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The Big Picture. Individual. At Risk. Universal. Behavior and discipline have been ranked the #1 or #2 problem facing public education in every Gallop Poll taken! But in reality, behavior has been an issue since. 2.

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The Big Picture

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The big picture

The Big Picture

Individual

At Risk

Universal


The big picture

Behavior and discipline have been ranked the #1 or #2 problem facing public education in every Gallop Poll taken! But in reality, behavior has been an issue since . . .

2


The big picture

From the time there have been teachers, there have been students with behavior problems.

Who said:

“The children of today now love luxury. They have bad manners. They show disrespect to adults, and love to talk, rather than work or exercise.  They contradict their parents, chatter in front of company, gobble down their food at the table, and intimidate their teachers.”

Socrates (469-399 B.C.)

How about about Huck Finn?

Plato:

“A boy is, of all wild beasts, the most difficult to manage.”

3


Therefore managing student behavior is a unique journey we take with our students every year

Therefore, managing student behavior is a unique journey we take with our students every year!

The students who are motivated and responsible are like our crew members.

The students who are responsible, but not terribly motivated are like passengers.

And the Huck Finns are our hostages.

Sometimes, our passengersandhostages need an individual intervention!

4


The big picture

Targeted: Typically, this is up to 7% to 10% of your kids. You heard about these kids before you ever got them. Require twice as much time as universal students.

Universal: This can be about 85% to 90% of your kids. With good structure and classroom management skills, these students are easy to reach and teach. Without those things, these students can have behavior problems.

Intensive: About 3-5%. They are the “Huck Finns” who don’t want to be there in the first place and are at high risk of chronic academic and/or behavioral problems. They need specialized individualized interventions.

The Students Served in Our Schools

5


How challenging is a teacher s job how is this for a perspective

How challenging is a teacher’s job? How is this for a perspective?

If a doctor, lawyer, or dentist had 20-26 people in the office at one time, all of whom had different and significant needs, and some of whom didn’t want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for ten months . . .

. . . then the doctor, lawyer, or dentist might have some idea of the job that teachers have.

6


Second step program

SECOND STEP Program –

  • Helps your students learn the protective skills to make good choices and stay engaged in school despite the pitfalls of substance abuse, bullying, cyber bullying, and peer pressure.

  • Middle school lessons require little prep time and are used in tandem with an interactive DVD. Interviews with real kids who talk about real issues draw your students in; games, exercises, and skill practice make it fun.

    • Committee for Children


Second step pre k though 5 th grade

Second Step Pre-K Though 5th Grade

Example Social Skills Curriculum: Second Steps

http://www.cfchildren.org


Second steps

Second Steps

Front of Card

Back of Card


Precision request

Precision Request

  • Make quiet “please” statement. (e.g., please get your art project out and start working)

  • Make your request in a non-question format

  • Wait 5-10 seconds after making the request

  • If the student starts to comply, provide praise (e.g., “Randy, you got your art project out and started working as soon as I asked. I really appreciate that”)


Precision request cont

Precision Request (cont.)

  • If the student doesn’t comply within 5-10 seconds, repeat your request once.

  • If the student starts to comply, within 5-10 seconds after your second request provide praise.

  • If he still does not comply within 5-10 seconds, implement a preplanned reductive consequence that the student does not like.

  • After you implement the reductive consequence, begin the precision request process again making a please request. (e.g., “Randy, please get art project out and begin working now)


Skillstreaming

Skillstreaming

  • Addresses the social skill needs of students who display aggression, immaturity, withdrawal, or other problem behaviors.

  • Utilizes modeling, role playing, performance feedback, and transfer (homework).

  • Students develop competence in dealing with interpersonal conflicts and learn to use self-control.

  • The curriculum contains 50-60 skill lessons and includes six skill groups: Beginning Social Skills, Advanced Social Skills, Dealing with Feelings, Alternatives to Aggression, Dealing with Stress, and Planning Skills.


Stop think social skills program pre k through 8 th grade howard m knoff phd

Stop & Think Social Skills Program Pre-K Through 8th GradeHoward M. Knoff PhD

  • With role-playing and group activities, this nationally recognized program addresses four developmental levels and helps students learn interpersonal, survival, problem-solving, and conflict resolution skills.


Life space crisis intervention

Life Space Crisis Intervention

  • Life Space Crisis Intervention (LSCI) is a nationally recognized, professional training and certification program sponsored by the Life Space Crisis Intervention Institute of Hagerstown, Maryland.

  • LSCI is an advanced, interactive therapeutic strategy for turning crisis situations into learning opportunities for children and youth with chronic patterns of self-defeating behaviors.

  • LSCI views problems or stressful incidents as opportunities for learning, growth, insight, and change. This non-physical intervention program uses a multi-theoretical approach to behavior management and problem solving.

  • LSCI provides staff a roadmap through conflict to desired outcomes using crisis as an opportunity to teach and create positive relationships with youth.


Behavior education program bep check in check out

Behavior Education Program (BEP) “Check-In – Check Out”

  • Students identified and receiving support within a week

  • Check-in and check-out daily with an adult at school

  • Regular feedback and reinforcement from teachers

  • Family component

  • Daily performance data used to evaluate progress


The big picture

Morning

Check-in

BEP Coordinator Summarizes Data For Decision Making

Parent

Feedback

Regular Teacher

Feedback

Bi-weekly BEP Meeting

to Assess Student Progress

Afternoon

Check-out

Revise

Program

Exit

Program

The Behavior Education Program (BEP)

Implementation Cycle

Student Recommended for BEP

BEP Implemented


The big picture

HAWK Report

Date ________ Student ____________Teacher__________


Student bob

Student Bob

  • 8–8:25: Check-in. Bob arrives at the library with two of his friends and is greeted by the BEP coordinator. Bob gives yesterday’s DPR (which had been signed by Bob’s father) to the coordinator. The coordinator tells Bob he is glad Bob came to Check-in today, and gives him a new DPR. After Bob puts his name and date on the form, the coordinator asks Bob to show him that he has brought the supplies he needs for the day. Bob opens his backpack, and the coordinator sees that Bob forgot to bring paper with him. The coordinator gives Bob a few sheets of looseleaf and reminds him to bring everything he needs with him the next day. The coordinator prompts Bob to have a good day and to meet his DPR goals, and gives him a Tiger Ticket for having a successful check-in.


Student bob1

Student Bob

  • School day: When Bob arrives at class, he gives his DPR to the teacher, who welcomes him to class and asks him if he had any questions about last night’s homework. During the period, the teacher looks for opportunities to reinforce Bob for appropriate behavior, and monitors his progress on his BEP goals. At the end of class, the teacher gives the DPR back to Bob, and tells him how each score was decided on.


Student bob2

Student Bob

  • 2-2:10: Check-out. Bob leaves class 5-10 minutes early so he can return to the library for check-out. He gives his DPR to the coordinator, who keeps one copy for the school’s records and returns the DPR to Bob so he can have his parents sign it. If Bob has met his goal for the day, he can take a small snack as a reward. The coordinator congratulates Bob for his appropriate behavior, and prompts him to have a good day again tomorrow.


Graduating from the program

Graduating from the Program

  • Shift to self-management

    • Teacher ratings = Student ratings

    • Rewards for honesty and accuracy

  • Rewards become contingent on good behavior

    • Fade teacher ratings, rewards (not as much)

  • Fade data collection


Getting started

Getting Started

  • Establish BEP team and Coordinator

  • Identify what problems will be addressed

    • Academics and Behavior

  • Ensure adequate staff, resources, time

  • Establish referral process, data system, and create needed forms

  • Staff Training

  • Parent Information

  • Student Body Information


Graduating from the program1

Graduating from the Program

  • 80% or better for at least 4 weeks, on a daily basis

  • Consult with teacher(s), team

  • Meet with student to introduce graduation process

    • Show data

    • Explain how to use rating card/how to judge own behavior

    • CELEBRATE!

  • Talk with parent about graduation, how they can continue to support their child


Bep check in check out video training

BEP – Check in Check Out – Video Training


Adult mentoring

Adult Mentoring

  • Focus on “connections” at school

    • Not monitoring work

    • Not to “nag” regarding behavior

  • Staff volunteer

    • Not in classroom

    • No Administrators

  • Match student to volunteer

    • 10 minutes minimum per week

  • Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student


The why try program

The Why Try Program

  • The WhyTry Program is a strength-based approach to helping youth overcome their challenges and improve outcomes in the areas of truancy, behavior, and academics. It is based on sound, empirical principles, including Solution Focused Brief Therapy, Social and Emotional Intelligence, and multi-sensory learning.

  • Teach social and emotional principles to youth in a way they can understand and remember. This is accomplished using a series of ten pictures (visual analogies). Each visual teaches a discrete principle, such as resisting peer-pressure, obeying laws and rules, and that decisions have consequences. The visual components are then reinforced by music and physical activities. The major learning styles—visual, auditory, and body-kinesthetic—are all addressed.


The why try program1

The Why Try Program


Links to resources

Links to Resources

  • Second Step: http://www.cfchildren.org/programs/ssp/ms/

  • Life Space Crisis Intervention: http://www.lsci.org/welcome

  • Skillstreaming: http://www.skillstreaming.com/

  • Behavior Education Program: http://www.researchpress.com/product/item/8314/

  • Safe and Civil Schools: http://www.safeandcivilschools.com/

  • WhyTry: http://www.whytry.org/

  • SWIS: www.swis.org


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