8/12/2014
A PROJECT OF SERESC
Session A4: It’s Not Your Old
Student Support Team Anymore!
Tier II Systems and Practices
Part 2: Targeted Group
Interventions
2014 Conference on School Culture, Climate, & Positive Behavior
Support
August 20-21, 2014
Eric Mann, MSW
Howard Muscott, Ed.D.
New Hampshire Center for Effective Behavioral Interventions
and Supports at SERESC, Inc. (NH CEBIS)
603 206-6820
www.nhcebis.seresc.net
emann@seresc.net; 603-206-6820
hmuscott@seresc.net; 603-206-6891
Agenda
A PROJECT OF SERESC
1. Welcome
2. Targeted Group Interventions
a. Teacher Check, Connect and Expect
b. Skill-Strengthening Interventions:
a. Managing Stress for School Success
b. Executive Skills Lessons
TIER 1: Effective Academic and Social Instruction Practices
School-wide and Classroom Behavioral Systems for Prevention and Early Response
Nomination and Activation Procedures including Screening
High Rate Positive Teacher: Student Contacts
Effective 2-Way Home-School Communication
TIER 2: Efficient Systematic Interventions (e.g., TCCE; Simple
Behavior Plans) for Students Non-Responsive to Tier 1 Supports
Array of Evidence-Based Group Interventions
Addressing Prevalent Functions of Behavior; Available for Students
Non-Responsive to Tier 1 and Early Tier 2 Supports
TIER 3: Individualized Behavior Support Planning
Mann & Muscott
(Functional Assessment and Intervention Planning)
(2007; 2010)
For Students Non-Responsive to Tier 1 and Tier 2 Supports
School-based
Intensive Supports
Intensive Behavior
Coordinator
Links to Wraparound-NH
Tier 3: School &
Support Plans and
Facilitation
CommunityCrisis Intervention
Based
Intensive
Links to
Links to
Supports
Regional Multi-Disciplinary
Community-based
Teams
Supports
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1. Tier 2 Problem
Solving Team
and Processes
2. Aligning
Tier 2 Team
with System
Tier 2
Secondary Prevention
Targeted Approaches
7. Data-Based
Decision Making
A Function-Based
Perspective
Muscott & Mann (2009)
6. Targeted Group
Interventions
3. Communication
with Staff and
Families
4. Nomination &
Activation
Processes
5. Basic Behavior Plans
& Function-Based
Perspective
District-wide
Administrative Team
Universal Primary
Prevention
Tier 2
Secondary Prevention
Targeted Approaches
6. Targeted Group
Interventions
A Function-Based
Perspective
Muscott & Mann (2009)
Universal Primary
Prevention
District-wide
Administrative Team
Targeted Group Interventions
Muscott (2007)
A PROJECT OF SERESC
“Targeted Group Interventions
are most effective if students are
identified EARLY in the at-risk
process before failure is
ingrained in the student and the
teacher has had it with the
student and his or her behavior”
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Basic Targeted Group
Interventions that Address Most
Prevalent Functions
1.
2.
3.
4.
Check In Programs
Mentoring Programs
Social Skills Instruction
Emotional Regulation Skills
Instruction
5. Executive Skills Instruction
6. Academic Support
A PROJECT OF SERESC
Teacher Check,
Connect and Expect
(TCCE)
Mann and Muscott (2007); Adapted from Cheney (2006)
Teacher Check, Connect and
Expect
Mann and Muscott (2007); Adapted from Cheney (2006)
 Teacher Check, Connect and Expect is an efficient,
early, & systematic response for students not
responding to primary prevention systems of
behavior support.
 Occurs prior to implementing more sophisticated &
less efficient secondary supports.
 TCCE is a procedure in which classroom teachers
provide higher rates of feedback & attention to ‘atrisk’ students for exhibiting expected classroom
behaviors linked to school-wide expectations
 TCCE allows for a systematic monitoring of student
behavior using data-based decision-making.
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Potential Benefits of Teacher Check,
Connect and Expect
1)
2)
3)
4)
5)
6)
7)
8)
Positive teacher-student contacts before relationship
is damaged by repetitious conflict.
Easy access intervention before emerging problem
behavior becomes chronic and ingrained.
Increased recognition for pro-social behavior.
Improved home-school communication and
partnership.
Sufficient recognition to foster behavioral change for
some students.
Connects to school-wide system of behavior support.
Easy assessment of ‘Is It Working?’
Useful data even if the intervention is unsuccessful in
producing behavioral change.
RTI Tier II Intervention
Planning Tool
Muscott (2010)
A PROJECT OF SERESC
Intervention
Teacher
Check,
Connect
Expect
Goals
Improve
behaviors
crucial to
school success;
relationship
with classroom
and other
teachers; homeschool
communication
Student
Need
How to
Access
Support
Adult
Tier II
attention, Team
structure,
regular
feedback
Entry
Criteria
Dosage
(Time,
Days,
Weeks)
Success
Indicator
* Exceed
cut scores
on
benchmarks
(e.g., 3
ODR, 5
absences,
etc.)
* Elevated
screening
score on
BESS
* Teacher
and/or Tier
II Team
request
Arrival,
Dismissal
and small,
standardized
and agreed
upon
number of
periods per
day
18 of 20
days at
75% points
and no
more than
one major
office
referral;
1-2 minutes
times
number of
periods
18 of 20
days self
monitoring
with similar
results
Teacher Check, Connect and Expect:
Success Either Way
A PROJECT OF SERESC
Either:
 Improves student behavior
OR
 Provides useful data to help
Targeted Team with
assessment of function
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Name:____________________________________
2 =No documentable majors or minors
PERIOD
Caring
Date:___________________
1 = No more than 1 documentable minor
Honesty
Respect
0 = Major or 2 documentable minors
Responsibility
Academic
Achievement
Total points
1 Arrival
__________/10
2
__________/10
3
__________/10
4
__________/10
5
__________/10
6
__________/10
Total
__________/60
__________/%
At each check in remember to consider each HIGH 5 expectation separately. For example, a student who receives a
minor for being unsafe may still receive full points for meeting the other 4 expectations.
Total Checks:______/60 = _____%
_______________________________________________________________________________________
Name:_________________________________________________
Date:______________________
Goal Met: ____Yes ____No
Goal: 45 points
Teacher Check, Connect and Expect (TCCE) Process
at Gardner Pilot Academy
TCCE Card with
Behavioral Expectations
Provided at Arrival by Teacher
Arrival Check In and Feedback
TCCE Coach Checks Data & Checks in with
Teacher within 5 School Days to
Ensure Fidelity of Implementation
Pre-empt Possible Problems
Teacher Provides Feedback at
the End of Each Rating Period
Student Carries Card to Specials
Teacher Provides Feedback for Period 6
Adds Daily Points, Provides Review,
Parent Tear-off Completed
TCCE Card to Coach
After 20 School Days (appr. 4 weeks)
Tier II Team Conducts
Data Review and
Involves Student, Teacher, Parent
Decision is Made to
Teacher Returns
TCCE Card to Coach for Data
Entry
Continue
TCCE to
Criteria
Continue
TCCE
With
Revision
Continue
Exit TCCE,
Exit TCCE
TCCE
Consider a
Without
As
Different A Different
Self-Monitor Support
Support
Draft 1 11-29-11
Teacher Check, Connect and Expect
Procedures:
Implementing the Program – AM Greeting
A PROJECT OF SERESC
Classroom Teacher greets the student upon
arrival to school with positive regard, shows
him or her the TCCE card, pointing out
expected behaviors.





The teacher begins with positive contact.
Teacher coveys optimism about the student’s
ability to be a High 5 Student, show Respect,
Responsibility, Caring, Honesty and
Achievement and meet the daily goal.
Teacher scores the arrival period.
Teacher gives the student the card (if desired) or
holds at desk.
Discussion takes approximately 1-2 minutes.
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TCCE
Scoring and Feedback
A PROJECT OF SERESC
 At the end of each period, the teacher rates each
behavioral expectation on the card using a 3
point scale (2, 1, 0).
 Teacher shares the information with the student
in a 1-2 minute feedback meeting.
 Teacher can use a directive or non-directive
approach
 Teacher conveys optimism for success
TCCE:
Implementing the Program – AM Greeting
“Good morning, Bill. How are you today?
You came in, put your things away, and
were pleasant. You have your homework
and books for the day. That’s starting the
day like a Gardner High 5 student. I’d
score that
2 in each area.
I know you can be respectful, responsible,
honest, caring and achieve the rest of the
day in order to meet your goal of 45 points.
Is there anything I can do to help or
anything you need?
Here’s your card; Have a great day.”
TCCE
Scoring and Feedback
A PROJECT OF SERESC
 A ‘2’ indicates that the student met
or exceeded standards for behaviors
related to this expectation for this
period.
 The student displayed:




Specific positive behaviors related to the expectation
(i.e., the student displayed ‘respectful’ behavior
throughout the class connected to behavioral matrix).
No instances of a MAJOR problem behavior
associated with the expectation.
No instances of documentable MINOR problem
behavior associated with the expectation .
Reminders are OK.
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TCCE
Scoring and Feedback
A PROJECT OF SERESC
Specific positive behaviors should be verbally
acknowledged
“You were respectful this period by
speaking quietly during group work, Bill.
I really appreciate it and you are getting
a ‘2’ for Respect.”
OR
“Bill, can you tell me what you did that
was respectful this period? I agree and
you earned a 2 for respect?”
TCCE
Scoring and Feedback
A PROJECT OF SERESC
A ‘1’ indicates the student met
standards for behaviors related
to this expectation for this
period most of the time, but had
one documentable minor in one
area that needs improvement.
Score 1 in the area the
documentable minor occurred.
TCCE
Scoring and Feedback
A PROJECT OF SERESC
Specific positive behaviors should be verbally acknowledged.
Less attention and emphasis should be placed on corrective feedback
for minor behaviors.
“You did a nice job most of the period being
respectful today. You followed directions, you
used kind words – I appreciate that!”
“There was some loud calling out during
reading that didn’t stop right away when I
asked. That disrupted the lesson.
“Next period, I’d like you to be more respectful
by raising your hand when you want to talk. I
know you can do that.”
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TCCE
Feedback: A ‘1’ indicates both ‘Strength’
and ‘Need’
A PROJECT OF SERESC
 It is not recommended that a reprimand go
along with a ‘1’ rating as this is not likely to
increase expected behavior.

A calm and specific reminder of desired
behavior with encouragement (followed by a
pre-correction for tomorrow) are likely to
work better.

The student is likely to have been
reprimanded repeatedly in the past for
exhibiting the behavior (he has not
responded to reprimands w/ improved
behavior).
TCCE
Scoring and Feedback
A PROJECT OF SERESC
A ‘0’ indicates repetitive ‘Minor’ or
‘Major’ problem behavior
If a major occurred, score 0 in all areas
If 2 documentable minors occurred in
same area, score 0 in that area
If 2 documentable minors occurred in two
areas (one each), score 0 in both areas
TCCE
Returning from a ‘Major’ Problem Behavior
A PROJECT OF SERESC
• Response to a ‘Major’ should follow typical school
procedures and reported/recorded as for any other
student.
• Student is subject to administrative responses as for
any other student unless otherwise determined
through an existing individualized support plan.
• However, when the student returns from the incident
and has addressed consequences, we must start on a
clean slate and focus on the future – not the past.
• The initial check in at arrival should therefore follow
the usual optimistic protocol.
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TCCE
Steps for End of Day Review
A PROJECT OF SERESC
1) Quick review of last period.
2) Add total points.
3) Write the total number/% achieved for
the day.
4) Discuss the total and whether the daily
goal was met.
1) If the student achieved the daily goal, teacher should
provide verbal acknowledgement.
2) If goal was not achieved, teacher should verbally
acknowledge any strengths achieved and encourage
positive performance for tomorrow.
5) Tear off and send home.
TCCE
Assessing Progress
A PROJECT OF SERESC
A review meeting should occur 4 weeks
(20 school days) after start of the
program.
During the meeting, data are shared
regarding goals and determination of
next steps is made.
Success for Basic TCCE is 75% for 16 of
20 days
Success for Generalization is 75% for 18
of 20 days
Teacher Check, Connect and Expect:
Assessing Progress Based on Data
A PROJECT OF SERESC
A. Success for 4 weeks – Self monitoring 4 weeks
B. Partial Success -- Adapt TCCE to Basic Plus:
 Add behavioral specificity (i.e., target a specific
behavior such as ‘completed classwork’ under
‘Responsible’)
 Add reinforcement
 Add teaching component
 Change aim line (70%)
 Continue TCCE, but add an additional support (i.e.,
group intervention)
C. Discontinue TCCE and refer to secondary support team
(according to school process) to assess ‘function of
behavior’ and access group or individualized supports
D. Discontinue TCCE with no additional support – monitor
progress
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RTI Tier II Success Indicators for
Intervention Planning Tool
Muscott (2010)
Name of Available
Intervention
Teacher Check,
Connect Expect
(Basic)
Success Indicator
Response to Criteria
Defined
Success Indicator
Non-responsive
Response to Partial
Criteria Defined
Criteria
Defined
Variable percentages of Low daily scores below
80% of daily points
and the absence of any daily points with some 60%
major incident leading days over 80% and
Patterns of low scores
to a documented office some under
discipline referral that
Averages are in to 60- Student refusal to
day
70 point range
participate
18 of 20 consecutive
days over a four week Minimum of two week Continuation of pattern
period
of variable percentages
period and
outlined in partial
generalization
response after basic
plus has been
implemented
29
Sandown North Elementary
School
A PROJECT OF SERESC
Teacher Check, Connect & Expect
20 students given the intervention
14 of 20 (70%) success (averaged 80% or better)
4 partial (20%) success (averaged 70-79% and variable)
2 (10%) non-responders (averaged less than 50%)
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Sandown North Elementary School
Teacher Check, Connect & Expect
A PROJECT OF SERESC
Sandown North Elementary School
Teacher Check, Connect & Expect
A PROJECT OF SERESC
A PROJECT OF SERESC
Targeted Group
Interventions:
Targeted Skill-Strengthening
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34
A PROJECT OF SERESC
Skill Deficits and SkillStrengthening
35
Skill Deficits &
Skill Strengthening:
The Big 4
A PROJECT OF SERESC
1.
2.
3.
4.
Academic Skills
Social Skills
Emotional Regulation Skills
Executive Function Skills
Skill Deficits are often at the root of
concerning behaviors in schools
A PROJECT OF SERESC
Building ‘Stress Skills’ can
Strengthen
Emotional Regulation Skills
36
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37
Do you have…
A PROJECT OF SERESC
STRESS?
38
Discuss
A PROJECT OF SERESC
What are possible stressors that students in your
school experience that could impact behavior?



School stress– academic or social?
Stress they carry into school with them?
Individual personal stressors (unique stressors)?
39
A PROJECT OF SERESC
 A developing practice:
 CBT – Cognitive Behavioral Therapy
 LSCI (Life Space Crisis Intervention www.lcsi.org
 Applications:
 Tier 1: Whole classroom or
T1
advisory curriculum (ES and MS)
 Tier 2: Targeted Group
Skill-Strengthening Intervention
T2
 Tier 3: Skill-strengthening
curriculum as part of an
T3
individualized support plan
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40
21 Lessons
A PROJECT OF SERESC
Part 1: Intro, Survey and Self-Assessments
Lessons 1 & 2:
 Introduction, Group Rules
 MS3 Survey
 Self-Assessments: Goals, Values
Part 2: Learning about Stress and Goals
Lessons 3 through 8
 Four big ideas about stress
 Setting Goals
 Goal-Supporting v. Goal-Defeating Behavior
 Reacting to Stress
Part 3: Self-talk, Negative Thinking and Positive Thinking
Lessons 9 through 13
 Discounting the Positive
 Mind-Reading
 Dwelling
 Positive thinking strategies
41
21 Lessons
A PROJECT OF SERESC
Part 4: Stress Awareness
Lessons 14 through 17
 Stress Test
Part 5: Stress Management Strategies
Lessons 18 through 19
 Stress Reduction Strategies
 Planning
 Visual Imagery
Part 6: Ending
Lessons 20 through 21
 Persistence and Resilience
 Finale and Post-Survey
42
Behavioral Output
can be viewed as the result of:
1. What an individual experiences 2. To what degree (volume
as stressful (stressors are
different for everyone).
3.
and/or intensity) the person’s
stressors are present.
The quality of a
person’s Stress Skills.
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43
Stress ‘Skills’
A PROJECT OF SERESC
1. Awareness of what stresses you (this will
be different for you than others).
Mann, 2012
A PROJECT OF SERESC
Stress ‘Skills’
A PROJECT OF SERESC
2. Knowledge of how stress impacts
you (i.e., how you respond to stress).
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46
Stress ‘Skills’
A PROJECT OF SERESC
3. Knowledge of reliable strategies that help
you reduce or manage your stress.
Managing Stress for School Success
47
Deal with It…Address the Stress!
Mann (2011)
A PROJECT OF SERESC
Stress Awareness:



Name your feelings
Name your stressors
Identify your negative self-talk or negative thinking
Stress Reduction & Stress Management Strategies:















Take two or three deep Calming (Belly) Breaths
Try a visual imagery relaxation strategy
Draw a Zen-Tangle
Take a brief exercise or movement break (safe, but physical)
Use positive self-talk or positive thinking
Look at your positive thinking journal
Read something positive, inspirational, or funny
Write about your stress and feelings
Draw about your stress and feelings
Talk about your stress and feelings to a trusted person (friend, teacher, counselor, parent)
Resolve or deal with the person you are frustrated with, angry with, or concerned about
Make a plan:
Take care of unfinished business (handle the issue that is on your mind)
Set an achievable goal and make a step by step plan to achieve it
Make an organizational plan to get caught up on your work
48
Stress ‘Skills’
A PROJECT OF SERESC
4. The insight that well-managed stress leads
to goal-supporting behavior, while
unmanaged (or mismanaged) stress can
lead to goal-defeating behavior.
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49
Knowing Your Goals and
Values
A PROJECT OF SERESC
Important: A person needs to
know what his/her goals and
values are…
in order to view behavioral
output as
goal-defeating or goalsupporting.
Values:
Goals and Dreams:
Mann, 2013
Put a check () to the left if this matters a lot to you:
Put a check () to the left if this is a Goal or Dream for you


 Graduate High School
 Graduate College
Break a record (What record?: ___________________________)
Be rich (wealthy)
Get in better physical shape or build muscles
Join the Military
Own a Car
Increase my reading speed
Have better control of my emotions or my behavior
Be less concerned about what others think of me
Be a professional musician (a singer, guitar player, piano player,…)
Be better organized
Travel across America or travel the world
Get a paying job
Have Nicer Clothes
Get Married
Be a ______________________________ (job or occupation)
Be more easy going
Be more confident
Live in a different country (which one:_____________)
Do something dangerous or adventurous (risk-taking)
Live Independently (not with parents)
Have a Role in a Movie or TV Show
Be a father or mother
Speak a different language fluently
Be on a TV show or in a movie
Other Goals/Dreams/Bucket List Items Not Listed
Above:___________________________________________________
_________________________________________________________
Being healthy
Honesty
Helping people:  at school  at home  in the community
Being a good:  Brother/Sister  Friend  Son/Daughter
Having a lot of money (rich; wealthy)
Being productive and focused
Being a leader
Being popular
Spending time with:  friends
 Family
Freedom
Participating in youth activities:  Sports  Religious groups
 Scouts  Dance  Other:_________________________
Learning new things (gaining knowledge, wisdom, intelligence)
Taking care of my pet
Having time alone (being by myself)
Being noticed when I do something well
Achieving in school (get good grades; learn a lot)
Peace
Fairness
Listening to music
Reading books (for pleasure)
Watching TV
Playing video games
Creativity (art; building things; thinking creatively)
Being liked by:  Peers  Adults
Being clean and neat
Being listened to (being understood by others)
Humor or laughing
Power
Other things that matter to me:
_____________________________________________________
51
Skill Deficits &
Skill Strengthening:
The Big 4
A PROJECT OF SERESC
Mann 2013
1.
2.
3.
4.
Academic Skills
Social Skills
Emotional Regulation Skills
Executive Function Skills
Skill Deficits are often at the root of
concerning behaviors in schools
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Executive Skills
Executive Skill:
Definition:
Organization
The ability to create and maintain well-ordered systems to keep track of information or materials.
Time Management
The ability to estimate how much time one needs to complete a task, and then stay within time limits
and deadlines.
Planning and Prioritizing
The ability to create a sensible roadmap to reach a goal or to complete a task. This skill includes the
ability to determine what is more and less important to focus on.
Mental Flexibility
The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It includes
the ability to adapt/adjust to changing or unexpected conditions.
Thoughtful Decision-Making/
Response Inhibition
As opposed to impulsive, spontaneous decision-making, thoughtful decision-making means that a
thinking process is utilized to make every day decisions. The thinking process, if most effective,
incorporates consideration of positive and negative immediate, short and long-term consequences
from possible choices.
Task Initiation
The ability to begin tasks without too much procrastination in an efficient or timely fashion.
Sustaining Attention
The ability to maintain attention to a situation or task despite distractibility, fatigue, disinterest or
boredom.
Working Memory:
Working memory is a type of memory used to hold information in our mind as we work on it. If
working memory skills are weak for a student, he/she may struggle to manage (remember) some
aspect of needed information The more information given or requested, the more working memory
skills are needed to successfully complete the task.
Goal-Directed Persistence
The capacity to have a goal and follow through to the completion of the goal without being distracted
by competing interests.
Emotional Control/Regulation
Emotion regulation refers to the ability to use and respond to emotions in a healthy manner.
Self-understanding or
Metacognition
The ability to assess how well you understand yourself and to observe how you do things. A person
with self-understanding has the ability to stand back and take a birds-eye view of oneself in a
situation. It includes the ability to observe how you solve problems, how you monitor your behavior
and how you evaluate your actions and choices.
A PROJECT OF SERESC
3 Big Ideas about Executive
Skills:
(Dawson)
1. They are brain-based skills that take 25 years
to reach full maturation.
2. Until they are fully mature, it’s our job to act
as surrogate frontal lobes for the kids we work
with.
3. It’s also our job to transfer those skills to
children— in an explicit, developmentally
appropriate fashion.
A PROJECT OF SERESC
Supporting and/or
Explicitly Teaching ES?
 By definition, all kids are in need of support or
explicit teaching in executive skills.
 These skills are ‘in development’ for all
children at all grade levels.
 Your guess:
 % of students who do not have executive skills
that are commensurate with
academic/behavioral expectations?
Elementary?
Middle?
High?
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Executive Skills Lessons
A PROJECT OF SERESC
 Goal-Directed Persistence:
 Goal-supporting and Goal-defeating
behavior
 Setting Goals
 Goals-Values Assessment
 Persistence and Resilience
56
Teach Goal-Setting and
Planning Ahead
A PROJECT OF SERESC
 Important in a future-oriented society.
 Kids are often poor at goal-setting.
 Lack of emphasis in early grades on
planning, time management,
organizational and goal-setting skills.
MSᶟ Lesson 6
A PROJECT OF SERESC
Three Types of Goals:
1.
Micro-Goals
2. Short-term goals
3. Long-term goals
 Micro-goals are in the moment. They are very short-term
goals. They can be achieved within seconds and no longer than an
hour.
 Short-term goals are planned goals that will take longer than
an hour from now to achieve but shorter than a month (note:
there is really no exact cut-off, but we’ll consider anything longer
than a month ahead to be a long-term goal).
 Long-term goals are planned goals that will take months or
even years to achieve.
Mann, 2013
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MSᶟ Lesson 6
A PROJECT OF SERESC
ACTIVITY:
The following are examples of goals. For each one, please tell me whether
you think it is a Micro-Goal, a short-term goal, or a long-term goal:
I really want to go to baseball practice today, so I have to have no
behavior problems for each class.
My goal is to have perfect attendance in school for the next two weeks.
It is September now and I am going to start running 2 miles a day so that
when track starts in March I’ll be ready.
I am going to complete 4 math problems within the next 15 minutes.
I want to be the first person in my family to go to college.
I want to get through the next 30 seconds without blinking my eyes once.
I am going to work to improve my Free Throw shooting from 50% this
season to 60% next season.
Mann, 2013
59
Session 6 PRACTICE Goal Sheet:
Mann, 2013
MSᶟ Lesson 6
Name a long-term goal: Something that you want to achieve that will take at least a couple of months, and could
take many months or years to achieve. If this is difficult, try thinking about a long-term goal as a dream, a wish or
a hope that you have:
_______________________________________________________________
Name a goal that will take longer than a day to achieve, but you can achieve within a week:
______________________________________________________________
Name a Micro-Goal that you can achieve right now within 20 minutes, OR, a short-term goal that you can achieve
later today. Try to make it something that really matters to you:
______________________________________________________________
Weekly Goal Sheet:
For Weekly Goal-Setting and Goal-Assessment
What Stressors did I have over the last week?
________________________
________________________
________________________
________________________
Did I achieve last week’s goals? ____ YES
____No
What is my goal (or goals) for next week?
___________________________________________________________________________________________________________
_______________________________________________________________________________________________________
Persistence
A PROJECT OF SERESC
Persistence is about the ability to refuse to give up, to be
determined, to continue trying even when you are tired or
frustrated.
• Being Persistent means you have the ability to continue to try
even in tough and difficult situations.
• Persistent people do not think about giving up; they think about
how to solve the problem.
• Persistent people always find a way to get positive about the
task they are attempting.
• Persistent people stay energized to complete the task.
20
8/12/2014
Persistence
Persistence is about the ability to refuse to give up, to be determined,
to continue trying even when you are tired or frustrated.
Persistence
Persistence is about the ability to refuse to give up, to be determined,
to continue trying even when you are tired or frustrated.
A PROJECT OF SERESC
Notes for the previous slide (as needed):
1.
The man in the upper right is Neil Armstrong, the first man who
walked on the moon. Think of all the persistence that was needed
by the NASA to plan and fulfill the goal of walking on the moon.
2.
The woman in the lower right is Susan B. Anthony. Susan B.
Anthony fought for equal rights for woman from 1850 till her death
in 1906. She was arrested for voting in 1872. She persistently
continued her fight for the right of American women to vote for the
rest of her life. She never gave up. She died 14 years before the
passage of the 19th Amendment that gave women the right to vote in
1920.
3.
The man in the lower left is Martin Luther King, Jr. He led a nonviolent crusade for equal rights for all Americans. The work of Dr.
King and others led to many social and legal changes. Their
persistence resulted in the passage of the Civil Rights Act of 1964
that prohibited discrimination based on race, ethnicity, religion or
gender.
Resilience
A PROJECT OF SERESC
Resilience is about the ability to ‘bounce back’ or
recover from a setback or a challenge.
 Being Resilient means you have the ability to ‘bounce
back’, rebound or recover from tough situations.
 Resilient people quickly think about how to re-start and get
back to work even when something bad has happened.
 Resilient people always find a way to get positive.
 Resilient people always re-energize after a setback.
 Resilient people get right back on track when others
might stay derailed.
21
8/12/2014
Resilience
Resilience is about the ability to ‘bounce back’ or
recover from a setback or a challenge.
Resilience
Resilience is about the ability to ‘bounce back’ or
recover from a setback or a challenge.
Notes for the previous slide (as needed):
1.
The woman in the upper right is Gabby Giffords. Congresswoman Giffords was shot in the head in January, 2011. She
has since shown both resilience and persistence in her fight for gun control legislation.
2.
The man below Gabby Giffords is Senator John McCain. He was shot down from an aircraft in the Vietnam War in
1967 and captured. He spent the next five years as a prisoner of war where he was regularly beaten, tortured, starved
and spent years in solitary confinement. He was released in 1973. Through amazing resilience, he then become a
Congressman, a Senator, and a presidential nominee.
3.
The man in the lower right is Nelson Mandela. Mandela became President of South Africa after serving 27 years in a
South African jail for rebelling against apartheid, the legalized system of racial discrimination that existed in South
Africa until 1994. His great resilience resulted in his election as president in 1994 where he served until 1999.
4.
The girl in the lower left is 16 year old Malala Yousafzai, who was the youngest person ever nominated for a Nobel
Prize. Malala was shot in the head by the Taliban, an organization committed to repressing women’s rights. She was
shot because she was bold enough to speak out for right of girls to be educated. Since recovering from her massive
injuries, her remarkable resilience is on display every day as she courageously continues her fight despite constant
death threats.
5.
The men above Malala are actors Michael J. Fox and Christopher Reeve. Fox was diagnosed with Parkinson’s disease
in 1990. Despite the constant setbacks of the illness, Fox has continued acting, and has worked tirelessly for research
for Parkinson’s. Reeve was famous for portraying Superman in the 1970’s and was paralyzed in an accident 1995.
After his injury, Reeve became an activist for stem-cell research and an inspiration to many with spinal cord injury.
Executive Skills Lessons
A PROJECT OF SERESC
Executive Skills SelfAssessments






Executive Skills Questionnaire – Teen
Executive Skills Questionnaire - G
Goals/Values
HW Issues
Openness to Change
Self-Descriptions
22
8/12/2014
Executive Skills Lessons
A PROJECT OF SERESC
Organization Skills:
 Binder System
Bryce
A PROJECT OF SERESC


A PROJECT OF SERESC
(From Sharon Hanson EF Workbook for Teens)
“Bryce, it’s 7:20!” Bryce’s dad called from downstairs.
 Bryce, fifteen, started scrambling. He grabbed his backpack, slipped on his shoes, and raced
downstairs. He then ran back upstairs because he remembered that the English paper he had been
working on was on his desk. He stuffed the paper into his backpack, ran back down, snatched his jacket
off the floor and headed out the door. He hopped on the bus just as it was about to leave his stop.
 In math class, Mr. Stengel told the students to get out their HW assignment. Bryce dug through his
backpack and all his folders. When Mr. Stengel stopped at his desk, Bryce said, “I’m sure I did it. I think I
left it at home. I promise I’ll bring it tomorrow.”
 Mr. Stengel said, “Well, turning in the assignment tomorrow is OK, but you know you’ll have a lower
grade because it will be late.” Bryce made a mental note to himself to put the math assignment in his
backpack when he gets home.
 In chemistry class, Mr. Thompson told the students to take out a pencil for the test.
 “What the..?” exclaimed Bryce. “I didn’t know we had a test today!”
 His lab partner reminded him, “Yeah, he told us about it yesterday.”
 Bryce sighed. He remembered that there was something scribbled in his assignment book under
chemistry, but he couldn’t read it so he ignored it. He took out a pencil. He didn’t know most of the
answers to the test. Oh well, he thought, maybe Mr. Thompson will let me retake the test after I’ve
studied more.
 When Bryce got home from school, he dropped his backpack on the floor in the kitchen, took off his
shoes, grabbed a snack from the refrigerator, and plopped himself in front of the TV. He watched TV for
an hour and then went out to shoot hoops and practice skateboarding. After dinner, his mom asked him
whether he had any homework.
 “No… I did it in school.”
Why Organize Your
Binder?
2 BIG GOALS:
To increase the likelihood that you will:
1. COMPLETE THE WORK:
2. TURN THE WORK IN:
Important: If these goals do not match YOUR goals,
this strategy is probably not going to work. Discuss.
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8/12/2014
Components of a WellOrganized School Binder
Adapted from Salina Middle School, Salina, KS
Organized Binder:
6 BINDER ORGANIZATION RULES:
1. HAVE A POUCH WITH PENCIL, PEN, ERASER AND CALCULATOR (include other small daily school essentials)
2. DIVIDE SUBJECTS WITH TABS
3. TRASH ASSIGNMENTS AND PAPERS THAT ARE NO LONGER NEEDED
4. PUT DUE DATES ON ALL ASSIGNMENTS
5. HAVE A POCKET FOR INCOMPLETE HOMEWORK AND A POCKET FOR COMPLETED HOMEWORK
6. KEEP BINDER WITH YOU ALL OF THE TIME
MATERIALS NEEDED:
1.
3-hole Binder with pockets on inside of each cover
2.
Pens/Pencils/Eraser
3.
Calculator
4.
Subject Dividers/ Tabs
a. A tab/section for each subject
b. A tab/section for other important information that is not subject specific
5.
Loose-leaf paper (white-lined paper)
6.
3-hole punched daily planner for the year to record assignments (
Show students a binder prototype.
A PROJECT OF SERESC
INCOMPLETE
HOMEWORK
COMPLETED
HOMEWORK
Tabs for Each Subject
MATH
SCIENCE
SOCIAL S.
ENGLIS
H
Miscellaneous
*KEEP NOTES IN THE CORRECT
SECTION ON LOOSE LEAF PAPER.
*KEEP ALL ASSIGNMENTS THE
TEACHER
WANTS YOU TO HAVE YEAR LONG.
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8/12/2014
POUCH:
PENCILS, ERASERS, PAPER CLIPS, PENS,
AND CALCULATOR
LOOSE LEAF PAPER
Write Due Dates
at the top of each
page.
DUE DATE: 4-109
HOMEWORK
ASSIGNMENT
INCOMPLETE
HOMEWORK
COMPLETED
HOMEWORK
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8/12/2014
Prioritize
assignments by
due dates.
DUE 3-12-10
DUE 2-12-10
DUE 1-1-10
INCOMPLETE
HOMEWORK
COMPLETED
HOMEWORK
STUDENT ALWAYS
KNOWS WHERE
COMPLETED
WORK IS
LOCATED.
DUE 2-12-10
READY TO
TURN IN.
DUE 1-1-10
INCOMPLETE
HOMEWORK
COMPLETED
HOMEWORK
5-Point Binder Check Card
5-Point BINDER CHECK
1. DUE DATES: DUE DATES ARE WRITTEN AT THE TOP OF ALL
ASSIGNMENTS.
2. CLEAN; OLD STUFF REMOVED: THERE ARE NO LOOSE OR OLD
PAPERS. SUBJECT TAB DIVIDERS AND POCKETS ARE
USED APPROPRIATELY.
3. MATERIALS: STUDENT HAS ALL NECESSARY BASIC MATERIALS
(EX. PENCIL, PAPER, CALCULATOR, ETC.)
4. PLANNER: PLANNER IS FILLED OUT CORRECTLY WITH
ASSIGNMENTS FOR THE DAY.
5. COMPLETE/INCOMPLETE SECTION: STUDENT ACCURATELY
USES THESE SECTIONS FOR COMPLETE AND
INCOMPLETE HOMEWORK.
Date
Score
#/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
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8/12/2014
Executive Skills Lessons
A PROJECT OF SERESC
 ES Early Development:
 Response Inhibition
 Sustained Attention
 Task Initiation
Response Inhibition
A PROJECT OF SERESC
Response Inhibition skills refer to the ability to
suppress actions that are either not required or are
inappropriate, in order to support flexible and
goal-directed behavior.
Children who are skilled in Response Inhibition
are less impulsive and more thoughtful in their
decision-making. Learning to delay an
immediate response is a very important executive
skill.
Sustained Attention
A PROJECT OF SERESC
Sustained Attention skills refer to the
ability to maintain attention to a situation
or task in spite of distractibility, fatigue,
disinterest or boredom.
27
8/12/2014
Task Initiation
A PROJECT OF SERESC
Task Initiation refers to the ability to
begin tasks without too much
procrastination in an efficient or
timely fashion.
A PROJECT OF SERESC
Stop-A-Saurus for
Response Inhibition
(Building to Thoughtful
Decision Making)
STOP-A-SAURUS teaches children to stop and
think before acting impulsively.
What would Stop-a-saurus do?:
 Waits turn
 Listens to and follows all directions
 Listens to the person talking
 Thinks of others feelings
 Respectful
 Raises hand
 Personal space (hands and feet to self)
Moharimet Elementary School 2nd Grade
Oyster River Cooperative School District,
Madbury, NH 2014
A PROJECT OF SERESC
Focus Phantom for
Sustained Attention
The FOCUS PHANTUM teaches children
about persistence and resilience. He doesn’t
gives up until the task is done!
FOCUS PHANTOM:
• Never gives up
• Ignores distractions
• Works the whole time
• Listens quietly
• Asks appropriate questions
• Double checks work
• Turns eyes and body to the
• speaker
Moharimet Elementary School 2nd Grade
Oyster River Cooperative School District,
Madbury, NH 2014
28
8/12/2014
Start Button
A PROJECT OF SERESC
The START BUTTON reminds children that
nothing ever gets done if it doesn’t get started.
Push the start button, and get the task started!
 Has materials ready to get started
(pen/pencil, eraser, paper…)
 Listens to task instructions
 Read task instructions
 Gets help quickly if unsure
 Gets started quickly
Executive Skills Lessons
A PROJECT OF SERESC
HW and Work Planning:
 ES PASS Work Plan
 MHS PASS Homework Plan
 Misc. HW planning
Preparing and Supporting SelfManagers (PASS): Elementary
A PROJECT OF SERESC
 PASS is used to teach and support
children in the following
Executive Skills:
 Sustained Attention
 Task Initiation
 Planning
Mann, 2014
29
8/12/2014
PASS Description
A PROJECT OF SERESC
PASS in the Elementary School: Intervention
Description
• The PASS ‘Big Idea’:
• Students are taught and supported by PASS Mentor and
Classroom Teacher using a planning process for
practicing successful work completion and self-advocacy.
• Staff time is required (approximately one hour per day per
Mentor): Mentors should be skilled instructors. Each may
mentor up to 4 students.
• Mentor tasks include:
1) Teaching and supporting the PASS work plan process.
2) Gathering and summarizing data for progress
assessment.
3) Presenting summarized data at progress review
meetings.
• PASS should be available to no more than 4 students per
PASS Mentor.
Baseline Data Form
A PROJECT OF SERESC
PASS Work Plan Elementary (Grade 3-5)
A PROJECT OF SERESC
30
8/12/2014
PASS Daily Progress Report
A PROJECT OF SERESC
PASS (Preparing and Supporting Self-Managers) Review Meeting Decision Form
Date of Meeting:_________
Check one:
____Initial Review Meeting (4 Weeks Following Start of Program)
____Follow-up Review Meeting
In Attendance:
___________________________________________________________
Review Meeting Process (Time: meeting should take 20 minutes):
1)Introductions and identify meeting facilitator and recorder of decisions
2)Report recent positive performance
3)Review PASS data summary
4)Team determination: Is it working? Is it not working? Is it too early to tell?
5)Team determines next steps (decision form provides most likely options)
Decision:
___Continue PASS until ______
To Do / By Who / By When
Set Next Meeting
Date_____
___Discontinue PASS, refer to another group support
Refer to Targeted Team
for referral to other
support
___Continue with PASS and add additional group
support
Refer to Targeted Team
for referral to other
support
___Discontinue PASS with no other support (SchoolWide supports in place)
Set Date to Review
Progress:_____
____Continue with PASS and refer to Targeted Team for
increased information gathering to determine behavioral
function
Follow Targeted Team
referral process
Other Decision:
Other Decision:
Other Decision:
PASS Student Agreement
Form
A PROJECT OF SERESC
Student agreement form
Date:___________
I agree that I have some trouble completing my work and that it may help to learn more about work
planning.
I agree to participate in the PASS system for 1 month and then attend a review meeting to look at whether
I’ve made progress. At the review meeting, I might decide to:
1) Continue with the support from the PASS Mentor for a period of time
2) Try it on my own and then review after a period of time
3) Use PASS along with some other form of support
I have met my PASS Mentor and I know that he/she will connect with me every day over the next 20
school days in the morning and again at the end of the day.
I agree that my PASS Mentor can gather information from my teachers about my progress and then share
that information with me.
If it works, I should see the following improvements (list at least one and as many as 3):
1.______________________________________________________________________
2.______________________________________________________________________
3.______________________________________________________________________
________________________
Student
Improvement examples:
I’ll get better grades
I’ll be able to tell my parents that I got my work done
I won’t get told what not to do all the time
________________________
PASS Mentor
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8/12/2014
Home-School Partnership
A PROJECT OF SERESC
Home–School Partnership:
As parents and teacher we know it is best to work as partners and focus
together on ways we can help to support our child/student and each other.
We have reviewed the student agreement and promise to support the
PASS system by agreeing to
 Communicate positive progress to one another.
 Use the language of the program.
 Ask your child/student to tell you and show you what he/she has
accomplished.
 Not dwell on negative behavior or set-backs. Focus attention on
behaviors we want to see.
 Encourage the idea that planning ahead will lead to better results in
school.
Teacher Agreement Form
A PROJECT OF SERESC
As _______’s Classroom Teacher:







I acknowledge that planning skills are at different levels for different students and that it is
important to promote the development of these skills beginning where each child is
presently functioning.
I know that the more success a student has, the more likely he/she will engage in positive
behavior in school.
I will provide work completion data on a daily basis for at least 20 school days (see PASS
Progress Sheet).
I will focus on improvement and progress rather than perfection.
I will engage in building or enhancing positive relationship with the student and his/her
parents.
I will verbally acknowledge when the student demonstrates improvements in any of the
areas listed in the student agreement.
I will support the teaching of the elements identified in the PASS WORK PLAN whenever I
am able.
I agree to support the PASS System.
Teacher
Executive Skills Lessons
A PROJECT OF SERESC
Organization Skills:
 General
32
8/12/2014
Organization System
A PROJECT OF SERESC
 If you have a dresser at home, it probably provides a good
example of an organization system.
 Your dresser drawers might be a mess – all stuffed and
unfolded.
 But, I bet there are different sections for different types
of clothes.
 Let’s see if this is true:
 Do you have a socks drawer or section?
 Shirts drawer?
 Pants drawer?
 Even though you may end up stuffing clothes in each
drawer, there is probably some intended system.
 .
Organization
A PROJECT OF SERESC
 If you think about how a dresser is
supposed to be, with each area or
drawer SORTED to contain a
different type of clothing -- that is
the big idea for organizing
ANYTHING.
The World Without
Organization: Frustrating
and Inefficient
A PROJECT OF SERESC



Imagine going to a grocery store and instead of having sections for each
product, think about what it would be like if the grocer just threw
everything on the shelves all mixed up.
 One shelf might have a can of tuna, a bag of snickers bars, laundry
detergent, cat food, light bulbs, Kleenex, aspirin, and canned peaches.
 If you went in for a bottle of cranberry juice and cough drops – you
wouldn’t no where to look.
 If you asked someone where to find the cough drops, they’d say ‘uhh,
could be anywhere’.
Organizing saves time and reduces stress caused when you can’t find
what you are looking for.
Can you think of other examples where an organized system saves time
and stress?
 If needed, examples:
Library
Itunes
Restaurant menus
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8/12/2014
Sorting
A PROJECT OF SERESC
SORTING Skills:
• The ability to sort is an important component of
organization.
• Sorting involves categorizing by separating things
with similar qualities or attributes.
• There are countless ways sorting can be done, but we
often look first at easily noticed and easily definable
qualities such as:
• Color
• Size
• Shape
• Texture
• Type of object
Sorting Practice: “Guess
Who”
A PROJECT OF SERESC
• The game ‘Guess Who’ (do you know it?) provides great
‘sorting’ practice as it requires the players to select
common attributes to eventually identify the hidden
person.
• Hand out ‘Face’ cards.
• The set of ‘Face’ cards is similar to the cards on
‘Guess Who’ in that there are a bunch of possible
common attributes that you can sort by.
• Practice sorting by 2 or more categories ( a 2-category
example: Male and Female):
Group Leader:
• Provide one minute or so for students to organize cards into 2 categories (of their
choice), and then have them each reveal how they sorted (what they sorted by).
• Repeat, encouraging students to sort by a different attribute.
• Encourage students to try to find a way to sort faces into 3 or more categories.
Executive Skills Lessons
A PROJECT OF SERESC
Planning Skills:
34
8/12/2014
A PROJECT OF SERESC
Planning:
Simple Homework Plan
Homework Planning
Task:
Start Time:
Finish By:
First thing to do: Math
(page 214, problems 1-20,
evens)
3:30
4:15
Next thing to do: English
(Reading ‘The Outsiders’
pages 40-60
6:30
8:00
Next: Practice Flute (20
minutes)
8:00
8:20
Done (check when
done)
Next:
Next:
Next:
A PROJECT OF SERESC
“I have unfinished business I need to care of.”
(this means that the person has something pressing on
their mind that they know they have to take care of)
 Has anyone in the group had a day in which you
could check this item?
 What goal-defeating behaviors may happen if the
person doesn’t manage the stress and deal with the
issue?
Mann, 2013
Planning Guide:
Make a Plan to Complete Unfinished Business
105
What do I need to do:
 Make a plan to get caught up on my school work
(who can help me get caught up?_______________________________).
 Talk to the person I am mad at
(who?_____________________________).
 Arrange time to talk to a trusted person about a problem or issue? (who?_____________________________).
 Take care of other specific unfinished business
What?__________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________
Next Step: Find the time.
Decide when you are going to take the next step to solve the problem.
 Today at _____ (Time)
 Tomorrow at _____(Time)
 Other ____________________(Day and Time)
Describe exactly what you are going to do:
 Talk to ____________________ about helping me to make a plan to get caught up on my work.
 Talk to ____________________ to work out our disagreement.
 Talk to (or set up a time to talk to) ____________________ about something I need some help with.
 Take care of my other unfinished business which is:
_______________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________________________________________________________________
Mann, 2013
35
8/12/2014
106
Planning Guide:
Make a Plan to Complete Unfinished Business
What do I need to do:
 Make a plan to get caught up on my school work
(who can help me get caught up?_______________________________).
 Talk to the person I am mad at
(who?_____________________________).
 Arrange time to talk to a trusted person about a problem or issue? (who?_____________________________).
 Take care of other specific unfinished business
What? Buy/Send wedding gift for Matthew and Miranda___________________________________________
________________________________________________________________________________________________
________________________________________________________________
Next Step: Find the time.
Decide when you are going to take the next step to solve the problem.
 Today at _____ (Time)
 Tomorrow at _____(Time)
 Other: Saturday AM (Day and Time)
Describe exactly what you are going to do:
 Talk to ____________________ about helping me to make a plan to get caught up on my work.
 Talk to ____________________ to work out our disagreement.
 Talk to (or set up a time to talk to) ____________________ about something I need some help with.
 Take care of my other unfinished business, which is:
Get up by 8:00; get to mall by 9:00; purchase gift; package gift and mail it by 12:00.
Mann, 2013
Evidence-based Social Skills
Curricula adaptable to Tier 1 or 2:
A PROJECT OF SERESC
 Skillstreaming
 Second Step
 Olweis Bullying Prevention Program
 ‘Leader in Me’/ 7 Habits of Effective
People (Covey)
 Social skills training project (research in
process) Guare and Pierce-Jordan)
36