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Sample “Family Cool Tools” to Guide Planning

Authorship Notice:

The Home-School Cool Tools provided in this section were authored by

Gayle Tavares, NSSED Behavior Specialist and

North Region PBIS Coach

PBIS FAMILY COOL TOOLS

Why?

Family Cool Tools are one-page lesson plans written specifically for families. Family Cool Tools are one way to help families and school staff partner in teaching children additional behaviors and skills that align with school-wide expectations.

Family Cool Tools cover very similar topics as the School Cool Tools including: Having a Plan, Dressing for the Weather, Playing with Peers, etc.

How?

Family Cool Tools should be concise, one-page or less and contain the following elements: 1) the link to a school-wide expectation, 2) why the skill is important, 3) teaching scenarios, 4) conversation points and ways to practice the skill, and 5) follow-up activities for families and their children to encourage the new skill or procedure.

When?

Family Cool Tools can be shared with families in a number of ways:

o A Family Cool Tool can be shared on a regular basis (weekly, monthly)

o Whenever a particular School Cool Tool is being taught, the corresponding Family Cool Tool could be sent home

o A letter can be drafted describing the School Cool Tools and the Family Cool Tools. Families desiring the packet can receive one at the school office

etc

Cool Tool

UNIVERSAL EXPECTATION: Be Respectful, Be Ready to Learn

NAME OF THE SKILL/SETTING: Following Directions

SEL STANDARD: 2C

|PURPOSE OF THE LESSON/WHY IT’S IMPORTANT: |

|To teach children that following directions demonstrates respect toward themselves and others. |

|To teach children that there are benefits for following directions as well as consequences for not following directions. |

|TEACHING EXAMPLES: |

|Your child received a birthday present that required assembly. Your child asked you to help put it together and you told him/her that you would help |

|after dinner. Your child didn’t want to wait and decided to try and put it together alone. Your child saw the instruction book but chose to ignore it |

|and tried to put it together without following the directions. An hour later your child had broken three of the pieces and was crying. Ask your child |

|what was done incorrectly in this situation. Discuss with your child that following directions whether written or verbal usually makes things easier in|

|the long run. |

|Your child loved to go to free swim at the pool. Your child and her friends were playing in the pool one day when the lifeguard blew the whistle three |

|times. They knew that the whistle meant that all children had to get out of the pool for 10 minutes. They didn’t want to get out and procrastinated at |

|doing so. Talk to your child about why there are rules and directions that need to be followed. |

|You asked your child to clean his/her room before playing video games. Your child said O.K. and did as was asked. You walked by the bedroom an hour |

|later and saw that it was clean and that your child was playing video games. Talk to your child about how happy and proud you would feel. Ask your |

|child if they would like it if you felt that way. Ask your child if he/she would be proud in this situation. |

|KID ACTIVITIES/ROLE – PLAYS: |

|Discuss or list different kinds of written directions your child will experience (ex. Instructions that come with games, directions on school work, |

|etc.). What would be the consequences of not reading and following directions? |

|Talk about the types of verbal directions your child receives at home and in the community. Share the kinds of directions you as an adult have to |

|follow (ex. Traffic, paying bills, work obligations). Discuss what good things come out of following directions. What are some of the consequences of |

|not following directions? |

|FOLLOW – UP REINFORCEMENT ACTIVITIES: |

|Pre-teach giving a direction by saying, “This is a direction I need you to…” |

|Verbally praise your child when he/she follows directions. Intermittent rewards can also be given. |

Cool Tool

UNIVERSAL EXPECTATION: Be Respectful

NAME OF THE SKILL/SETTING: Asking Questions/Sharing Information

SEL STANDARD: 2A

|PURPOSE OF THE LESSON/WHY IT’S IMPORTANT: |

|To teach children to watch and listen for the appropriate time to ask questions or share information. |

|To teach children how to interrupt appropriately in a situation that is very important. |

|TEACHING EXAMPLES: |

|Your child was doing homework and was having trouble with a math problem. Your child came into the kitchen to get help from you and saw that |

|you were involved in a conversation. He/she interrupted and said, “I need help with my math.” Ask your child if there could have been a more |

|appropriate way to let you know that help was needed. Discuss alternative approaches such as waiting for a lull in the conversation, saying, |

|“Excuse me,” and then waiting for an acknowledgement before asking for help, or waiting until the conversation was finished. |

|You are on the phone when your child comes home from school. Your child’s friend is waiting outside to see if your child can come over to his|

|house. Your child waits a few minutes for you to get off the phone, but realizes that this is going to be a long conversation. Discuss with |

|your child how this situation could be handled. Some alternatives include writing the question on a piece of paper and giving it to you, your|

|child asking the friend in the house until you are off the phone, and using a non- verbal signal that you and your child pre-arrange to ask |

|if he can interrupt. |

|Your child and his friend are using skateboards outside the house. Your child’s friend fell and was hurt. Your child comes into the house and|

|sees that you are talking to neighbor. Discuss with your child that there is a difference between interrupting when it is very important and |

|interrupting when it is not. Discuss and list what types of things would make it allowable to interrupt (ex. Somebody is hurt, somebody |

|could get hurt, alarms, etc.). |

|KID ACTIVITIES/ROLE – PLAYS: |

|Role-play any of the above situations. First role-play an inappropriate way to interrupt, next the appropriate way. Discuss the differences. |

|Decide on a non-verbal cue your child can use if he/she wants to tell you something or ask a question when you are talking with someone else.|

|Let you child know that the cue doesn’t necessarily mean that he/she will be listened to immediately, but it will help to make you aware of |

|the need for interaction. |

|FOLLOW – UP REINFORCEMENT ACTIVITIES: |

|Compliment your child when he/she waits to ask a question or share information. |

|Remind your child of the expectations before having conversations with others. |

Cool Tool

UNIVERSAL EXPECTATION: Be Respectful, Be Safe, Be Ready to Learn

NAME OF THE SKILL/SETTING: Life Long Expectations

SEL STANDARD: 3C

|PURPOSE OF THE LESSON/WHY IT’S IMPORTANT: |

|To teach our children the expectations of Being Respectful, Being Safe, and Being Ready to Learn. |

|To teach children that when these expectations are followed in the home and at school, they will be able to take pride in themselves. |

|TEACHING EXAMPLES: |

|Begin with initiating a discussion about what it means to Be Respectful. Give examples of how people who are respectful to themselves (ex. doing|

|the best they can), respectful to each other, (ex. taking turns, using good manners), and respectful to property (ex. taking care of our |

|belongings). |

|Talk about the expectation of Being Safe. Explain that Being Ready to Learn is also Being Respectful of yourself and others. Give examples of |

|the safety precautions that you take in your household, when you’re playing outside, and (or) when walking around the community. |

|Discuss what it means to Be Ready to Learn. Explain that Being Ready to Learn is also Being Respectful of yourself and others. Give your child |

|examples of how they will show you they are listening to you (ex. eye contact, listening, answering your questions). |

|Talk about how learning is something that takes place in the home just like at school. Remind your child of a time when you have taught them how|

|to do something. |

|KID ACTIVITIES/ROLE – PLAYS: |

|Based on the settings that your child is in everyday (ex. going to the store, eating a meal, watching T.V., answering the phone) ask you child |

|to give examples of how he (she) can Be Respectful, Be Safe, and Be Ready to Learn. |

|Ask your child to give examples of how these people demonstrate the three expectations. |

|After this discussion takes place, role-play the respectful way to behave in a specific situation (ex. playing with a sibling, doing chores). |

|Use praise when the role-plays are done appropriately. |

|FOLLOW – UP REINFORCEMENT ACTIVITIES: |

|Make an agreement to help each other follow the three expectations. Talk about two specific behaviors that you and your child can do to show |

|each other that you are trying to follow expectations. |

|Make a poster of the expectations. Display it in an area of your home where it can be seen easily. |

|Praise your child when you see that he/she is following expectations. A chart can also be kept to show how often the expectations are being |

|followed at home. |

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