Jackson R2 School West Lane Elementary Tier 2 Small Group Social Skills.

Jackson R2 SchoolWest Lane ElementaryTier 2 Small Group Social Skills

PEP Club

•Purposefully Equipping Positive Behavior

Introduction and Purpose

• Individuals need to demonstrate behavior that is valued and considered appropriate in the social climate in which they live and work in order to achieve and maintain independence (Susan L. Mulkey)

Overview

•Tier 2 Intervention•Students will meet twice weekly with facilitators•Students will receive daily progress reports•Progress/Goal sheets will be calculated by teacher and facilitators

Overview

• Teacher will rate students use of targeted social skills each day• Facilitators will review progress report with

student and give positive feedback• Individual student data is used to determine

if adjustments are needed as well as when to fade or graduate the intervention• Student will model acquired social skill to

other students and staff

Overview

•Student will model acquired social skill to other students and staff•Students will have follow up lesson to take home for additional skill practice

Student Identification

• Students are referred through our SAT Team (Student Assistance Team)

Student Identification

• SAT Team consists of Tier 2 and 3 members, school social worker, classroom teacher, building administration, counselor, special education teacher, and nurse when needed

Process

• Identify students who would benefit from Small Group Social Skills or PEP Club• This is decided by the SAT team and

followed up by the Tier II and Tear III Team Meetings.

Process

• Assess the needs of identified students and group according to skill need

• Students will receive daily progress reports

Process

Process

• Progress/Goal sheets will be calculated by teacher and discussed with student at the end of each day/class period.

Process

• Facilitate lessons to address identified needs

Insert pic of ladies making lesson plans

Process

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• Monitor student progress and use the data for making decisions

Coordinator

•Organizes resources and supports for effective delivery of the intervention

Coordinator

• Provides support to the facilitators

Coordinator

•Attains parent permission• Trains parents and staff as to their

role in the intervention

Coordinator

•Collects data

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Facilitators

•Responsible for direct contact with the students

Facilitators

• Implements the personalized lesson plans with the students.

Facilitators• Implement creative student projects that gain the students’

interest as well as teach them valuable life lessons.

Facilitators

• Creates a warm, learning environment.

Facilitators

•Meet twice weekly with small group (4-6 students)

Facilitators

•Communicate regularly with teacher of students

Facilitators

•Provides data to coordinator

The school is a microcosm of society and is a logical setting for social skills

interventions since it is a place where children and adults work, play, eat, and live together for 6 hours per day, 5 days per week, and at least 180 days per year.

(Frank M. Gresham, Ph.D)

PEP Club Graduation Criteria

•Data will be collected weekly and entered into the database system. •Positive Response: The gap between

the trend line and the goal line is closing at an acceptable rate•Poor Response: The gap between the

trend line and goal line continues to widen with no change in rate

Fading Process: Self Monitoring

• Phase 1: Students learn to self assess. Students will rate themselves at the end of each day, but teacher will still talk with student and discuss the rating. Teacher rating overrides student rating. Success in this phase will be when there is consistent matched ratings. When students have consistent matched ratings they are considered reliable and accurate in their self-monitoring and would move into Phase 2.

• Phase 2: Teacher rating removed gradually week 1---teacher rates student 4 out of 5 days week 2---teacher rates the student 3 out of 5 days do until student is independent in the ratings continue to collect data and monitor process

Graduation

• After a student makes it to complete independence in self monitoring and student’s behavior is consistent, the student may graduate the program. Student must be able to model learned skills to others.

Graduation

•A certificate will be given to the student.

Graduation

• Students will graduate as a group at semester or at end of year depending on data results and suggestions by facilitators

Graduation

• These students are considered alumni and receive reinforcements during the next school year.

Materials/Resources

• Skillstreaming the Elementary School ChildA Guide for Teaching Prosocial SkillsDr. Ellen McGinnisISBN: 978-0-87822-655-9

Materials/Resources

Examples of Skill Topics

• Classroom skills• Friendship making skills• Dealing with feelings• Alternatives to aggression• Dealing with stress• Accepting No• Communication• Showing Responsibility• Self-Control

Contact Information• Cynthia Matthew

Building Administrator

[email protected]

• Donna BullardSchool Social WorkerSmall Group Social Skills [email protected]

• Brandy HeplerPBIS Team Member

[email protected]