Breathing & Relaxation Techniques:

posted by: Jillian Perrault

Students who experience worries over the summer can practice these different types of breathing prior to entering new environments or scenarios such as cookout, beaches, and play dates. These techniques can help children's bodies calm down and have a more positive / enjoyable experience . 

Providing Structure in the Summer for your Anxious Child:

Posted by: Jillian Perrault

Summer time can be very unstructured to it’s important to provide structure for anxious children to help put them at ease. Having visual schedules can be helpful for children so they know what to expect. 

Here is a sample visual schedule:

Day of the Week	Activity
Sunday	Beach Day	√
Monday	Daycare/ Sitter	√
Tuesday	Play date with Friend	√
Wednesday	Daycare/ Sitter	√
Thursday	Visit with Grandparents
Friday	Daycare/Sitter
Saturday	Family Day

•       Always try to get to your child to events on time, or early – being late can elevate levels of anxiety
•    Role play strategies so your child can practice their reactions and prepare for possible outcomes
•          Allow & encourage your child to do things  on their own when possible
•          Try not to pass your own fears onto your child
•          Work together as a team (family members, teachers, child)
•        Set consequences – don’t confuse anxiety with other types of inappropriate behavior. Set limits & consequences so that you don’t allow anxiety to enable your child
•          Genuinely Accept your child’s concerns
•    Help your children focus on what worries they can control and what worries are out of their control

Summer Tips to Maintain Social Skills

                            posted by Kristen Perrotti, School Psychologist/Counselor
As the school year comes to an end, here are some tips to keep students interacting positively with their peers during the summertime. Summer months are often filled with play dates, pool parties, beach trips, family vacations, camps, and other social activities. While this is an exciting and fun time of year, these activities are often less structured social events than students would experience during the school year, thus leaving more room for misperceived social situations, social conflict, and hurt feelings. Below are some useful reminders to tell children before entering a social event.

1.  “Think Before You Speak”: Remind your child that it is ok to have our own thoughts. However, if the thought is hurtful, unkind, or not true, the thought needs to stay in our thought bubble (and not exit our talking bubble!)

2. “Be a Good Sport”: Of course it feels great to come in first place or be on a winning team, however, it is important to show good sportsmanship when winning and losing games. Remind your child that it is fun to play a game, regardless of who wins or loses. When children brag about winning, or have big, upset reactions about losing, they are less likely to be included in a future game or play date. Teach your child the following scripts to say when a game is over. Many of the same scripts can be used for both winning and losing…
When WINNING a game:                                                    When LOSING a game:
 say “good job/nice game”                                                   say “good job/nice game”   
 high five/shake hands                                                         high five/shake hands            
 say “That was fun!”                                                            say “That was fun!”
 ask if the friend wants to play another round                     say “congrats” to the winner
 say “Thanks for playing with me”                                      say “It’s ok, maybe I’ll win next time”

3. “Expected/Unexpected Behaviors”: Reminding your child of the behavioral expectations
prior to entering a social setting is important. Children need to be taught that their behavior impacts others thoughts and emotions, and in turn, affects how they will be treated (social behavior mapping). For example, “Today is your play date at Michael’s house! What are the expected behaviors for having a play date? (Listen to adults, follow house rules, share toys, play fair, take turns, be gentle with others’ toys, etc.)”. If your child is age appropriate and developmentally ready, further the conversation by asking how the other child will think and feel about his behavior, and how they will be treated. It is also helpful to go through the social behavior mapping for “unexpected behaviors”.

Example:
SITUATION: HAVING A PLAY DATE   
Expected Behavior:       Others' Thoughts About My Behavior:   Others' Feelings About My Behavior:
-Listen to adults             -The friend will want to come to my house        -Comfortable
-Follow house rules       -The friend might ask me over again                   -Happy
-Share toys                     -The friend might think I am nice/fun                 -Excited
-Play fair                        -The friend will want to be around me
-Take turns
-Be gentle/careful with
others’ toys
-Use good manners
Unexpected Behavior:  Others' Thoughts About My Behavior:   Others' Feelings About My Behavior:
-Say unkind words                   -The friend will want me to leave                              -Uncomfortable
-Leave the house w/o               -The parents might not allow me over again             -Sad/Upset
permission                                -The friend might think I am too bossy/mean           -Angry
-Share toys                               -The friend will not want to be around me                 -Surprised

-Play rough with others' toys   -The friend might tell others that I was too rough        

-Argue/fight                              
-Act bossy/mean
-Break house rules

More Tips To Teach and Reinforce Responsible Behavior

posted by Elaine Light,School Psychologist

Praise responsibility.  Keep in mind that it’s just as important to reward your child’s responsible behavior as it is to comment on her mistakes. In fact, it’s even more important, because your praise and recognition means more to your child than just about anything else. Don’t overdo it, however, or it can lose its impact. (The experts say the right balance is to compliment your child about three times as often as you criticize her.) Here are some other tips for using praise:

• Be specific. Tell your child exactly what you like about her behavior. “I appreciate your taking the trash out without being asked. I know that’s not your favorite chore.”

 • Notice effort. Don’t wait until your child completes a task to give praise. Comment on her improvement every step of the way.

 • Reminisce. Every once in a while, mention a past accomplishment. For example, “Remember the first time you took Barkey for his afternoon walk? I think you were surprised at how happy that made him.”

 • Chart success. If your child is working on a specific goal—getting up, bathed, dressed and to the breakfast table without being prodded, for example—keep track of her progress. Make a simple weekly chart that lists each step in the process. Put a star or check mark under each step that she completes successfully.

• Brag. Occasionally, let your child overhear you talking about her accomplishments to others.

• Give awards. Words aren’t the only form of praise. Try giving awards, such as the “Self-Starter Award.” Each week, recognize the family member who took the most responsibility for doing things without being reminded.

from The Parent Institute

Ways to Teach Your Child about Choices and Consequences

posted by Elaine Light, School Psychologist

 A big part of learning to be responsible involves learning to make good choices. And that takes practice. You can help your child learn about responsible decision-making by presenting him with plenty of opportunities to practice making acceptable choices. Even the youngest child can decide which shirt to wear, or whether he wants tomato or chicken soup for lunch, for example. Older children can decide which sport or other after-school activity they want to take part in, or whether they will do their homework before or after dinner. It’s also important to help children understand that the choices they make—both good choices and bad choices—have consequences. Talk with your child about how all choices have consequences. For example:

• I chose to wait until the last minute to do my research project. The result was that I did a poor job and got a low grade.

 • I chose to review my vocabulary words for fifteen minutes a day this week. The result was that I got an A on my vocabulary quiz.

Use examples from your life in the discussion, too. For example, “I chose to sleep in today. The result was that I arrived to work late and felt rushed all morning.” Or, “I chose to pay my credit card bill on time. The result was that I didn’t have to pay an additional interest charge.”

 This kind of discussion can help your child understand that all of us make choices every day, and that we must accept responsibility for the choices we make.

From the Parent Institute

PBIS & SUMMER VACATION

By Mark S. Houle

     It is May and we are getting closer to summer vacation. What will our students do without bulldog bucks all summer? Well, bulldog bucks can follow them home during vacation.

     The students don’t have to be without a PBIS program during vacation. They can also experience it at home. Here are some ways to keep the program alive at home this summer:

*Students can earn bulldog bucks or tickets or coupons for completing chores, good deeds, being helpful, or just being respectful.

*The students at home can earn special events, trips, movies and other neat stuff by collecting their bulldog bucks, tickets, or coupons and cashing them in.

*Parents can also institute PBIS when have friends sleep over by having them earn bulldog bucks, tickets, or coupons during the party to earn prizes and such.

*Upper school students can also earn their bulldog bucks for going out with friends, earning a party, or buying video games or CD’s

The point of this blog is to get us all thinking about PBIS not ending in June, but making it creative at home during summer vacation! Have a great upcoming summer!

DID YOU KNOW???????

By Mark S. Houle

     I was researching articles regarding PBIS and came across one that showed after a period of time

 (4 years), students’ academic progress, test grades, and behavior had risen to a very noticeable positive rate.  At the CGS, we are beginning to see the effects of PBIS. I feel that the students in Pre-K to 8^th Grade look forward to earning Bulldog Bucks while actually acting in a very positive way.

     Now why did I title this blog “Did You Know”???????? Well did you know that many factors make PBIS work?  In the article mentioned, Dewey Elementary School, had students collect tiger tickets as their incentive for positive and responsible behaviors.  They followed 8 steps in bringing their school back into the positive light. Here they are:

8 Critical Factors
For a School-Wide
Discipline Program

These are the steps PBIS organizers advise administrators to start with when establishing a school-wide behavior management program:

Step 1: Establish leadership team membership.

Step 2: Develop brief statement of behavior purpose.

Step 3: Identify positive school-wide behavioral expectations.

Step 4: Develop procedures for teaching school-wide behavioral expectations.

Step 5: Develop procedures for teaching classroom-wide behavioral expectations.

Step 6: Develop continuum of procedures for encouraging and strengthening student use of school-wide behavioral expectations.

Step 7: Develop continuum of procedures for discouraging student behavior violations of school-wide rules.

Step 8: Develop data-based procedures for monitoring implementation of school-wide positive behavior system.

CGS also followed a similar path and we are now having Fun Fridays. Our second is coming up in May.

PBIS can continue to the cafeteria, busses, and maybe home. Check out the article I read at:

Taken from an article by Ellen R. Delisio
Education World®
Copyright © 2008 Education World - See more at: http://www.educationworld.com/a_admin/admin/admin535.shtml#sthash.31rMsazz.dpuf

Show Your BEST by Being a LEADER

posted by Kristen Perrotti

Throughout the school year, CGS students have been learning about and adhering to the school’s BEST expectations. Students in Mrs. Perrotti’s social skills groups have been learning about the difference between acting as a leader vs. acting bossy. Students have been encouraged to think about their own behavior and language when interacting with peers in the classroom, small groups, playground, lunchroom, sports teams, and even home. Often times, students may think they are helping, when instead their actions and words come across as “bossy” to others. It is important to talk to students about how their behavior can be interpreted by others and come up with alternative ways of approaching the situation that is BEST for everyone.

How PBIS and Social Thinking Can Work Together to Create Positive School Climates

Posted by Erin Walker, School Psychologist

Social Thinking is a methodology of teaching social learning to students that has been utilized by some staff at the CGS with certain groups of students for several years. Social Thinking recently released an article highlighting an example of how the Social Thinking methodology can be a successful accompaniment to PBIS in developing a more proactive approach to create a positive school climate as well as creating more opportunities for positive social experiences for all children.

Click Here To Read The Full Article!

Our First Ever Fun "Friday"!

Posted by Erin Walker, School Psychologist 

Students worked hard and showed their BEST to earn Bulldog Bucks in order to participate in our first ever Fun "Friday" event on 3/17/16. Students traded in earned Bulldog Bucks in order to participate in fun events either in their classrooms or in the gym. This was a great way to motivate students to do their BEST each and every day while rewarding them with a fun afternoon.

Below are some examples of the fun activities students chose to participate in:

These lower school students earned Bulldog Bucks to participate in a dance party in the gym.

These upper school students earned Bulldog Bucks to participate in volleyball in the gym.

Information on upcoming Fun Friday events 

will be coming soon!

"Using your Social Filter"

posted by Jillian Perrault

The book “I can’t believe you said that” by Julia Cook is a great resource that teaches students the importance of thinking before they speak. It teaches students about how their “thinking bubble” and “talking bubble” are connected by their “social filter”.  Students learn that your social filter keeps you from saying words that can hurt someone’s feelings and even embarrass someone.  Your social filter makes sure that the unkind words from your thinking bubble don’t make it into your talking bubble.   By filtering your thoughts before speaking, students are taught to understand the meaning of their words and think of the consequences they may have if they make it to their talking bubble.  This helps students show respect which is one of our B.E.S.T. expectations here at the CGS.

“Making Friends is an Art”

 posted by Jillian Perrault

Student’s in Mrs. Lim’s 3^rd grade classroom participated in a whole class guidance lesson to learn respectful ways of interacting with their classmates. We read a story called “Making Friends is an Art” by Julia Cook. “Making Friends is an Art” taught students all about the qualities that make up a good friend such as: being honest, being trustworthy, and showing respect. Students discussed the importance of being a good friend to others and what they can do to be a better friend. They learned that in order to have good friends, you need to be a good friend!

PBIS UPDATE.......UPDATE.......UPDATE

Posted by Mark Houle

     Upper School students have gone from learning about PBIS, to practicing PBIS, to now living PBIS. This is evident as you watch student life at the CGS. Students are being more respectful in areas of the CGS,  showing more responsibility in their classes and specials, showing more safety practices in the halls and cafeteria and recess. TOGETHER WE”RE READY!

     Earning bulldog bucks is only one feature of this PBIS program which promotes positive behaviors. It is teaching students that what they are doing on a daily basis means something. To be acknowledged for positive behavior is fun. Some students take a little more time to accept this. But the more they are shown they are positive the quicker it is to want to be more positive.

     Our Pup Rally on February 12^th showed many excited students waiting to see who would win raffle items. There were so many bulldog bucks to be seen. Each CGS student contributed to these bulldog bucks. The enthusiasm was overwhelming. Congratulations to all winners and the students of the CGS.

     So bulldog bucks will continue to increase at the CGS as positive behavior sweeps across the halls. Keep up the good work! 

PBIS and Internet Safety

Posted  by Mark Houle

I came across this information while researching internet safety and how it fits in with our own PBIS model, especially the safety aspect. While the school can monitor how students use technology daily, parents can also use aspects of PBIS with their children at home. When using social media for positive reasons, positive rewards can be instituted that will hopefully teach the child better ways of using social media on the internet. The following brief article below looks at both and gives parents some tools to use as your child begins or continues using social media on the internet. Then, a parent can use the ideas of PBIS to reinforce appropriate internet usage.

Safe Schools / Prevention Programs Positive Behavior Interventions and Supports (PBIS) Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. PBIS is NOT a curriculum, intervention, or practice, but rather a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. To learn more visit the website: http://www.pbis.org Cyber Safety Technology and Cyber Safety are two very important aspects of student learning. Parent Resources available online: Below are a list of articles written by Lawrence J. Magid, a syndicated columnist for the Los Angeles Times, and host of www.safekids.com and www.safeteens.com. regarding internet safety. Teen Safety on the Information Highway Protecting Your Privacy: Sometimes It's OK to Keep Secrets Protecting Your Family's Privacy What Are The Risks? Family Contract for Online Safety  Other parent resources available online can be found at the following website: About.com Internet Safety Index

The above information taken from the Montery Peninsula Unified School District. (2015-2016)

GREAT WAYS TO TEACH YOUR CHILD RESPONSIBLITY

posted by Elaine Light school psychologist
A major component of the PBIS program is helping students to behave responsibily throughout our school community.  For example in the cafeteria, students learn that responsible behavior includes using manners, bringing their ID's for the lunch line, and throwing away their trash.  Giving our children responsibilities in the home helps prepare them to become responsible and independent adults.

Here are some suggestions  from the Parent Institute on ways to give your child responsibility:
• Create a chore list. Assign age-appropriate tasks that your child can do herself. Add responsibilities as he becomes more mature.
• Involve your child in the process. Let her choose some of the jobs she would like to do.
 • Keep track of your own responsibilities with a “to-do” list and encourage your child to make a list of her own as well.
• Make time to help your child learn to take responsibility. Don’t rush through explanations. Make sure she understands what she is supposed to do. Break new chores into smaller steps while she learns how to do the entire task.
 • Don’t re-do her work for her. If she hasn’t done something correctly, show her how to do it again. Then, let her do it—by herself. • Allow your child to take some risks. Don’t automatically assume that she can’t do something.
 • Be prepared for mistakes. Talk about what went wrong and how your child can learn from the experience. • Praise your child when she demonstrates responsibility. On the other hand, don’t nag or rescue her when she doesn’t. Let her learn what happens when she fails to complete school assignments, do her chores or honor her commitments.
• Be patient. According to research, it takes 21 repetitions for an action to become a habit.

Reteaching Expectations

Posted by Erin Walker, School Psychologist 

A very important component of PBIS is the reteaching of school wide expectations. 

Students learn expectations at the beginning of the year but benefit from repetition and reteaching. A good opportunity to reteach expectations is following a school vacation as students have been away from the school environment for a week or more. Following up with expectations while at home is also a helpful strategy in keeping BEST fresh in students' minds as we continue to progress through the school year. 

Ask your child what being their BEST means in different settings at school such as in the classroom, in the cafeteria, or on the bus and have them give you examples!

Understanding How Our Actions Affect Others: Social Behavior Mapping

Posted by Erin Walker, School Psychologist

Social Behavior Mapping is a method of teaching students how to connect their actions to how others feel, predict potential outcomes, and relate those outcomes back to their own feelings. As members of the CGS community, students are learning how to be their BEST by demonstrating expected behaviors in school. Our actions, whether expected or unexpected, impact those around us. A Social Behavior Map is a visual and interactive method to explain how that works.

An example of a blank Social Behavior Map.

Students identify an expected or unexpected behavior in a given place or situation. They then identify how that behavior makes other people feel. Based on how that behavior makes other people feel, how are others likely to treat you? If others treat you that way, how do you then feel about yourself? Making these connections are crucial in teaching students the concept of cause and effect and that expected behaviors typically produce better outcomes than unexpected behaviors, leading us to feel better about ourselves! When we do our BEST, we are more likely to have the BEST possible outcome!

An example of a completed Social Behavior Map.

February PUP Rally!

                                                                         Posted by Cecilia Cooper, School Psychologist  

On Friday, February 12^th the CGS had its 2^nd PUP Rally of the 2015-2016 school year! Upper School attended their PUP Rally from 1:15-1:55 and Lower School attended theirs from 2:05-2:45. It was announced that CGS students have received over 27 thousand Bulldog Bucks since our PBIS program was implemented in September. Wow! Additionally, “Fun Fridays” was presented to all the students. Beginning in March, students will cash in their earned Bulldog Bucks to participate in fun events of their choice. Our first “Fun Friday” will be held at the end of the day (1:05-2:05 for Upper School and 2:05-2:50 for Lower School) on Friday March 11^th. 

Homerooms of the week were announced and the winners in Lower School were: Kindergarten- Mrs. Black-Jones, 1^st Grade- Mrs. Guertin, 2^nd Grade- Mrs. Parello, 3^rd Grade- Mrs. De La Cruz, and 4^th Grade- Mrs. Sullivan. Upper School homerooms of the week were: 5^th Grade- Mrs. Turmel, 6^th Grade- Ms. Megan-Srybny, 7^th Grade- Mr. Twomey, and 8^th Grade- Mr. Dahlin.

Lastly, winners were selected for all the raffle prizes. The winners were extremely excited upon hearing their names announced! Congratulations to all the raffle prize winners! Keep earning those bucks to participate in next month’s first FUN FRIDAY!

 Upper School Pep Rally!!

Lower School Pep Rally!!

Using "I-Messages" to say how we feel

                                                              posted by Kristen Perrotti
Students in Mrs. Dunn’s 2nd grade classroom participated in a whole class guidance lesson on being a good friend. They learned the 4 steps to delivering an “I Message”. “I Messages” are appropriate responses to give others when feeling frustrated, hurt, or uncomfortable by their words or actions. After learning the 4 steps, students practiced giving the messages to each other. I-Messages encompass all 4 of the B.E.S.T. expectations of CGS.

WHAT YOU SAY:	WHAT YOU DO:
1.    I  feel…	Look at the person, Say the person’s name, Tell how you feel
2.    When…	Tell the person exactly what he or she did or said that bothered you
3.   Because…	Describe how the person’s actions or words have hurt you
4.   I want…	Tell the person what you would like him/her to do

*Remember to use a strong, calm voice when speaking (NO YELLING! –or the “I-Message” will not work!)

The Frustration Triangle

                                                                     posted by Kristen Perrotti

The book “Zach Gets Frustrated” by William Mulcahy, is a great resource that teaches children a 3 step method to appropriately handle their frustration. The “Frustration Triangle” is a great visual that reminds students to 1) “Name it” (say why they are frustrated), 2) “Tame it” (do some deep breathing or another chill skill), and 3) “Reframe it” (change their negative thoughts to positive ones). The use of this skill correlates with one of our school-wide expectations: “Express Respect”.  Rather than acting out verbally or physically when feeling angry, students are reminded to stay calm and use their words to describe their frustration and problem solve respectfully. In order to ensure consistency across settings, parents are encouraged to use this language at home with their children when problems arise.  

      

PARENT'S ROLE IN PBIS

posted by Elaine Light, school psychologist

The National Association for School Psychologists (NASP) recognizes the importance of the role parents can play in school’s PBIS programs.  When parents are actively involved in the educational activities of their children, children are more successful in school. Parent communication with the school and participation in school activities can provide academic and behavioral support as well as help develop a healthy school climate. Listed below are some NASP suggestions for ways parents can support the PBIS programs in their schools:

·         Work to develop a positive school climate.

·         Help teach your children the importance of school-wide expectations at home, at school, and in the community.

·         Volunteer in school activities.

·         Support with teaching of and reinforcement of expectation in home and community settings.

·         Help with school efforts to advertise the program to the community.

·         Work to gather community resources (earn funds, canvas local merchants for participation) for creating and maintaining the program.

·         Take part in the instruction and reinforcement systems if your child is part of a classroom or individual intervention program.

·         Celebrate your child’s successes.

adapted from NASP Communiqué, Vol. 35, #2 October 2006 Positive Behavioral Supports (PBS/PBIS): Tips for Parents and Educators By Candace Cartwright Dee, PhD, NCSP, & John Boyle, EdS, NCSP