1.  Social  Emotional  Behavioral  Academic  Socioeconomic Status  Ethnicity  Role Model Support

3. National Average31% Hispanic Students 45% African-American Students 49% Inner-City School Students 47% Low Socioeconomic Students 50+%

4.  1. Children raised in poverty  2. Children living in chaos  3. Children without adult role models.

5.  1. Access (Language Support)  2. Engagement (Interactive and Internal Processing)  3. Structure (External and Internal)  4. Meaning (Pulling it all together)

6. By Age 3By Age 7 Children from welfare families 500 words5,000 words Children from working class families 700 words7,000 words Children from professional families 1,100 words11,000 words

7. Children from Welfare Families26,000 affirmations vs. 57,000 discouragements (1-2 ratio) Children from Working Class Families 62,000 affirmations vs. 36.000 discouragements (2-1 ratio) Children from Professional Families 166,000 affirmations and 26, 000 discouragements (6-1 ratio)

9.  http://www.cccoe.net/social/skillslist.htm http://www.cccoe.net/social/skillslist.htm  http://cecp.air.org/fba/problembehavior3/int ro3.htm http://cecp.air.org/fba/problembehavior3/int ro3.htm  http://www.pbisworld.com/ http://www.pbisworld.com/

10.  Consider your individual student needs.

11.  Match Student Needs to Strategies to your individual student.

12.  Share your finding with the group table by table.

13.  When are you going to jointly administer student inventory?  How are you going to use student inventory?  How are you going to jointly analysis student inventory data?  What are you going to do with student inventory data once you have analyzed it?