazed!
Diana Kurka
01:52:18
This is one of the options for the discussion assignment this afternoon for those taking it for credit.
Lisa V.
01:57:56
Bullying could fall under “peer influence”?
Jerry From Bethel
01:59:36
It’s all of them.
Emily Dinges
01:59:45
We actually can click more than one.
Karin and Kim
02:00:15
we can check multiple one
Diana Kurka
02:03:33
Another assignment choice for the credit class.
Jerry From Bethel
02:04:11
psymed.info has a host of really good psychology tests that people can take to see their level of pass/agg, ODD, and etc. that privately show the test taker where they are.
jeffreybehselich
02:05:22
33.33333333333%
katherinegustafson
02:05:23
40
todd.washburn
02:05:25
40%
Becca S.
02:05:28
1%
Johh Pedersen
02:05:28
30%
rebecca.stankee
02:05:31
30%
eady_paula
02:05:32
50%
aw06832
02:05:37
30%
peggysuewallluis
02:05:37
20%
f354297
02:05:38
Right now I think that it may be at about 30%
Troy Poage
02:05:39
50
Emily Dinges
02:05:40
40%
teacher
02:05:40
I think my student will comply 60% of the time
T. Rice
02:05:43
20 to 30%
Carolyn Downie
02:05:44
35
Karin and Kim
02:05:45
do you do this when the child is having a good day or bad day?
maryann.love
02:05:45
50%
Carol Luce Wright
02:05:46
25%
BonnieM
02:05:47
60%?
carrie.hughes
02:05:53
70% unless the request is to stop laughing
Mary Drozd
02:05:54
40 0r less
Nick Popp
02:05:56
30%
Jerry From Bethel
02:05:57
Most of my kids are diagnosed with a behavior disorder, so 100%
BonnieM
02:05:59
It depends on what the request is.
Lisa V.
02:05:59
I see my tough kid usually in 1:1 situations, so for me, the rate will probably be pretty high.
Peggie
02:06:00
70
Andrea Colvin
02:06:04
depends on the mood!
Emily Dinges
02:06:10
When asked the first time, low. Often he will do it the second time but only for a short time.
Becca S.
02:06:13
Is this for a request made to the whole group or the child specifically?
Max Pananen
02:06:19
50%
BonnieM
02:06:21
If it’s work vs. doing an action or helping. it also depends on how the question is asked.
rebecca.stankee
02:06:27
I would love to do this everyday for a week then take the average
Lisa V.
02:06:38
But if I do this with his gen ed teacher, it’ll be lower.
krista chadwick
02:06:40
50%
rebecca.stankee
02:07:09
Safety
todd.washburn
02:07:11
Respectful and responsibility
jeffreybehselich
02:07:13
Follow directions the FIRST TIME
rebecca.stankee
02:07:16
Respect
Rafe
02:07:18
respect
carrie.hughes
02:07:18
Stop talking when I’m talking to the class
Emily Dinges
02:07:19
Level 0 when asked. (Attention signal)
Andrea Colvin
02:07:22
following directions
Max Pananen
02:07:25
Following directions which shows a comprehension of what was asked of them
Carolyn Downie
02:07:26
being kind , safe and respectful
krista chadwick
02:07:28
Respect for me and their peers
peggysuewallluis
02:07:28
follow directions, respect
Karin and Kim
02:07:29
Be kind, following directions
Lisa V.
02:07:30
Completing a transition successfully.
marta.pardee
02:07:32
staying the class room, not running out of the classroom
Peggie
02:07:32
Working to the best of ability
teacher
02:07:33
Following instructions and focusing on what the direct instruction is about is important to me.
f354297
02:07:33
Kindness, Respect and Following Directions
BonnieM
02:07:33
Being safe and focusing
eady_paula
02:07:36
being safe
Mary Drozd
02:07:41
treating themselves with respect and others
Troy Poage
02:07:45
Engaged
Carol Luce Wright
02:07:47
following directions
maryann.love
02:07:48
Following directions and being SAFE
Johh Pedersen
02:07:48
Following directions being kind to other students
Jerry From Bethel
02:07:49
FSD Follow Staff Directions
T. Rice
02:07:49
not stealing others learning
f198424
02:07:50
Attending to task and giving it their effort
Arlea.Harris
02:07:53
Responding appropriately to frustration
aw06832
02:08:00
Following directions and treating themselves and others with respect (words, tone, actions)
Becca S.
02:08:39
Trying to figure out things for themselves before asking for help
Jerry From Bethel
02:08:44
T. Rice, I get you.
T. Rice
02:08:50
no outbursts and no aggressive behavior
peggysuewallluis
02:09:13
treat others as he would like to be treated in return
f198424
02:09:36
No screaming at the teacher
peggysuewallluis
02:13:23
listen quietly to directions
Jerry From Bethel
02:13:34
All of those are on a sliding scale. The kid’s diagnosis is an influencer.
todd.washburn
02:14:48
praise
BonnieM
02:14:50
to please parents
f198424
02:14:54
Make themselves proud
Jerry From Bethel
02:14:54
Driven
Mary Drozd
02:14:56
intrinsically motivated
Lisa V.
02:14:57
to maintain the grades
Max Pananen
02:14:59
work ethic
Karin and Kim
02:15:03
work ethic
carrie.hughes
02:15:05
please teacher, please parents, please self
T. Rice
02:15:07
continue getting the good grades, feels good
jeffreybehselich
02:15:12
Parental Pressure to do well.
Carolyn Downie
02:15:12
wanting to do their best
Karen Doyle
02:15:13
Please parents
todd.washburn
02:15:14
Go to college
aw06832
02:15:15
praise from teacher and parents
Mary Drozd
02:15:16
take pride in what you do
Lisa V.
02:15:16
Fear of failure
teacher
02:15:19
The student has a work ethic and enjoys the good grades
todd.washburn
02:15:20
get good job
Karin and Kim
02:15:22
Resilient
Peggie
02:15:27
play sports
T. Rice
02:15:29
feeling of accomplishment
f354297
02:15:30
Work ethic, future plans, praise
Carol Luce Wright
02:15:38
A student who gets good grades works hard because they have been raised by their parents to do nothing less
carrie.hughes
02:15:39
Competitive - lots of my top performers want to be better than their peers
peggysuewallluis
02:15:40
to get into college, to play sports, to keep parents at bay, to be able to participate in extracurriculars
Johh Pedersen
02:15:42
They feel responcible, presure, pride in what they do, afraid to fail
todd.washburn
02:15:42
Fear of reprimand at home
f198424
02:15:52
They know that this is their job and that they should be dedicated to do well in their job (a life skill)
Carolyn Downie
02:15:58
I love what I do
Lisa V.
02:16:08
I come to work to make a difference/
Jerry From Bethel
02:16:09
I love to see what’s going to happen next!
Johh Pedersen
02:16:09
money, to make a positive difference
Nick Popp
02:16:12
To get a retirement and move on
BonnieM
02:16:18
To help students learn and see the “lightbulb” go on.
Karen Doyle
02:16:21
touch the future
teacher
02:16:25
Love of the profession and to teach the kiddos
aw06832
02:16:30
I love what I do! And I like getting paid to do what I love.
peggysuewallluis
02:16:30
to make a positive difference in the life of a child every day
f198424
02:16:32
I know that my connection with my kids is valuable.
T. Rice
02:16:33
I would be there even when not paid
f354297
02:16:40
I enjoy what I do
Max Pananen
02:16:44
money
BonnieM
02:18:41
Yes
eady_paula
02:18:43
yes
Max Pananen
02:18:43
yes
todd.washburn
02:18:44
yes
jeffreybehselich
02:18:44
yes
teacher
02:18:44
yes
Mary Drozd
02:18:44
yes
Johh Pedersen
02:18:46
yes
peggysuewallluis
02:18:46
yes
f198424
02:18:47
yes
Lisa V.
02:18:48
yes
aw06832
02:18:49
yes
Jerry From Bethel
02:18:51
No
f198424
02:18:53
no
rebecca.stankee
02:18:54
yes
teacher
02:18:54
no
BonnieM
02:18:55
no
eady_paula
02:18:55
no
jeffreybehselich
02:18:56
no
aw06832
02:18:56
No
Jerry From Bethel
02:18:57
No
todd.washburn
02:18:57
yes
Mary Drozd
02:18:57
subjective
Karin and Kim
02:18:57
objective
rebecca.stankee
02:18:58
no
Carol Luce Wright
02:18:58
subjective
peggysuewallluis
02:18:59
no
Andrea Colvin
02:18:59
no
Karen Doyle
02:18:59
no
Lisa V.
02:19:02
sometimes
f354297
02:19:04
no
Jerry From Bethel
02:19:08
Why does he have a bad attitude?
jeffreybehselich
02:19:13
yes
BonnieM
02:19:14
yes
eady_paula
02:19:14
yes
aw06832
02:19:15
yes
Jerry From Bethel
02:19:15
Yes
f354297
02:19:15
yes
peggysuewallluis
02:19:16
yes
f198424
02:19:17
yes
todd.washburn
02:19:17
yes
Johh Pedersen
02:19:18
yes
Karin and Kim
02:19:19
observable
teacher
02:19:19
subjective
Max Pananen
02:19:20
yes
Mary Drozd
02:19:21
objective
Karen Doyle
02:19:23
yes
Carol Luce Wright
02:19:23
objective
Lisa V.
02:19:24
yes
jeffreybehselich
02:19:26
yes
BonnieM
02:19:26
yes
Andrea Colvin
02:19:26
yes
f198424
02:19:27
yes
Mary Drozd
02:19:27
objective
eady_paula
02:19:27
yes
aw06832
02:19:28
yes
teacher
02:19:28
yes
Karen Doyle
02:19:28
yes
Jerry From Bethel
02:19:29
Yes
f354297
02:19:30
yes
Johh Pedersen
02:19:30
yes
Max Pananen
02:19:30
yes
Lisa V.
02:19:31
objective
todd.washburn
02:19:32
yes
jeffreybehselich
02:19:34
yes
eady_paula
02:19:34
no
Lisa V.
02:19:34
yes
Max Pananen
02:19:35
yes
teacher
02:19:35
yes
Karen Doyle
02:19:35
yes
f354297
02:19:35
yes
f198424
02:19:36
yes
Jerry From Bethel
02:19:36
Yes
Andrea Colvin
02:19:38
yes
aw06832
02:19:38
yes
Johh Pedersen
02:19:38
yes
BonnieM
02:19:39
yes
Carolyn Downie
02:19:40
observable
todd.washburn
02:19:41
yes
peggysuewallluis
02:19:42
PS and Dave yes
Mary Drozd
02:19:44
depends
f198424
02:19:49
(But what does tantrum look like??)
jeffreybehselich
02:19:58
no
eady_paula
02:19:59
no
BonnieM
02:20:00
no
aw06832
02:20:01
no
Karen Doyle
02:20:01
no
teacher
02:20:01
subjective
todd.washburn
02:20:02
no
rebecca.stankee
02:20:02
no
Andrea Colvin
02:20:03
no
Johh Pedersen
02:20:04
no
peggysuewallluis
02:20:05
P & Dave yes
Mary Drozd
02:20:06
depends
Karin and Kim
02:20:07
depends
f198424
02:20:07
maybe
Lisa V.
02:20:10
subjecitve
Carolyn Downie
02:20:14
maybe
aw06832
02:21:02
yes
Carolyn Downie
02:21:03
no
BonnieM
02:21:03
No, because I don’t know why he’s refusing his work.
Carol Luce Wright
02:21:13
I need to be more objective
BonnieM
02:21:18
Good to think about for next time!
krista chadwick
02:22:18
thank you
rebecca.stankee
02:22:27
Thank you
BonnieM
02:22:32
Thanks!
Lisa V.
02:22:52
I didn’t catch all of those tasks. Could somebody list them here please?
Diana Kurka
02:23:27
dkurka@alaskaacsa.org
BonnieM
02:23:35
-data on non-compliance, self-reflection on important behaviors, ROI video tape, Terry Thoren TedX Talk
Lisa V.
02:23:43
Thanks!
BonnieM
02:23:48
You’re welcome!
Karl Schleich
02:24:09
Thank your everyone! Have a great week with these tasks! And thank you for working with our Alaska students!!!
peggysuewallluis
02:24:31
TY
Karen Doyle
02:25:50
Do we always use the same link to join the webinars?
Melissa Crane
02:28:51
Course Registration: http://www.cvent.com/d/1yq3vvRegistration Closes: 10/20/19Resource page: https://asdn.org/webinar-resource-page-tough-kids-fall-2019/Survey 2: https://www.surveymonkey.com/r/LWRRTT9