An Introduction to Ross Greene’s Collaborative & Proactive Solutions CREST School 8-5-15 Terri Cooper SEDNET Region 13

Who is SEDNET ? The Multiagency Network for Students with Emotional/Behavioral Disabilities Works with other agencies to create and facilitate a network of stakeholders committed to providing quality care to children with or at risk of E/BD. Created by the Florida Legislature in 1984. A statewide discretionary project funded by the Department of Education. 19 regions across the state. www.sednetfl.info

DOE Indicators for SEDNET Increase Graduation rate for Students with EB/D Indicator 2 Decrease Drop-out rate for Students with EB/D Indicator 4 Reduce Out of School Suspension for Students with EB/D Indicator 14 Improve Post-School Outcomes for Students with EB/D Continuing Education Employment Continuing Education and Employment

Expectations Know - Why challenging students are challenging Understand- The Philosophy of Ross Greene’s Collaborative & Proactive Solutions Do - Plan Next Steps for using Plan B in your school

Proactive Plan B BUT

What Causes Behavior Like This?

Things I Need You To Know…..

What Causes Behavior Like This?

What 3 Things Impact Behavior ? Trauma Mental Health Lack of Skills

“One out of every four children attending school has been exposed to a traumatic event that can affect learning and/or behavior.” The National Child Traumatic Stress Network (NCTSN) Terri

Adverse Childhood Experiences (ACEs) Childhood physical abuse Childhood sexual abuse Childhood emotional abuse Physical neglect Emotional neglect Growing up with a mentally ill, depressed, or suicidal person in the home A drug addicted or alcoholic family member Witnessing domestic violence against the mother Loss of a parent to death or abandonment Incarceration of any family member for a crime

2. Children’s Mental Health One out Five children and adolescents will experience a significant mental health issue Only 20%-30% will receive treatment for that mental health issue There can be a ten year lapse from the first signs of a mental health issue until treatment

Good Mental Health allows Children… To think clearly Develop self-esteem Develop self-confidence Learn new skills Make academic and social gains

3. Lack of Skills “Kids do the best they can with the skills they’ve got.” Ross Greene

TEACH Skills If a child doesn’t know how to swim, we _____. If a child doesn’t know how to read , we _______. If a child doesn’t know how to multiply, we _______. If a child doesn’t know how to ride a bike, we ______. If a child doesn’t know how to behave, we _______. borrowed from Tom Herner

If a Child Doesn’t Know How to Behave, We… Punish Motivate

Collaborative & Proactive Solutions Looks at behavior with a New Lens Skill deficit in behavior Thinking Skills – self-regulation, flexible thinking, understanding how their behavior affects others, having the words to express their feelings

Students lack the skills required for becoming proficient in handling life’s social, emotional, and behavioral challenges.

How Do We Approach Skill Deficits ? Assess the factors that are interfering with the skill acquisition. Provide specialized instruction to teach missing skills.

How do we Approach Skill Deficits ? Assess the factors that are interfering with the skill acquisition Provide specialized instruction to teach missing skills (in increments that they can handle)

Collaborative & Proactive Solutions Challenging Students aren’t Challenging all of the time.

When does a Student with a Reading Disability Struggle with Reading ?

When the demands being placed on the student exceed the student’s capacity to the read words.

When are Students with Challenging Behavior Challenging?

When the demands being placed on the student exceed the student’s capacity to respond to those demands adaptively.

Behavior Doesn’t Happen in a Vacuum

Behavior Doesn’t Happen in a Vacuum A student who is lacking skills

Behavior Doesn’t Happen in a Vacuum A student who is lacking skills

Behavior Doesn’t Happen in a Vacuum A student who is lacking skills 2. An environment that demands those skills

Behavior Doesn’t Happen in a Vacuum A student who is lacking skills 2. An environment that demands those skills

Behavior Doesn’t Happen in a Vacuum A student who is lacking skills 2. An environment that demands those skills 3. Challenging Behavior

How do We Identify those Lagging Skills ? ALSUP Assessment of Lagging Skills and Unsolved Problems

Assessment of Lagging Skills and Unsolved Problems (ALSUP) Discussion Guide for reaching a consensus – not a checklist The focus is on lagging skills and unsolved problems instead of behavior Identifying a student’s lagging skills and unsolved problems makes their behavior very predictable Prioritize

Guidelines for Unsolved Problems 1. Problems should begin with the word Difficulty and answer as many Who, What, Where, and When questions as possible.

Guidelines for Unsolved Problems 2. Problems should be free of behaviors.

Guidelines for Unsolved Problems 2. Problems should be free of behaviors. Example: Buddy puts his head down on his desk when he thinks his math problems are too hard.

Guidelines for Unsolved Problems 2. Problems should be free of behaviors. Example: Buddy puts his head down on his desk when he thinks his math problems are too hard. Buddy has difficulty staying on task when his math problems are hard.

Guidelines for Unsolved Problems 3. Problems should be free of “Adult Theories”

Guidelines for Unsolved Problems 3. Problems should be free of “Adult Theories” Example: Buddy has difficulty staying on task when his math problems are hard because he gives up too easily.

Guidelines for Unsolved Problems 3. Problems should be free of “Adult Theories” Example: Buddy has difficulty staying on task when his math problems are hard because he gives up too easily. Stop yourself from using the “B” word.

Guidelines for Unsolved Problems 4. Problems should be “Split” rather than “Clumped.”

Guidelines for Unsolved Problems 4. Problems should be “Split” rather than “Clumped.” Example: Clumped-Buddy has difficulty staying on task when his work is too hard. Split- Buddy has difficulty staying on task when his math problems are hard.

Guidelines for Unsolved Problems 5. Problems should be as specific as possible.

Guidelines for Unsolved Problems 5. Problems should be specific as possible. Example: Specific- Buddy has difficulty staying on task when his math problems are hard. More specific- Buddy has difficulty staying on task when he has multiplication problems to solve.

Case Study

Lagging Skills Choose one or two Lagging Skills Feel free to add or delete information regarding Buddy

Lagging Skills?

Unsolved Problem Identify one or two Unsolved Problems for each Lagging Skill

My Unsolved Problem… YES NO Begins with the word Difficulty Does NOT focus on a behavior Does NOT include “Adult Theories” Is Split rather than Clumped Is very Specific

Unsolved Problems ?

Let’s take a Break

Collaborative & Proactive Solutions Plan A Plan B Emergency Plan B Plan C

Collaborative & Proactive Solutions Plan A – Adult imposed Plan B Emergency Plan B Plan C

Collaborative & Proactive Solutions Plan A – Adult imposed Plan B – Emergency Plan B - Plan C – Backburner (prioritize)

Collaborative & Proactive Solutions Plan A – Adult imposed Plan B – Proactive Collaborative Problem Solving Emergency Plan B- Plan C – Backburner (prioritize)

Plan B Empathy Step Define Adult Concern Invitation Plan B Cheat Sheet Drilling Cheat Sheet

Helping Relationships Page 59 Research shows that the most reliable factor in helping a student change their behavior is the RELATIONSHIP they have with the person that’s helping them to change.

1. Empathy Step Gather Information from the student’s perspective Clearest Possible understanding of the student’s concern Starts with “I’ve Noticed” (Then insert Unsolved Problem ) Ends with “What’s Up?”

2. Define The Problem Step (Adult Concern) Three Broad Categories Safety Learning How the problem effects others in the classroom Usually starts with “The thing is…”

3. Invitation Step Brainstorm mutually acceptable solutions Doing WITH the student rather than TO the student Restate the concerns from Step 1 and Step 2- “I wonder if there’s a way….” “Do you have any ideas?”

3. Invitation Step Start with the student’s concern Make sure the agreed on solution is realistic and mutually satisfactory Always agree to return to Plan B if the first solution doesn’t work

1. Empathy Step Examples I’ve noticed that you have a hard time completing your paragraph. What’s up? I’ve noticed your having a difficult time joining your reading group. What’s up? I’ve noticed that you have a difficult time accepting when I call on other students to answer questions. What’s up? I’ve noticed your having a hard time completing math problems with multiples of six. What’s up?

One of Six Things Could Possibly Happen The student responds. The student says nothing. The student says, “I don’t know.” The student says, “That’s not a problem for me.” The student says , “I don’t want to talk about it.” The student responds defensively.

Drilling for Information Cheat Sheet Reflective Listening and Clarifying Statements Ask about the Who, What, Where, When of the Unsolved Problem Ask why the behavior occurs under some conditions and not others Ask the student what they are thinking while the problem is occurring Break the problem down into smaller parts. Summarizing

Video Plan B in action

Plan B Empathy Step Define Adult Concern Invitation Plan B Cheat Sheet Drill Cheat Sheet Problem Solving Plan Define Adult Concern Invitation

Plan B Teaches Skills Indirectly When a student solves a problem, they are learning to solve and prevent other problems. They react less strongly to frustrations. Respond to frustrations with more thought than emotion. Respond to frustrations with less help from adults.

Direct Instruction

sednetregion13wiki.wikispaces.com

Next Steps

Introducing Plan B to Your School (Chapter 8) Check Your Lenses Staff need to understand the factors that set the stage for challenging behavior.

Start Small, Start Slow Small Core of Teachers (and Leaders) to meet regularly (weekly) to practice (Become Proficient) For 3 to 4 weeks complete ALSUPS for real students. Review. Refine the wording of the Unsolved Problems. For 10-12 weeks Become proficient with Plan B. Record use of Plan B with actual students. Core group listens and provides feedback. After 3 or 4 months Core group can mentor other staff.

In Conclusion, (p.282) Transforming School Discipline isn’t easy or fast CPS is hard and takes a long time The CPS model requires change – Humans resist change. Teachers are busy Teachers are “Initiative Weary”

Collaborative & Proactive Solutions is…(Intro.) Hard Messy Uncomfortable Requires teamwork, patience, and tenacity

But, It just might work if we… “Remain calmly optimistic and relentlessly persistent in the face of all odds.” Robert Kinscherff

References Greene, R. (2008). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner. Lives in the Balance. (n.d.). Retrieved July 21, 2015. Otten, K., & Tuttle, J. (2011). How to reach and teach children with challenging behavior: Practical, ready-to-use interventions that work. San Francisco: Jossey-Bass.

Thank You for your Participation Terri Cooper SEDNET Region 13 Cooper_s1@hcsb.k12.fl.us www.sednetfl.info www.sednetregion13wiki.wikispaces.com The Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET) is a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.