Challenging Student? Check out these Cool Points Charts!

I was planning to do a blogpost on my cool points charts in the next few weeks, but a teacher blogger friend of mine needing assistance has speeded up this post!

Many students cannot handle consequences! They cannot handle punitive classroom management systems such as moving a clip down or getting a sad face. You will especially see this in many students with Autism, but many of these students that have a difficult time with consequences are students that live in a negative world. Their world evolves around negativity. And most the time, these are the students that really need nothing more than just "a little bitta love!" Most of these students are used to failing, getting reprimanded, and that's all they know....that's how they get attention! 

I always say "Praise the best, ignore the rest!" Yes I know there are times when we cannot ignore the rest, but when you can, do so.....pick your own battles! Let's face it, some behaviors just aren't worth our time. The only time I make it worth my time, is if it involves harm to themselves or others, or if they are damaging property. All else, ignored! Heck, I let a student write all over his desk with a marker today! Was he hurting anyone? No. The marker will wash off and had I have chosen that battle he would have escalated and the room would have been in total chaos. Instead, the room remained calm, my other students are trained to ignore as well, and the student stopped once he found out we didn't care. Shortly after he stopped, he was praised immensely for good behavior! 

OK, so back to the "Cool Points" charts....getting a little off topic here with discussing behavior....can you feel my passion??! So as an alternative for those students that can't deal with consequences, these cool points charts are amazing!

 What makes them so amazing for these specific kids is that they are always receiving points and reinforcement every time their chart is checked, but much less if they misbehave. 

So for example, if you look at this student above....and btw, the reinforcements must be powerful....they must be things the child likes and wants......this child loves more than anything at school pretending to be the teacher, so if she earns top points, she gets to teach the class! She also likes to color and play with dolls, but not NEAR as much as she likes to teach! So the lower her points the less her reinforcement is, BUT she's getting reinforcement for at least trying or putting forth some effort even if she doesn't completely succeed.   

In this chart, the student was obsessed with drawing, so he tallied his minutes and then got that many minutes of drawing time. 

Notice how this child's chart has no "0" for points, 1, 2, and 3. This child had extreme difficulties with consequences, so he still earned a one when he didn't do it, but again less points, less of a reinforcer. He was still able to feel some success though!

It really depends on your student. There's definitely no cookie cutter for behavior plans. What works for one student may not work for another. But you can see how I have customized these per student. For most students we do a "cool points check" every hour as you can see, but you could do less or more frequently depending on the child's needs! More severe behaviors may need to be checked and reinforced more frequently!! But every hour has been suitable on the average. My students that use these fold them in half and keep them on their desks as a reminder of their behavior and what they are working towards.

You can also see how the first chart has clocks on it for the child that was always asking if it was time to check her cool points chart. :) You may also need to customize the times around your class schedule, lunches, and such.

You can even make them more personalized or even girly. I did have some pretty girly ones with hearts and glitter I made last year, but lost them in my computer crash! :( Appearance can be very enticing for many students!

If you'd love to try this approach and aren't very computer savvy or don't know how to make a cool points chart, I've put together a little editable of the ones shown above that you can open in powerpoint and edit. If you need assistance or need something a little different to meet a student's needs, or have questions, let me know and I'll try to help!

These have been very successful in my classroom with those challenging kids and I hope they will help you and your challenging student too!

Student Self-Monitoring is SO Powerful!

I am a huge fan of student self-monitoring! Whenever possible, students should be self-monitoring. While my focus of this post is on self-monitoring behavior, students should also be self-monitoring their academics too! 

Self-monitoring is SO powerful! It makes students more conscientious of how often their behavior occurs, holds them accountable, decreases behaviors, teaches them independence and the best part for teachers, it puts the data collection in your students' hands; allowing them to collect your data for you! Who wouldn't want someone else to take their data, right!?

When we are constantly reminded of something over and over, we tend to change it or remember it. If you, the teacher, is the only one monitoring their behavior, are they even aware of how often they are engaging in a behavior?? Let's say I have a student that hand flaps. If I silently mark a tally every time she hands flaps, yeah, I've got my data, but how am I teaching her not to hand flap? Or furthermore, how do I teach her how to stop hand flapping!? Self-monitoring also teaches the appropriate behavior to your students!!!

I can also say from firsthand experience, when students monitor their own behavior, behaviors diminish at a much quicker rate. Depending on the behavior, sometimes in a matter of days. For instance, I recently broke a student from putting his hands in his pants in 4 days, because he got tired of going all the way across the room to mark his chart every time he did it. As students become more conscientious of their behavior, I see them begin to catch themselves and refrain from engaging in the behavior. 

Here are some different examples of how I have my students self-monitor their behaviors. Keep in mind...just like we have to differentiate everything in our classrooms, self-monitoring is no different. 

This is my utmost favorite data collection tool that I use in my classroom. I simply LOVE the way it graphs itself. You'll see a sample below. 

This is the one I used for my student that was putting his hands in his pants. Each time he engaged in this behavior, I say, "Go mark your chart, your hands are in your pants." He puts a line through the next number for the date and at the end of each day, I circle the last number marked and connect the circles for an instant graph! It doesn't get much easier than that! And by all means, we do not want to make it convenient for them, so I always place the chart on the other side of the room, requiring them to get up, walk to it, and mark it. This is very important!

I'm sure some of you are saying, "My students wouldn't be able to that." A third of my students in grades 3-5 are high functioning, so they are able to do this, and for some I do hand-over-hand. For others that don't get this and need something more visual, I use this self-monitoring tool, which is the same concept. 

I still say, "Go mark your chart [and state the behavior]", but the student places a sad face on the Velcro strip. I then count those up at the end of the day and transfer them to the frequency sheet/graph I showed you above.  

For my students that have more aggressive and defiant behaviors and are escalated by being asked or may even refuse to mark a chart, these kids LOVE their "Cool Points Charts!" And I do too! This is second favorite tool for self-monitoring. 

This is one I am currently using with a newer student that just joined The Bender Bunch Family in December due to behaviors only. I have had great success with my Cool Points Charts and have been using these with my students for over 4 years! Every hour he and I do a "Cool Points Check." He fills it out. If he did it, he gets 3 points, if he did it sometimes, he gets 1 point, and if he didn't do it, he gets 0 points. Then, he gets the reinforcement that matches his points earned on the right. This allows for even those most aggressive and challenging students to still reap some reward and feel some success in life by at least earning a simple snack for trying. Just one point earns this child a snack for his efforts, but again I differentiate these depending on the student and the severity of their behaviors. He is self-monitoring his behaviors and these are filed in his binder as data....and might I add, his transformation has been remarkable. He can't wait to check his Cool Points every hour. 

This is a great self-monitoring tool that I use with students that have trouble marking the frequency chart, but can color, and only have up to 10 incidences per day. Each time they engage in the behavior, they color in a rectangle.

 This one is like above, but for students that engage in their behavior more frequently and need to self-monitor each hour. 

 The template below is copied on the back of the charts above and lists the student's pre-determined reinforcer menu according to reduced number of incidences. So, on this one it is the opposite of the Cool Points Charts. They will earn their best reinforcer based upon less points.

 For students that are having difficulties in Specials; Art, P.E., Library, etc. I use these. With these, students receive their best "A" reinforcer for "Awesome," a smaller "B" reinforcer for "OK," and in this case, "No Reward" for "Not Cool" Behavior. Again, it really depends on the student as to how I critique these. 

 This one is like above, but adapted for students that need more visuals, and not words.

 Some teachers like to use a Behavior Contract. I personally rarely use this tool for my students, as they need daily, minute-by-minute, or hour-by-hour monitoring, but it serves as a great tool for students that may have less frequent behaviors that don't occur on a daily, minute, or hourly basis and for students with long term goals. 

I hope you will try self-monitoring in your classroom and that it will be as successful for you as it is in my classroom! As an exclusive follower of The Bender Bunch and a WE TEACH SPED fan, you can download all of the EDITABLE self-monitoring tools I explained above {here} for free and start student self-monitoring in your classroom today!!!

Follow along next month where I will be posting about free classroom websites to use in your classroom and how I run and color code my differentiated classroom centers. 

Reinforcing the Difficult Child When Token Boards Don't Work!

I use token boards in my classroom every. single. day! They are very effective for most all of my students, but there are some students that they just don't work for! Maybe the student needs a more age-appropriate reinforcer system, or throws a fit when they don't earn a token, or always rips their token board up. OR, maybe the student cannot return back to unpreferred activities after their reinforcement time is up! This was my student! 

My student always wanted to earn tokens and work for iPad, computer, or coloring, but once their time was up, they refused to come back to work. Even though a minute or two warning was given to prepare the student, getting them back was frequently a nightmare! So I had to come up with a solution where I could still reinforce the student as frequently as needed, but avoid the nightmare of the reinforcement ending.  

I knew that this student was very materialistic. They loved money and more than anything wanted to choose something from the Treasure Tree every day, but seldom earned this reward! So if you're saying, "Oh, this is so my student," then check out the system that is working for this student in my classroom! This system works especially well with ED (emotionally disturbed) or EBD (emotional behavioral disorder) students that have a hard time dealing with negative consequences. 

I took away the token board and began rewarding with play dollar bills instead.

 Students can store them in their own personal box in their desk, which makes them feel special!

 For this student, I bought them a cute, designer lock box with their own key to make it an even more powerful reinforcer for this child....as  I knew how much they loved things like this!

 They were instantly motivated to earn dollars to put in their special lock box and to unlock it with their own key! Much more motivated than they were with the tokens!

I began monitoring and having this child self-assess their behaviors at the end of each hour, much like I was already doing using my "Cool Points Charts." Only now, rather than my student earning their iPad, computer or coloring at the end of each hour this student earns a dollar bill each hour to put in their special, private lock box, and can cash them in at the end of each day for things they want. If they didn't display physical aggression during that hour, they earn a dollar bill. If they did, they do not earn their dollar. For students that cannot refrain from aggression when they do not receive their dollar bill, you may have to set up a system to where they will earn 50 cents if they refrained some of the time, and maybe a dime or a penny if they didn't refrain during the hour. This is sometimes necessary for ED or EBD students that cannot handle the negative consequence. 

They are still receiving positive reinforcement as before by receiving their dollar bill, and get to cash them in at the end of each day for things they weren't able to earn on the Treasure Tree before, but now there are no more struggles with ending hands-on reinforcers throughout the day. All students are of course going to be different, so you should adjust times, frequency, and reinforcers as needed to meet the individual needs of your student(s).  

The reinforcers they can buy at the end of the day are leveled by price. My student can earn up to $6 a day since there are six hours in our school day, so that gives them the opportunity to earn their largest reinforcer every day! I have 3 drawers where they can cash in each day; a $1 drawer (mediocre, not the coolest), a $3 drawer (cool stuff), and a $6 drawer (very cool stuff). This allows these difficult students to still feel some level of success even when they haven't had the greatest day! They are so accustomed to living in a punitive world, always being scolded for their behaviors and for not listening, so this system allows them to still feel some success; motivating them to achieve more. It is so important that these children still get to feel some level of success in their lives!!

My student expressed an interest in wanting to check items out to take home and snacks, so I also have sheet on the side that lists prices for checking out an item to take home and prices for a snack. Occasionally, I even purchase a larger, more spectacular item that costs more to them than their $6 level to motivate them even more to work extra hard and save their money over a few days to buy! 

Time is easy to manage. I use this timed timer and every hour it goes off and is turned off, it is immediately reset again. Easy!

  I like the timed timer too because it allows your challenging student to manage how much time they have left and to push themselves to achieve their goal. 

Again, each child and behavior is going to be different. There is definitely no one size fits all when it comes to behavioral programs. You will need to do some critical thinking and find the most effective method for your student(s). But if you have a challenging student that token boards are just not working for, critique my system to meet the needs of your student and give it a try!

If you need some help or suggestions, leave me a comment below and I'll do my best to offer you suggestions! Also, check out my "Cool Points" Charts, which may be another alternative to reinforce your challenging students that token boards just don't work for!! 

Dealing with ED/ODD Students the First Week of School

Are you ready for back to school? It's our last week of the summer blog hop and this week is all about the first week of school. Originally, this post started as a post where I was going to share with you my BOY checklists and what I do the first week of school in my classroom, but then I received a message from one of my readers asking me a great question! 
      Quote: I accepted a position in a new district and it's a second grade behavior self-contained class. I am very excited, yet very anxious about the beginning of the school year. I saw on your blog that your specialty is behavior and was wondering if you have any pointers for planning the first week of school and any strategies to use with students who are ED and ODD. I would really appreciate it!

So I thought it would be perfect to use her question as the focus of this post and to hopefully benefit others as well that may be going into a new year with challenging behaviors!

Here are some pointers for tackling those challenging behaviors for your new students.

Prior to the start of school

1. Review the child's IEP and check to see if there is a BIP (Behavior Intervention Plan). There should be a BIP, but it is not uncommon for there not to be one. Familiarize yourself with what the child's behaviors are, the function, settings, reinforcement menus, etc. 

2. Designate a "safe spot" or a "cool down area" in your classroom where students can go to de-escalate. Make this area soothing and inviting, but safe and free of obstacles they could use to further hurt themselves. Also have an area where you can easily block and contain the student if needed.

3. Put a crisis management plan in place. Have a plan in case of crisis. For example, what will you do if the child if the child starts throwing things? Will you remove the students from the room, where will you take them, who will take them? What will the procedure be if you have a runner?

4. Have a classroom management system designed and in place to begin on the first day of school. How will you manage classroom behaviors as a whole? Clip chart, stoplight method, whole group token system, cards flipped, etc. 

5. Get organized! Your unorganization can cause chaos for the ED or ODD child. 

6. Share all of this information with your classroom aides and other staff that may be involved. I provide an instructional plan to my aides for each student. You can grab a copy of my instructional plan here. 

On the first day of school 

1. Begin building a rapport/relationship with the student from the start! Introduce yourself. Tell them how happy you are to have them in your class. Most of these students are used to not being liked and being rejected. Make them feel wanted. Begin building trust. You could even begin this process prior to the start of school, by sending them a postcard or dropping them a phone call.

2. Give the students a tour of the classroom, showing them all of the areas/centers and areas that may be off limits. Show them the cool down area and explain what it will be used for.

2. Review classroom procedures and set clear, concise expectations from the start. Remember, it is easier to lighten up than it is to toughen up! Check for understanding. For instance, after reviewing your procedures...ask the ODD child, "Ok, what are you going to do if you need a drink of water?" Child: "Raise my hand." Make sure they understand and post visuals of these rules and procedures in your classroom that they can understand.

3. Practice, practice, practice!!! Spend the first day practicing procedures. Practice walking in line, practice fire drills, practice center rotations, etc. Make it fun by making it into a game. 

4. Be consistent!! Set your rules and guidelines and stick to them. Never negotiate! Consistency is key!

Dealing specifically with the ED or ODD student

1. Conduct a reinforcement assessment immediately on the first day. Hopefully if the student had a BIP, you already have a good idea of powerful reinforcements for the student. If not, you will want to conduct an assessment right away! To do this, sometimes you can just ask the student what their favorite things are. You can also ask their parents. Another way is to provide the students with free time in the classroom providing a variety of toys, games, activities, crafts, computer,etc. and sit back and watch. Let them have the run of these things.What does the child seem to be enticed by? What are they playing with the most? At the end of the school day, take these items and put them away and make them only available contingent upon good behavior. Sometimes the most powerful reinforcement for a child may even be a particular snack or even a squeeze or verbal praise, so take note of these reactions during your assessment as well. Since I'm on vacation, I don't currently have access to my reinforcement assessments, but you can locate many online.

2. Give frequent positive praise. Catch them being good constantly. Be proactive. Don't wait for them to misbehave. Ex. "I love how well you're following directions. Great job!" "I love how you raised your hand to get out of your seat."

3. Always provide immediate feedback whether they're doing it right or wrong. In number two, I gave examples for if they're doing it right. If they're not, you might say, "I asked you to get out your notebook, but you're not following directions, can you please get out your notebook?" "Ok, now you're following directions, awesome possum!" Be funny, make them laugh when they're following directions! 

4. If they continue not to follow directions, planned ignoring and recognizing students that are can be a great tool. Ignore the student, and maybe walk around the room saying to the other students, "I love how you're following directions," and place a couple of M&M's (one example) on that student's desk or something you know the defiant student really loves. 

5. Don't give attention when the student is misbehaving (planned ignoring). We want to teach the student how to seek attention appropriately. Most of them are used to only getting attention when they misbehave and it is our goal to change that.

6. Because these students are so used to negative attention in their lives and living in a punitive world, don't be negative. Rather than using negative consequences, ignore when you can, and praise the good behaviors. Praise the best, ignore the rest. Many times you will not be able to ignore behaviors that become severe, but this is when your crisis management plan will come into place.

7. Never take something away that the student has earned. If they earn it, it's theirs. Remember, these children are used to everything being taken away and losing privileges.

8. Also, moving a clip down on a clip chart or flipping a card for bad behaviors, do not work well with ED and ODD children. Most of the time, asking a child that is ED or ODD to move a clip down or flip a card will only escalate their behaviors. Avoid it! While I use a clip chart in my classroom, my ED and ODD students are exempt from it. They use a token system instead or a cool points chart. You can read all about my "Cool Points" charts here and find token boards here. You can read about my whole group token board here.

9. Put a positive reinforcement or token system into place asap once you've completed your reinforcement assessment. It may not be possible to have this in place right away, as you need to get to know the student, but do it as soon as possible.

10. Positive reinforcement must be POWERFUL! Don't just assume because you think all kids love gummy bears that this child will. That is why the reinforcement assessment is so important. It must be something that is powerful for them!!! Something they want so bad, they are willing to do anything to get it. Always make these reinforcements available only contingent upon good behavior. 

11. Increase and decrease the frequency of reinforcements as needed. For example, an ODD student that is disruptive every 10 minutes will need opportunities for reinforcement more frequently than a student that is disruptive every hour. 

12. Be proactive by seating the child near positive role models.

13. Teach the student calming techniques and strategies through the use of social stories and providing them with their own calm down kit. Autism Adventures has a good one here that also includes a social story that I use in my classroom.

14. Be a good listener. Encourage them to talk about their anger and frustration once they have de-escalated. Provide them with replacement behaviors. Build that trust!

15. Begin collecting data right away on the frequency, duration, and severity of behaviors to assess the progress of the reinforcement system. If progress is not being made, then you need to make some adjustments. You can find some timesaving charts here that I use to take data on behaviors in my classroom.  

These are just some quick tips to help you with the first week of school! Remember, no two students are the same. What may work for one, may not work for the other. Get to know the child and make adjustments as needed! If it's not working, change it!  

Here's to a great first week of school!

Now head over to My Special Learners for more tips!

My Classroom Behavior Management Plan

I'm dropping by today to share with you what my classroom behavior management system looks like. Of course I also have individual systems in place too, like my cool points charts, self-monitoring sheets, and token systems you've probably read about...but this is an overview of my "whole" classroom system. 

Yes folks, I do use a clip chart and love it! My system is much more than just a clip chart though!! It is not only easy for my students to understand, but is a very powerful visual for my students and let me tell you why. There are other components that make it so powerful!

My student's take home charts completely align with the clip chart. The emotions on my clip chart match the faces on their take home charts. This is another thing that makes it so comprehensive and meaningful for my students. This allows all of my students, even my lowest functioning students to easily understand their take home chart. These hang in student view each day.

Students having a rough day can often be caught sneaking a peek at their chart to see what they got.

Here is a closer view. The clip chart is recorded on their take home charts 3 times a day. This allows students that may start out rough to turn their day around and end on a good or super. Parents are required to sign them and return them each day. Then, they are filed in an individual student binder as data. (Sorry for the end of the year rough copy that's been recopied over & over. The original is crisp)

Students that end their day on good or super, get a small treat on their way out each day from this little drawer that sits at my exit door. Again, this is very successful for your challenging behaviors, because it gives those students the opportunity to turn their day around, rather than figuring, "Oh, I already blew it and got sad so I may as well misbehave the rest of the day now." 

I also change this up from time to time with stickers, no homework coupons, or a stamp on their hand. (On a side note: Make sure to keep your "end of the day treat box" filled with treats that those challenging behavior students LOVE!!)

What else is key and makes this system so powerful is "The Treasure Tree." One of my classroom favorites!

Every Friday, students that have ended every day that week on good or super on the clip chart, get TREASURE TREE! So there's a daily incentive and opportunity to turn your day around, and then this provides a weekly incentive. So how do I keep track of who gets treasure tree on Friday?? Very simply (and my aides do it).

These incentive charts are marked at the end of each day with where they ended up on the clip chart. Here is what the colors mean.

Purple = Super

Green = Good

Yellow = Warning

Red = Sad

So, as you can see, this student ended on warning (yellow sticker) on this particular Friday, so she did not earn treasure tree. She did earn it though for the previous weeks; weeks 1, 2, and 3, and she got the "end of the day" treat on Mon.-Thurs. The two "X's" means she was absent or there was no school.

This system is even more powerful when parents buy in and support it. I say this because the students that have consequences at home for coming home with warnings or sads, are the students that are not only frequently checking their charts, but are also the students that literally will cry when they have to move their clip down. 

Students that don't have consequences at home, still want to follow it, because they want that end of the day treat and that prize they've been eyeing all week on the treasure tree. 

That's why the treasure tree is also another powerful component to this system. It is an incentive in itself. New prizes are added every Monday morning and they can't wait to pick out what they're going to work for each week when they arrive on Monday morning. It also remains there as a visual reminder all day and all week long!

I also love the treasure tree because the time my students used to take rummaging through the treasure box breaking other toys trying to decide what they wanted, and me having to do a countdown to help them make a decision DROVE ME CRAZY! Not with the treasure tree. BTW, it is out of student reach.

I could just go on and on, because I love my system so much and it is so effective! But I won't! I'll leave you with some frequently asked questions though, that you might have too.

Q: What about dealing with more aggressive behaviors in the classroom?
A: The first paragraph of this post has 3 links that offer suggestions with this. Plus, if you search "behavior" on my blog you'll find many posts.

Q:What if a student is absent 3 days? Do they still get treasure tree on Fridays? 
A: No, I require a student to be at school at least 3 days that week to be eligible to earn treasure tree. It's not fair that other kids have to work hard all week to earn it. 

Q:Do you still give the candy/sticker treat at the end of the day on Friday too?
A: No. That is only given on Mon.-Thurs.

Q: How do you find the time to keep up with this? 
A: This is all delegated to one aide. My aide takes 20 seconds to mark "morning" on the take home charts on her way out to lunch. She marks "afternoon" upon their return from lunch and specials. Last 30 minutes of our day is "social time" and this is when she marks "end of day" and takes care of the stickers charts.

Q: How are the clips moved?
A: Students are simply asked to move their clip. They are always happy to move up, but of course not always happy to move down. If a student refuses and staff has to move it, then the clip is moved down two times. So instead of going to warning, they would go all the way to sad.

Q: What if a student is ODD and simply refuses to use clip system and/or gets very angry and has a meltdown when clip is moved.
A: Good question! Occasionally, you will have a student that you simply cannot ask to move a clip down due to their negative response to punitive consequences. For those students my "Cool Points" charts are very effective. 

Q: Is this a new system you started?
A: No, I have been using this exact system in my classroom for 5 years and will continue because it is so effective and meaningful for my students. If it's effective, why change it? 

Q: If I use a clip chart will I be focusing on negative behavior?
A: No, my classroom is centered around and functions on positive reinforcement. I believe in catching my students being good and reinforcing positive behavior, while ignoring the negative. "Praise the best, Ignore the rest" is my motto. But there are times when we simply cannot ignore a negative behavior and a child needs to be held accountable for his actions and learn to understand consequences. 

If you need something new and you'd like to give this a try in your classroom, the take home behavior charts are available in a few versions that I have customized for other teachers and are FREE at this link.
Take Home Charts

You will find the clip chart link at the link above too.

I couldn't find my exact tree I use for my "Treasure Tree" (5 yrs old), but you can find a very similar one here. 

Just remember with anything, it has to be implemented with fidelity and consistency. This clip chart could not stand alone. It would have no meaning whatsoever. It is the components that all tie in with it and the consistent implementation that my staff and I fulfill that make it so effective and powerful. 

If you have more questions, leave them below with your email and I'll get right back to you!

Happy Summer! 

Back to School Resources - Day 6 SEL and Social Skills

It's the last day of my back to school blog series! If you missed any of the days, you can always go back and check them out! 

Day 6 - SEL and Social Skills

Social Skills for a Year! Finding social skills curriculum as you know, is very difficult which is why I created this social skills curriculum for my students! Lessons for every week of the school year at a level that's easy for students to relate to.

Our Goals is a great way for your students to set goals for themselves and display them in your classroom!

Positive Mindset Exit Tickets!

Teach children about good character and how to make good choices with these Character Trait Discussion Cards!

Display a positive affirmation in your classroom each week with these light box inserts!

These coping strategy cards are excellent for any calming area. 

Students in the calming area also enjoy coloring these mandalas with our Positive Affirmations Coloring Book!

Help students make good choices with these social emotional learning activities!

Set the tone for a positive mindset with these "Positive or Negative" task cards!

Catch students making good choices with these positive take home notes!

This is an effective tool for your most challenging students! Cool Points Chart!

Cool or not cool? Another effective tool for your challenging students.

That wraps up the 6-day "Back to School" blog series. Go back and check out any of the previous posts that you missed! The only thing I think I missed is life skills. So stay tuned in the near future for a "Life Skills" resource post. :)

~Traci