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We have to move away from punishment as the default for troubling behaviors

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Looking at specific skill deficits instead of simply moving a student to a different environment

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Reframing to a skill deficit and how we can build skill instead of focusing on the behavior only.

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Change our language to focus on the skill deficit- split, not clumped. Do not include behaviors, talk about skills and the adult response to the behaviors.

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What do we do to get this info out to those in front of students?

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There is always more to a behavior than meets the eye...

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How do we provide professional development to everyone about the ALSUP?

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How do we provide professional development to everyone about the ALSUP?

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PD on this topic may start with MHS, Counselors, PBIS Leads, MTSS leads, Principals and AIs

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The principal needs to be on board for any change to happen in the building.

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Everyone is competing for time- when would staff intervene and have the conversations outlined in the book?

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Is there a way to leverage the new MHS staff to help with the strategies outlined in the book and/or provide PD to staff in the buildings...

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Can MHS and School Counselors run small groups to teach specific skills?

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How do we further the training-- consistent message, all on board... do we pilot?

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Consider revising the handbook to reflect the philosophy of collaboration and restoration.

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Can we "Dublinize" this document and implement as part of the RtI process across the district?

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“Kids do well if they can, not just if they want to.” This is an extremely powerful quote that challenges the assumption that unwanted behavior is about defiance rather than inability.

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We are going to need to shift some perspectives across the district in order to support behaviors...

students do well if they CAN

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Can we/should we invite the community to the conversation about behaviors?

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How do schools incorporate SEL into the school day? Should this be a part of the daily instructional schedule similar to workshop?

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book study members have indicated that it would be more preferable to implement as is (as a research based tool) than to "Dublinize" the document

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What do staff need in terms of PD, materials, resources, etc in order to be able to adopt the ALSUP in the RtI process?

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students are more likely to prescribe to a plan if they have a say in the plan as opposed to the teacher or staff member deciding the plan for them

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All students and staff need to understand the idea of fair vs equal. We do well with this concept when it comes to academics and interventions for students but not so good when it comes to behaviors

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Need a cheat sheet for the practices in the book if we plan to implement within the district.

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P.5 "Punitive to identify a problem that is causing the behavior and solve that." More productive. Ground the work.

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Goal should be to keep students in the classroom and in our schools.

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When thinking about training staff on the drilling strategies, could we use the "behind the glass" approach to allow staff to practice and then receive feedback from mentors/peers

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Implement the ideas from Lost and Found similar to the R-Factor roll out. Include assigned readings (not the whole book, just parts relevant to implementation) coupled with PD to practice the strategies

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If we attempt to implement this whole district, what will be the response school to school?

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The Hardest Part and Making a Plan:

Must have the principal behind the initiative.

What are the barriers?

How does CPS fit in?

How does this fit in with FBAs and the work with PBIS?

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What structures do we have that would support and what would be barriers? Behavior team and crosswalk with FBA/BIPs, how would CPS fit into that. How do we continue to add people over time?

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Use a small group, PBIS/MTSS team to implement first will be important. See quote on page 153.

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Possibly disagree with the book's description of how this is used...Marcus is used differently for us.

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Book talks a lot about lagging skills of students....is there a tool that we could use for staff too? How can we do that in a non-threatening way? What does training look like for staff?

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When do we do this in high school? Push back from staff if asked to do this during class time. Liked the idea of submitting problem solving referrals rather than discipline referrals. How do we tap into existing time structures?

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Takes time, process. Slow rollout. Implemented in phases. Pilot program. Use behind the glass practice. Formal training from the authors/livingwell?

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Do these match and align?

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School counselors

MHS

Principals

MTSS Leads