# data[].attributes.body
Conversation at a faculty meeting. Finding out if there are people who are interested in being a part of a committee. Sharing the main message of the book and hopes for forming a committee.

# data[].attributes.body
Having a committee can also make it easier to communicate plans with specialists and other teachers who have contact with the student.

# data[].attributes.body
Using second step time to meet with kids who you have worked through the ALSUP with.

# data[].attributes.body
Having a committee makes looking at the ALSUP chart less overwhelming. Multiple people can give input into the conversation in order to identify and prioritize the lagging skills.

# data[].attributes.body
Gaining empathy and understanding of the child before trying to solve the problems.

# data[].attributes.body
Providing a time when everyone can be involved. That way specialists can be a part of the conversation as well. This gives us multiple perspectives on the issues a child is having.

# data[].attributes.body
Providing a less formal way to problem solve. And also provide a chance to look at a child historically from k - wherever they are currently. Documenting what has already been tried and what has not yet worked.

# data[].attributes.body
Having a team of people involved with kids who are struggling who might not have a daily role with that child.

# data[].attributes.body
Pat and Natalie tried going through the process with a student. However, finding the time to have the conversation was a challenge. When do you come back to the conversation?

# data[].attributes.body
Having a group of teachers to collaborate with.

# data[].attributes.body
Committee to begin thinking about how to bring CPS to the whole school.

# data[].attributes.body
Rethinking how we use our Second Step time so that we are covering the same skills but working with those skills in a way that allows us to collaboratively solve problems.

# data[].attributes.body
Having more frequent collaborative meetings to problem solve.

# data[].attributes.body
"Fair is not equal" - this was a good reminder for teachers, but how do we explain this to the children (at our grade levels? Parents?

# data[].attributes.body
The importance of doing things WITH kids and not TO kids. Can we change our focus to ask kids to be more involved.

# data[].attributes.body
Trying to problem solve typical classroom problems using Plan B.

# data[].attributes.body
Connection to differentiation.

# data[].attributes.body
How do we work this in with our current system of punishment and reward? If our students are getting positive rewards, is that teaching other students how to do better?

# data[].attributes.body
If you've crafted something with a student that took a long time and then it doesn't work. it is so tempting to want to throw it all out and just go back to consequences, but there is stuff there that was working.

# data[].attributes.body
It will take a while to change the child's belief that the child is the silly kid or the kid who always gets in trouble. It takes time to change the way a child sees themselves.

# data[].attributes.body
Generating and Communicating About Solutions:

1) Ask for or seek help
2) Give a little
3) Do it a different way

# data[].attributes.body
One big take away: Medication does not teach skills.

# data[].attributes.body
Consistency and follow-up with others - specials, GT, interventions, , parents, etc.

# data[].attributes.body
Love the ideas, but finding the time is a challenge.

# data[].attributes.body
What if we could use Second Step time to pull small groups of kids who need specific help with specific skills? Small groups could be fluid and flexible and based around the skills that are missing and needed to be taught. (Natalie's idea!)

# data[].attributes.body
Trying solutions the students give even if you don't think it's the best answer.

# data[].attributes.body
Sometimes students will refuse to participate in the process. Getting their input and buy-in can be very difficult. Respectful persistence can pay off.  Writing can often be lower stakes and less stressful for students. Giving some space. Develop ways to limit their embarrassment.

# data[].attributes.body
Students might not remember the plan. Then what?

# data[].attributes.body
Helpful to get to the root of what is causing the behaviors. What we see isn't always the whole story.

# data[].attributes.body
"The long term solution to a student not caring about your concerns is to care more about theirs." How to do this? Stating how much you care about them or giving them space and coming back to the issue at another time. Showing them you aren't giving up on them or the concern.

# data[].attributes.body
How could we set up structures so that there is a systemic way that allows us to have conversations about KIDS and what they need and where they are?

# data[].attributes.body
How important it is to drill down to the specific problem in order to get an effective solution.  What do you do when students continually say "I don't know" during the empathy or the solution step.

# data[].attributes.body
We make the time for literacy conferences. Need to make time to have behavior conferences. But, how/when?

# data[].attributes.body
Letting go of the academics WHILE we work on fixing behaviors. But we have to work on behaviors.

# data[].attributes.body
Paradigm shift for teachers...we're not always the plan makers.

# data[].attributes.body
Interesting perspective...not having to give a consequence in order to show other students you have control.

# data[].attributes.body
Being an active listener and repeating helps validates child's thoughts and let's them know we are listening.

# data[].attributes.body
Bringing the kids more in on the process. Letting the kids sweat a little bit.

# data[].attributes.body
Active listening and empathy important when problem-solving with adults as well.

# data[].attributes.body
The importance of spending time on the empathy step.  Especially when you are in the midst of a crisis.  Also the concept of empathy being hard to teach students.

# data[].attributes.body
Worry that we will rush the kids who aren't able to give reasons why at first. Forcing ourselves to wait instead of filling in the reason WE think they made a choice.

# data[].attributes.body
Importance of listening and being empathetic rather than jumping in with solutions.

# data[].attributes.body
Likes the question, "What's up?"

# data[].attributes.body
Helpful to have the specific strategies to dig deeper because many kids will say, "I don't know."

# data[].attributes.body
How can we balance our time better? What if we spent less time going over DATA and more time

# data[].attributes.body
How can we balance our time better? What if we spent less time going over DATA and more time discussing what we see in the classroom, what skills are lagging and what do we need to TEACH our students?

# data[].attributes.body
How do we increase communication amongst all team members when students work with so many adults?

# data[].attributes.body
How can we maintain consistency?
How do we create time to have these conversations?

# data[].attributes.body
This needs to be something that is a TEAM effort. We haven't been working very much as a team lately.

# data[].attributes.headline
The ALSUP seems like a good tool for the children that we need to support- this would push the collaborative and communication portion. Our PERSPECTIVES may be different. So bringing together 

# data[].attributes.subject
The ALSUP seems like a good tool for the children that we need to support- this would push the collaborative and communication portion. Our PERSPECTIVES may be different. So bringing together 

# data[].attributes.body
This is a change in mindset for EVERYONE. Get out of our old mindset and in to a mindset that fosters problem solving.

# data[].attributes.body
How and when do we teach the lagging skills? We need time proactively to teach the students who have unsolved problems and lagging skills so that they don't have explosive behavior or meltdowns.

# data[].attributes.body
The possibility of a

# data[].attributes.headline
Blending what we are learning in Foundations and this text to create documentation around challenging behaviors. 

# data[].attributes.subject
Blending what we are learning in Foundations and this text to create documentation around challenging behaviors. 

# data[].attributes.body
Always having an end goal in mind. Where do we want to end up?

# data[].attributes.body
The shift in mindset.

# data[].attributes.body
Plan C:

What can happen and go differently when we say, "Ok."

# data[].attributes.headline
The challenging behaviors are what we think about when we go home...

# data[].attributes.subject
The challenging behaviors are what we think about when we go home...

# data[].attributes.body
Plan B:
What do YOU need? What do I need?

Giving kids a chance to tell us what they need.

# data[].attributes.body
It seems so helpful, but also very long. We would want to be able to use it, but it does have a lot of length, which could be overwhelming.

# data[].attributes.headline
It's great that we have the majority of staff involved in this.

# data[].attributes.subject
It's great that we have the majority of staff involved in this.

# data[].attributes.headline
we want to know what happens to Joey! We appreciate hearing a real example and following a scenario rather than just 

# data[].attributes.subject
we want to know what happens to Joey! We appreciate hearing a real example and following a scenario rather than just 

# data[].attributes.body
What we are already doing is working for MOST kids. This book is really thinking about those who are the ones who keep coming up over and over again.

# data[].attributes.headline
"What lagging skills helps us understand WHY the kid is getting, avoiding, and escaping in such a a maladaptive fashion." p.42

# data[].attributes.subject
"What lagging skills helps us understand WHY the kid is getting, avoiding, and escaping in such a a maladaptive fashion." p.42

# data[].attributes.headline
Continue to offer choices to students with their input

# data[].attributes.subject
Continue to offer choices to students with their input

# data[].attributes.headline
Maybe even if a student has ten lagging skills, if we are able to help them in 1st grade with ONE skill then in 2nd maybe we can help them with a different skill, rather than still working on the  first skill

# data[].attributes.subject
Maybe even if a student has ten lagging skills, if we are able to help them in 1st grade with ONE skill then in 2nd maybe we can help them with a different skill, rather than still working on the  first skill

# data[].attributes.body
When we invite the child into the conversation, we get the CHILD'S perspective on what has happened. It can also help to get parents involved in the process.

# data[].attributes.body
Each child with a behavior challenge needs an individualized plan. Not a sticker chart or flow chart to follow, but something designed to teach the skills that are missing.

# data[].attributes.body
Right now we fill out a lot of forms, but they don't always lead to problem solving. Often we identify problems, but we don't know what to do to help those problems. When we identify a reading problem, we know how to provide targeted intervention, but we still don't have that for kids who are missing behavior skills. If we are able to intervene early with targeted intervention, would we see fewer problems.

# data[].attributes.headline
So often, many search for a diagnosis, but that doesn't really solve the problem of the lagging skills - THEY STILL NEED TO BE TAUGHT

# data[].attributes.subject
So often, many search for a diagnosis, but that doesn't really solve the problem of the lagging skills - THEY STILL NEED TO BE TAUGHT

# data[].attributes.body
meant to be a discussion. "Challenging behaviors are most likely to occur when the demands being placed on a kid exceed his capacity to respond adaptively."

# data[].attributes.headline
Why and the when - laggins skills and unsolved problems - having a time-out moment and then being able to talk 

# data[].attributes.subject
Why and the when - laggins skills and unsolved problems - having a time-out moment and then being able to talk 

# data[].attributes.body
What a powerful tool to help us talk about kids. An important conversation starter. This gives us a process that helps us focus on what we are actually seeing in our classroom. Conversation that focuses on PROBLEM SOLVING.

# data[].attributes.body
Reframing the thinking that kids are doing this for attention or because they are manipulative.

# data[].attributes.headline
Even though we are always trying to be proactive, when a moment has escalated, we have to sometimes just keep everyone safe and regroup

# data[].attributes.subject
Even though we are always trying to be proactive, when a moment has escalated, we have to sometimes just keep everyone safe and regroup

# data[].attributes.body
How do we educate parents in the community to grow understanding of kids who struggle with lagging skills in behavior?

# data[].attributes.headline
We need to LISTEN. We are taking the time to listen and sometimes we need more than time

# data[].attributes.subject
We need to LISTEN. We are taking the time to listen and sometimes we need more than time

# data[].attributes.body
How can we help the rest of the kids continue to be kind to students who are struggling to learn to do better in terms of behavior?

# data[].attributes.headline
breaking down broad comments into smaller chunks 

# data[].attributes.subject
breaking down broad comments into smaller chunks 

# data[].attributes.body
Example: popcorn/kernel
Practicing to wait and listen.

# data[].attributes.body
Kids have been seen as the "bad kid" for so long without us teaching them and helping them to do better. We wouldn't let a kid struggle with an academic skill with that long.

# data[].attributes.headline
p. 27, when demands and expectations being placed upon a child outstrip the skills he has to respond adaptively

# data[].attributes.subject
p. 27, when demands and expectations being placed upon a child outstrip the skills he has to respond adaptively

# data[].attributes.headline
Kids are always doing the best they can - if something is not going the way it is expected, they don't have the skills

# data[].attributes.subject
Kids are always doing the best they can - if something is not going the way it is expected, they don't have the skills

# data[].attributes.body
Consequences are not working. We are just putting them in place. How does the idea of learned helplessness occur? No matter what I do, I am going to end up in trouble, so why even try or act like it even bothers me?

# data[].attributes.headline
Are we teaching lagging skills explicitly? Does Second Step address this? How and when can we do this?

# data[].attributes.subject
Are we teaching lagging skills explicitly? Does Second Step address this? How and when can we do this?

# data[].attributes.body
Partnering WITH the student. This is not something that I am going to do TO you.

# data[].attributes.body
Kids usually know the right and wrong thing to do but they are lacking the skills to do the right thing. We want to teach expectations, but they might not know how to reach those expectations.

# data[].attributes.headline
p.8 - school-wide discipline systems work for majority of students, but for students with unsolved problems, 80% tier 1, others need RTI (tier1+, reteaching)

# data[].attributes.subject
p.8 - school-wide discipline systems work for majority of students, but for students with unsolved problems, 80% tier 1, others need RTI (tier1+, reteaching)

# data[].attributes.body
There are academic skills that some kids acquire naturally with repetition and some that require more explicit teaching. This is true of behavior too. But what are we doing to explicitly teach?

# data[].attributes.body
When is the right time to get in there are redirect them?

# data[].attributes.body
StarBucks- mixed feelings about their use. Genuine positive feedback is best. It seems like we might be losing intrinsic motivation

# data[].attributes.body
We take our students' behavior as a personal attack on us. Their misbehavior as a reflection of how they feel about us.

# data[].attributes.body
Thinking about kids in crisis. We all get emotional.

# data[].attributes.body
Reminds us of Foundations training. Need to TEACH kids the skills that we are lacking.

# data[].attributes.body
Brought to life the idea, "Oh my goodness! Maybe this kid really CAN'T behav

# data[].attributes.body
Brought to life the idea, "Oh my goodness! Maybe this kid really CAN'T behave!"

Maybe kids can't always do what we think they can do.

# data[].attributes.headline
Sometimes students can give the right words

# data[].attributes.subject
Sometimes students can give the right words

# data[].attributes.headline
Sometimes students can give the right words, but the 'skill' is lacking - they can say the right words (in second step) but in application (on the playground) isn't 

# data[].attributes.subject
Sometimes students can give the right words, but the 'skill' is lacking - they can say the right words (in second step) but in application (on the playground) isn't 

# data[].attributes.headline
Behavior is something the students need to learn. Math and reading have skills that studnets need to learn, behavior is the same way.

# data[].attributes.subject
Behavior is something the students need to learn. Math and reading have skills that studnets need to learn, behavior is the same way.

# data[].attributes.headline
Love the idea of giving the kids the skills they are 'lacking'. It may not be easy or quick.

# data[].attributes.subject
Love the idea of giving the kids the skills they are 'lacking'. It may not be easy or quick.