PERSONAL FOUR POINT SCALES Beginning Social Communication Middle School: Lesson one

Objective: ◦ Student will identify behaviors that need additional supports so that they can begin to effectively manage themselves. Students will also begin to consider the perspective of others in respect to their own behaviors.

Social Emotional Learning Standards ◦ Identify goals for academic success and classroom behavior. ◦ Describe a range of emotions and the situations that cause them. ◦ Apply strategies to manage stress and to motivate successful performance.

SCERTS Key Skills ◦ Emotional awareness of self and others. ◦ Uses strategies to regulate energy level. ◦ Self- regulates emotions and recovers from emotional melt-downs.

Evidence Based Practices (EBPs) ◦ Self-management (SM): Instruction focusing on learners discriminating between appropriate and inappropriate behaviors, accurately monitoring and recording their own behaviors, and rewarding themselves for behaving appropriately. ◦ Naturalistic intervention (NI): Intervention strategies that occur within the typical setting/activities/routines in which the learner participates. Teachers/service providers establish the learner’s interest in a learning event through arrangement of the setting/activity/routine, provide necessary support for the learner to engage in the targeted behavior, elaborate on the behavior when it occurs, and/or arrange natural consequences for the targeted behavior or skills. ◦ ◦ Visual support (VS): Any visual display that supports the learner engaging in a desired behavior or skills independent of prompts. Examples of visual supports include pictures, written words, objects within the environment, arrangement of the environment or visual boundaries, schedules, maps, labels, organization systems, and timelines.

California Common Core Standards  Speaking and Listening Standard; SL 1, Grades 6-8: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6-8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.  Writing Standard; W6, Grade 8: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Task One: Discussion ◦ Questions: ◦ What types of behaviors we are expected follow in this classroom or at this school? ◦ Which behaviors are easy for you to comply with? ◦ Which of your behaviors need support? ◦ Why is it important for everyone in the class to demonstrate expected behaviors? ◦ If students are struggling with certain behavior or expectation, who is responsible for assisting and supporting that student?

Task Two: Brainstorm ◦ As a class, brainstorm, using a thinking map or graphic organizer to document responses, which expectations and behaviors are most important for an individual to be able to demonstrate at school or around others? … ◦ Discuss all the responses and decide which behaviors have the most impact on the classroom’s environment, schools environment or social settings…areas may include: ◦ Working with others ◦ Getting started on your tasks ◦ Students interacting with one another ◦ Being on time ◦ Finishing a task

Task Two Continued: Once the group has decided on which behaviors need support, the students will be put into groups and assigned a procedure they feel they need to better focus on Groups will use the same format of the zones and size or the problem to complete a 4 point scale that includes Green: Everyone is following the procedure Blue: A few Student are not focused ( no-one my notice) Yellow: Many students are distracted (others are starting to notice behaviors) Red: Most students are unable to focus or refusing to comply (everyone notices)

Task Two Continued: 4 Point Scale ◦ The scale will have the colors to the side with what the behaviors may look like in that zone. ◦ The next column will describe the actions of the students who are in each zone ◦ The third column will give insight into what others around that person or persons may be thinking or feeling ◦ The fourth column will have strategies of what the student (s) can do to get back into or at least move toward the green zone

Example: Topic: starting a task or staying on task Zone/ level/ what it may look likeHow I may be actingWhat others may be thinkingWhat you can do to stay in or get back to the level 1 or green zone 4 I may be out of my seat I may be talking back to my teachers I may be taking to or bothering other students They may think I am unwilling to work. They may think the work is too difficult for me. They may think I am trying to be disruptive and my call home about my behavior I can tell myself that I should focus on what the teacher is asking me to do. I can tell myself that making some effort is much better than making no effort 3 I may be drawing I may be looking at books I may be shifting around in my seat I may have my head down They may think I didn’t hear the instructions They may think I am goofing off They may think something is wrong, like I am sick or possibly hurt I can make sure there is nothing on my desk to distract me I can keep my head up and body clam and still as I keep facing in the direction of the teacher 2 I may be looking around the classroom I may be really slow at taking out my supplies I may be ignoring the teachers instructions They may think I am not paying attention They may think I didn’t hear what I was being asked to do I can practice some deep breathing to try and focus myself I can tell myself the faster I start the faster I will be finished 1 I am focused and listening for instructions/ directions I have taken out all the supplies I need to get started I am quiet = not talking to peers They think I am being a really good example to other students They may want to improve my behavior color card They are happy I am following the rules and directions Tell yourself that you are doing a great job listening Ignore anyone trying to distract you Do some deep breathing to keep focused

Blank Template to copy if needed Zone/ level/ what it may look likeHow I may be actingWhat others may be thinkingWhat you can do to stay in or get back to the level 1 or green zone Topic:

Task Three: Practice and Rehearse ◦ All group members should be familiar with the information being presented ◦ Each group member must have a part in sharing the information being presented ◦ Each person should know their part and know how to pronounce the words they are responsible for presenting ◦ You can use notecards to help remember the information you will be sharing ◦ Remember to project your voice and have a calm body during the presentation ◦ Practice when and where group members will stand to present their part ◦ Practice till you are comfortable with your part, then rehearse with the group until everyone in comfortable with the information and the process of presenting

Task Four: Presentations ◦ All groups will present their four point scales to the class ◦ The audience will be allowed to comment or ask questions after each presentation ◦ All comments or questions should address the information presented, not be critiques on any individual person.

Evaluation: Council ◦ QUESTIONS: ◦ Do you find four point scales to be a useful visual support to help you focus on your own behavior?…WHY?WHY NOT? ◦ What was the most difficult part of this project for you to complete? ◦ What is one thing your group was really good at doing/completing together? ◦ What was one thing you liked about another groups’ project? ◦ What is one thing you learned from completing this project?