Cultivating Behavioral Change in K–12 Students: Team-Based Intervention and Support Strategies

Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
Preface
Introduction
Chapter 1: “I Can’t Help All of These Kids.” Of Course You Can!
	History of BIST
	Why Are There So Many Behavior Problems?
		Pick Your Battles … NOT
		Behaviors Must Be Taught
	The Foundation of BIST
		Grace
			Anatomy of a Relationship
			Student Rejection Cycle
			Coaching
		Accountability
		Teach and Protect
		Protection vs. Punishment
		Teaching vs. Strategies
		Discipline in the Balance
	End of Chapter Reflection and Questions
	References
Chapter 2: Now What?
	Clarity on Common Area Expectations
	Classroom Management
		Gateway Behaviors
	Consistency
		Systems vs. Individual
		Redirecting Behavior in Classrooms
		Identifying Support for Individual Students
	Providing What Students Need
		Early Intervention
		Caring Confrontation
		Protective Planning
		Outlasting: The Continuum of Change
			Non-compliance
			Compliance
			Partnership
			Independence
	Intentionally Supporting Change
		Rewards
	End of Chapter Reflection and Questions
	Appendix 2.1 Guide for the Developmentof Common Area Expectations
	Appendix 2.2 Elementary Teacher Classroom Management
	Appendix 2.3 Secondary Teacher Classroom Management
	Appendix 2.4 Questions to Enhance Problem Solving
	Appendix 2.5 Student Questions for Planning
	Appendix 2.6 Questions for Skills
	Appendix 2.7 BIST Secondary Plan for Success
	Plan Review
	Appendix 2.8 BIST Elementary Plan for Success
	Appendix 2.9 Outlasting Continuum of Change
	References
Chapter 3: BIST Logistics
	BIST Continuum of Logistics
		Think Sheets
			Documenting Student Movement
	Processing
	Team Focus (Long-Term Recovery Process)
		Criteria for Placement
	Suspension Re-entry Process
	Prevention
		Skill-Based Coaching
		Students Coaching Students
	End of Chapter Reflection and Questions
	Appendix 3.1 Questions for Skill-Based Coaching
		Letting Adults Be in Charge
		What to Do When Kids Can’t Let Adults Be in Charge
		Questions for Unstructured Areas
		Questions for Impulse Control
		Anger Management
		What Does It Look Like to Be at School?
		Organization
		Kids that Won’t Work (Teachers that Do)
	Appendix 3.2 Logistics Continuum
		Expectations Safe Seat
		Buddy Room
		Recovery Room
		Team Focus (Secondary)
	Appendix 3.3 Example Think Sheets
		Think Sheet
		Think Sheet
		Think Sheet
	Appendix 3.4 Processing with Students
	Appendix 3.5 BIST Tracking Sheet
		Elementary
		Secondary
	Appendix 3.6 Team Focus Target Behavior Sheet
	Appendix 3.7 Outlasting Continuum of Change
Chapter 4: “Our Kids” Community
	Creating Cohesiveness in the Community by Avoiding Polarization
	Clarifying Management of Behavior
	Intentional Messaging with Colleagues
	The Journey of Being an “Our Kids” Community
	End of Chapter Reflection and Questions
Chapter 5: Increasing Partnerships with Families
	Communicating with Families
	Communicating Difficult Information
	Parent–Teacher Conferences
		Conferencing with Frustrated/Angry Parents
		Positive Communication
		Information Specific for Parents
		Supporting Parents within Their Homes
	End of Chapter Reflection and Questions
	Reference
Chapter 6: Enhancing Our Vision, Growing Our Impact
	Why Do You Need a Vision for the Culture Regarding Behavior?
	What Is Your Vision for Student Behavior and the Culture That Cultivates It?
		What Do You Believe about Staff’s Responsibility Regarding Student Behavior?
		When Children Struggle What Must Occur to Achieve Long-Term, Lasting Change Beyond the Classroom?
		What Role Must Staff Members Have in the Behavioral Success of Children?
		What Is the Required Knowledge that Staff Must Have to Live the Vision Daily?
		What Resources Do You Need to Fulfill the Vision?
	How Do You Share Your Vision?
		How Do You Concisely Articulate Information in a Manner that Provides Clarity?
		How Do Teams Utilize Structured Time to Increase Clarity?
		How Do You Support Individual Teacher Conversations?
	How Do You Inspire and Motivate People to Participate in Your Vision?
	How Do You Hold Teachers Accountable to Your Vision?
	Rubric for Adult Accountability
	End of Chapter Reflection and Questions
	References
Chapter 7: Capacity: Increasing Ownership
	Creating Capacity to Ensure the Vision
		Mindset
		Skill Competence
		Vision Team Leadership
	Creating the Tipping Point
	Sustainability
	End of Chapter Reflection and Questions
	Appendix 7.1 Vision Team Considerations
	Appendix 7.2 Tipping Point Assessment
	Appendix 7.3 Adult Continuum of Change
	References