West Lane Elementary Social Skills PEP Club

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

2. PEP Club • Purposefully Equipping Positive Behavior

3. 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)

4. 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

5. 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

6. 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

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

9. 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

10. 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.

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

12. Process • Students will receive daily progress reports

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

14. Process • Facilitate lessons to address identified needs Insert pic of ladies making lesson plans

15. Process • Monitor student progress and use the data for making decisions

16. Coordinator • Organizes resources and supports for effective delivery of the intervention

17. Coordinator • Provides support to the facilitators

18. Coordinator • Attains parent permission • Trains parents and staff as to their role in the intervention

19. Coordinator • Collects data

20. Facilitators • Responsible for direct contact with the students

21. Facilitators • Implements the personalized lesson plans with the students.

22. Facilitators • Implement creative student projects that gain the students’ interest as well as teach them valuable life lessons.

23. Facilitators • Creates a warm, learning environment.

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

25. Facilitators • Communicate regularly with teacher of students

26. Facilitators • Provides data to coordinator

27. 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)

28. 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

29. 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

30. 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.

31. Graduation • A certificate will be given to the student.

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

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

35. Materials/Resources • Skillstreaming the Elementary School Child A Guide for Teaching Prosocial Skills Dr. Ellen McGinnis ISBN: 978-0-87822-655-9

36. Materials/Resources

37. 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

38. Contact Information • Cynthia Matthew Building Administrator cmatthew@jackson.k12.mo.us • Donna Bullard School Social Worker Small Group Social Skills Coordinator dbullard@jackson.12.mo.us • Brandy Hepler PBIS Team Member bhepler@jackson.k12.mo.us