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STIP- Student Teacher Interaction Profile

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STIP- Student Teacher Interaction Profile

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The EIS intervention hub connects to interventions across 7 risk areas known to be related to later mental health problems. Within each area, you will find prevention strategies and interventions for elementary, middle, and high schools across three tiers.

Tier 1 is universal, meaning that it benefits all students. Tier 2 (selective) offers interventions for a targeted group of students. Tier 3 (indicated) interventions are aimed to provide individualized support for students who have increased levels of risk. Click on an area below to learn more.

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Early Identification System (EIS) Intervention Hub | NCRSMH

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The EIS intervention hub connects to interventions across 7 risk areas known to be related to later mental health problems. Within each area, you will find prevention strategies and interventions for elementary, middle, and high schools across three tiers. Tier 1 is universal, meaning that it benefits all students.

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_ FINAL 1-13-22 Legally Defensible Manifestation Determination Practices ACSA

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PENT Behavioral Support During Distance Learning

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The attached doc is a list of all the video clips and the section we've used them for. Depending on how we're doing with our timing we might not show all the videos. Usually we pick a few. Feel free to make a copy and add or edit for your own purposes.

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Virtual learning is not a Netflix event

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Incorporating SEL approaches, playing games, and giving students options can inspire them to show their faces.

While there is a tremendous amount of value to being able to see your students' faces during distance learning, we can't force them to be on camera, just as during in-person teaching, we can't force unengaged students to lift their heads or remove hats or hoodies that obscure their faces.

With experimentation and persistence, however, you can arrive at strategies that work. Whether they need options, encouragement, or trust in order to turn their cameras on, there's likely a solution that is the right fit for your classroom, circumstances, lessons, and students.

SEL Strategies to Encourage Camera Use

If you want to incorporate social and emotional learning (SEL) strategies to prompt camera use among your students, start with the recognition that words matter: Our communication with our students needs to be rooted in community, not compliance.

From there, you could leverage any number of SEL approaches.

Build relationships. Focus on trust, both teacher to student and student to student. Students who know they are safe and cared for by their community will be more comfortable having their cameras on.

Survey students. Ask students individually or in a Google form what deters them from using a camera and what would make them comfortable. Once you identify the barriers to camera use, you can collaborate with students to reduce or remove those barriers.

Use icebreakers. Try community-building activities that encourage camera use. For example, prompt students to "find the largest yellow thing in your house that you can safely bring back to the camera." As a variation, try within reach. Pass the pen is also a playful approach to building community remotely.

Play games. Rock, paper, scissors works well in a remote classroom setting, as do Pictionary and charades. Explore 25 games to play on Zoom, which includes options that work for different ages.

Visually vote or share understanding. Have students vote with their thumbs up or down on a topic, or poll the class with a Fist-to-Five, a simple signaling system that can engage reluctant students and build consensus within a group.

Encourage students who have social capital to use their cameras. The best role models are likely in your classroom already. Consider using a Google form to ask students to name three classmates with whom they would most like to be in a breakout room or with whom they would most like to work on a group project. The students with the most requests are likely the students with the most social capital and can be positive role models for camera-on activities. You can also consider using a sociogram to identify the best role models when it comes to camera use.

Be empathetic. Share with your students times when you haven't felt like being on camera in a meeting. Talk about how you prepare yourself to turn on the camera, even when you're not in the mood. If you're self-conscious about looking prepared or about multitasking while on camera, talk about it. Sharing will bring out your humanness.

Zoom Tips to Encourage Camera Use

Admit students into class one by one. Arrive to class five minutes early and enable the waiting room. As students arrive, admit and greet them individually, and check in with them about camera use. You might be able to check in with only a few students before needing to "admit all," but those who arrive early and have their cameras on will gain comfort from being in a small group to start. Plus, as the other students enter, they will register that some cameras are already on.

Use the "Ask to Start Video" option. As the host, you can invite participants to turn on their cameras by clicking the participant's black screen; then click the horizontal "..." and select "Ask to Start Video."

Send a private message in the chat. Use the chat feature to welcome the student, check in with them, and encourage them to turn on their camera.

Encourage virtual backgrounds. It could be that a student is resistant to using their camera because of their home environment, so teach them how to use Zoom virtual backgrounds or introduce them to Unscreen.

Instructional Tips to Encourage Camera Use

Let students know when cameras can be optional. Brainstorm with your class times when it is fine to have the camera off and when it's best to have it on. Discussing camera-optional policies and having camera routines provide students with predictability and autonomy.

Allow students to show only part of their body or space on camera. Some students are particularly self-conscious about exposing their face on camera. Consider allowing students to dip their toe into their onscreen time by encouraging them to turn the camera so that only a portion of their body appears.

Provide options for rubrics that include camera usage. At the onset of a lesson or unit, share rubrics or criteria for success for a given objective. If having the camera on is relevant to your objective, then consider including it as a criterion for success. Many students will align themselves with the rubric if they know the expectations upfront before instruction begins. To avoid forced compliance, consider providing options for students to create their own rubric based on the objective.

Have students submit a prerecorded video demonstrating skill or objective. If students need to visibly demonstrate a skill, allow them to make a recorded video. While the whole class won't see it, you can still assess the student and build their comfort with being on camera.

Ask students to suggest alternatives. Your students might have insights into other ways to participate and share their learning visually. Many educators have found that students will share videos on TikTok, Vimeo, or private YouTube channels or Instagram accounts.

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Strategies to Encourage Students to Turn Their Cameras On

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Incorporating SEL approaches, playing games, and giving students options can inspire them to show their faces.

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Link to Behavior Supports from Diagnostic Center-Tara Zomouse

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Link to Behavior Supports from Diagnostic Center-Tara Zomouse

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Helping kids be successful and focused.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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with Glenn Latham

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Power Of Positive Parenting - 1. Study And See - Dr. Glenn I. Latham

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To help guide support for distance learning

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with Kallie Wakefield

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behavior "applied behavior analysis" "behavior specialist" "special education"

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with Jill Furuoka

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with Charlie Applestein

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Parenting Under Pressure presented by Charlie Appelstein, MSW

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Calming Strategies for Parents & Children

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Calming Strategies for Parents & Children

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The teachers and pbis team are monitoring this. We are doing a weekly ticket drawing where we draw two students name per grade level who received tickets that week. Then we do a shout out on our school google classroom page where the principal records a video (we do the same thing when we are in school, but include it with weekly announcements.)

We also do a separate drawing for teachers who are giving out a minimum of 10 tickets each week, they are entered to win $5 to amazon or target, (this is bi-monthly).

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We are all familiar with the common ploys students use to get out of working in class, but now with distance learning, the kids are way ahead of us. I work from home and my husband is a mathematics teacher at the same school that my two teen daughters attend. Their school moved to distance learning over two weeks ago and I have witnessed the lengths kids will go to to avoid classwork and outsmart their teachers. a lot of shenanigans. While my husband tries to teach algebra one daughter is doing handstands and yoga in front of the computer for PE while the other is watching Macbeth for English. I have also noted (WATCH MY VIDEO ON THIS TOPIC AS WELL!)

One study by Li & Titsworth categorized the naughty behaviors as follows:

This is the most common of these misbehaviors and looks like:

Logging on to the class session, merrily greet their teacher during roll call, set an alarm for the end of class, and promptly fall asleep.

Turn off their camera, mute themselves, and then go on their phone to play video games or message with friends.

Simply leave the class after attendance is taken, knowing their teacher is struggling with the tech interface and won't notice or know what to do.

Log into a class on their computer and mute themselves. Then log into Facetime with friends and happily chit chat throughout the class until the teacher calls on them. Then they quickly unmute, answer the question, and mute themselves again. When parents get suspicious the teen says she is doing, "group work."

"I didn't have the code to log in!" "My connection was bad!" "My camera doesn't work!" "My microphone isn't working!" "My computer crashed!" Whenever they get caught they blame it on technical difficulties, which could actually be true.

It feels nearly impossible to keep up with what our kids are doing. Yes, when I walk in the room and my 13-year-old is giggling with earbuds in and a Korean face mask on (literally happened 2 minutes ago) I sort of get the clue that she is not in class. She also appears to not be studying. Even if I had all her passwords and knew how to log into the 3 different platforms her teachers are using to teach her, how could I possibly keep up?

Parents know that we can't really monitor our kids and our kids know it too.

1. Have a workspace in a common area of the house (kitchen table) and only use your bedroom when you are in a live class. We can't have 3 live class meetings going on in the same room at the same time.

2. School is school. Breaks are breaks. When you are supposed to be in class or supposed to be studying. Don't multitask. Don't eat in bed. Take lots of breaks and do what you want, but don't pretend to be working when you are not.

3. Take lots of physical movement breaks, walk the dog, go ride your bike, climb a tree in the park. Heck, how about washing your own dishes after making your first breakfast, second breakfast, and elevensies?

4. Do you need your cell phone in your room? For class? Nope. There is zero reason a kid would need their phone for class unless they don't have a computer.

Teachers and school administrators are in uncharted territory and are doing the best they can to continue educating children, coming up with innovative and engaging activities.

My husband actually SHAVED HIS HEAD this weekend and leaked it to students so the rumor would spread and they would be motivated to log in on Monday.

1. Send home instructions on what parents can expect, a sample schedule for a day (with movement breaks included), and information on how they can log in and monitor class attendance and grades.

2. Schools should monitor how much work is being assigned by teachers and make sure it is not excessive.

3. The whole school should use the same learning platform. Use Google Classroom & Google Meet, or Zoom, or whatever. Multiple platforms is too hard to keep track of for kids and it makes it impossible for parents to monitor.

4. Send calendar invites to the students that are repeating with the link to the meeting. Don't post it on your website or send it in an email. A calendar invite should suffice.

5. Transfer your Perfect Attendance rewards to the online environment - students who log in and participate in all of their classes earn points, tickets, and rewards just like always.

6. Do virtual community circles in class to increase kids' sense of belonging (try this free script to do a Virtual Coronavirus Community Circle

At this point in the game, I don't know that schools can come down too harshly on these behaviors. Except in cases of rudeness, bullying or other socially aggressive behavior, we should tread carefully. We don't want to spend too much energy 'catching' misdeeds but instead focus as much as possible on creating community and trying to get the kids to learn what they can. Here are some suggestions for consequences:

1. Email the student regarding concerns. Tell them that the next time you will need to copy the administrator and parent informing them what the student is (or is not) doing.

2. "Detention" could be a scheduled Zoom or Google Meet with the school administrator and student to talk about barriers to online learning. If the problem persists, invite a parent to this online meeting as well. You may find the student needs support academically or technically that you can provide.

3. Invite parent to sit with student during class. Caution: Parent needs clear instruction to observe only. A few unfortunate cases have surfaced of parents lurking in the background teachers or students. Not cool.

4. If the issue is with several students in the class, hold a Virtual Restorative Circle with the class to addressing "How does Non-Participation Impact Our Classroom Community?"

Students avoiding schoolwork is not new. Given that this distance learning could go on for some time it is probably worthwhile for us to pursue how to engage our students more effectively. In fact, 90% of our energy should be spent on positive engagement and less than 10% on chasing down misbehavior. Still, its good to know what they are up to!

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Student Misbehavior in Distance Learning and What We Can Do About It

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We are all familiar with the common ploys students use to get out of working in class, but now with distance learning, the kids are way ahead of us. I work from home and my husband is a mathematics teacher at the same school that my two teen daughters attend.

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With nationwide school closures in effect, many parents are trying to keep it all together at home managing their own work, their finances, and their own stress.

All the while, parents are now also in the position of monitoring homeschooling, managing their children's big feelings, and most likely, some challenging behaviors.

In our Make Social Learning Stick Facebook community , we are hearing:

Kids who never showed challenging behaviors are showing challenging behaviors

Kids who already showed challenging behaviors are showing more intense or prolonged challenging behaviors.

Parents are experiencing major power struggles around screen time rules, complying with homeschooling tasks assigned by teachers, and completing basic household tasks like chores.

In this heightened state of stress, where both parents and children are managing difficult feelings and navigating big changes, it is truly overwhelming for everyone involved.

There are opportunities.

Adversity is what fosters resilience and these are times to rise to the challenge. -Ross Greene

This is where our guest, Dr. Ross Greene comes in.

He's built a career and traveled the world sharing his model called Collaborative Proactive Solutions (CPS) that helps parents and kids solve these power struggles and unsolved problems together.

And we had the pleasure of interviewing him about how to use this model at home during the COVID-19 crisis.

In this video, Dr. Greene helps us understand how we can identify expectations kids are having trouble meeting (unsolved problems) and put our heads together for solutions to these problems.

And we can do it without power struggles.

We are living in unusual times, but we also have a real opportunity. Being in close quarters during times of stress is a chance to step back and teach some social-emotional and problem-solving skills together.

If you'd like to learn more about Dr. Greene's approach, visit www.livesinthebalance.org .

If you want to build a proactive approach and Collaborative Proactive Solutions into your day, don't miss our free downloadable tools from the Keep Calm and Structure On Training, where we share how to hold a "Morning Meeting" and "Evening Circle" to anticipate and solve unsolved problems each day.

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Elizabeth Sautter and Dr. Rebecca Branstetter

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Supporting Challenging Behavior at Home during COVID-19: An Interview with Ross Greene

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During COVID-19, kids may be showing challing behaviors at home. In this video, Dr. Greene helps us understand how we, as parents, can identify expectations kids are having trouble meeting (unsolved problems) and put our heads together for solutions to these problems. And we can do it without power struggles.

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The National Child Traumatic Stress Network

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The National Child Traumatic Stress Network

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Complex trauma describes both children's exposure to multiple traumatic events-often of an invasive, interpersonal nature-and the wide-ranging, long-term effects of this exposure. These events are severe and pervasive, such as abuse or profound neglect.

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CRPUSD Digital Learning Expectations and Voice Level Chart 

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CRPUSD Digital Learning Expectations and Voice Level Chart 

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CRPUSD Parent Tips for Distance Learning 

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CRPUSD Parent Tips for Distance Learning 

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&  Home Behavior Matrix

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CRPUSD Parent Tips for Distance Learning at Home 2020

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Diagnostic Center

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Diagnostic Center

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Diagnostic Center

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Diagnostic Center

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2x10 Strategy for Building Relationships

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2x10 Strategy for Building Relationships

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Have teacher spend 2 minutes with the target student for ten consecutive school days. The two minutes are student directed and they get to decide what they want to talk about.

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CBT + DTP + SIMS (Can't do vs. Won't do) + Basic Bhvr Strategies!

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CBT + DTP + SIMS (Can't do vs. Won't do) + Basic Bhvr Strategies!

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ALL IN ONE!!

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Excel File Rating Student to Intervention Matching Scale

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Excel File Rating Student to Intervention Matching Scale

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From running Autism Classroom Resources, to creating teacher resources on TeachersPayTeachers as Autism Classroom News, my passion has always been about bringing special educators together and helping them serve their students in the best ways they can. I have spent the last 20 years working with a wide variety of special education programs as a behavior specialist, an administrator, and primarily as a trainer and consultant. Teachers should never feel like they teach on an island. I want to change that by providing a site where special educators can come together to learn ways to make their jobs easier, to support each other, and to put the excitement back in their teaching.

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From running Autism Classroom Resources, to creating teacher resources on TeachersPayTeachers as Autism Classroom News, my passion has always been about bringing special educators together and helping them serve their students in the best ways they can.