Johns Hopkins University Early Identification and Intervention Project
School Of Mental Health
The Center of Prevention and Intervention
PATHS TO PAXNEWSLETTER
Issue #2
TOOTLES TO:
1
3/10/06
Johns Hopkins University Early Identification and Intervention Project
School Of Mental Health
The Center of Prevention and Intervention
PATHS TO PAXNEWSLETTER
Issue #2
BAY BROOK ELEMENTARY SCHOOL
Bay Brook Elementary – Student of the Month board congratulating children for being good PAX leaders.
Lisa Collins (SST) – Uses the Harmonica and PAX cues in the cafeteria and at the After School Program at Bay Brook.
Ms. Slade (Pre-K) – Wonderful PATHS lesson - Did not read from the manual!!! Created Turtle cards on paper clips with the steps to doing Turtle. Excellent job using examples in the lessons that the children can relate to (i.e. choice time).
Ms. Evans (Pre-K) – Excellent job incorporating PATHS to PAX into the academic curriculum (i.e. Mexico lesson). Loved the “Go PAX, No SPLEEMS” cheer that the PAX Kid of the Day leads for the class. Great prize – children danced with instruments on the carpet to the song Rock and Roll Band.
Ms. Morgan (Kindergarten) – Tootles for the green CAPE you made for the PAX Kid of the Day to wear.
Ms. Noor (Kindergarten) – Great job keeping track of the number of PAX games each team won during the week and encouraging children to work towards a bigger prize at the end of the week.
Ms. Sienko (1st Grade) - Excellent job posting photographs of each team on the TOOTLE board J
Ms. Socia ( 1st Grade) – Nice job continuing to count SPLEEMS tightly during the game and responding to SPLEEMS with low negative emotion J
Ms. Ali (1st Grade)- Tootles for creating the supplemental writing activity for the Baxter story (Directions: Write what you would tell Baxter to help him stay in control and then color the picture of Baxter).
Ms. Socia and Ms. Sienko (1st Grade)– Love how you hang the children’s feeling cards above their coat/book bag hooks!!!
Ms. Logan (2nd Grade) - Nice job incorporating PATHS to PAX and Black History Month – played the game during a great activity!!!
Ms. Schaffer (2nd Grade) – Wonderful supplemental activity for the Listening Lesson- great job having children think and solve problems on their own. You do an excellent job clearly stating your expectations before the PAX game begins.
THOMAS G. HAYES ELEMENTARY
Ms. Fedor, Ms. Kardash, Ms. Krieger and Ms. Simpson (1st Grade)– Tootles for playing the PAX Game in the Hallways and during bathroom breaks.
Ms. David (Pre-K) – Wonderful game to review feelings (Children hold-up the feeling card that matches the feelings of the person in the picture you are showing them). Excellent Classroom Management!!!
Ms. Baretta (Kindergarten) – Great job counting SPLEEMS on the chalkboard so that the children know when their team gets a SPLEEM. You do an excellent job playing the game – reviewing SPLEEMS before the game/activity begins and counting SPLEEMS tightly!!!
Ms. Rose (Kindergarten) – Nice job reading the Friends book for the Friends lesson and singing the song Make New Friends with the children.
Ms. Kardash (1st Grade) – Good job continuing to use positive reinforcement with the children and reminding them that you could be playing the Secret Game at any time.
Ms. Simpson (1st Grade)– Loved how you read the book You Are the Scaredy Cat as a supplemental activity to the Scared PATHS lesson.
Ms. Krieger (1st Grade) – Wonderful job creating a “My PAX Folder” for the children’s supplemental writing activities about their feelings. Excellent job with the role plays during the PATHS lesson!
Ms. Fedor (1st Grade)– Great job reading If You Are Angry and You Know It as a supplemental activity to the Mad/Angry lesson.
Ms. Irons (2nd Grade) – Excellent job playing the PAX game when you have children from other classrooms in your class!!!
Ms. Grace (2nd Grade) – Great job making a PAX Kid of the Day Sun Visor for the
PAX Kid to wear.
JOHNSTON SQUARE ELEMENTARY SCHOOL
Ms. Thomas (School Administrator) – Finding the time for consultations with the PATHS TO PAX coach in spite of her demanding job.
Ms. Richardson (Pre-K) – Using PAX sticks with her pre-kindergarten students to encourage participation
Ms. Jacobs (Kindergarten) – Making her “Kid of the Day” feel especially important by allowing the student to complete tasks to encourage leadership.
Ms. Gullett (Kindergarten) – Helping her students create a wonderful “Feelings“ book.
Ms. Shelford (1st Grade) – Sharing an excellent book about feelings, On Monday When It Rained, by Cheryl Kachenmeist.
Ms. Hebron (1st Grade) – Modeling the “calming down” technique and engaging her students in an excellent discussion regarding feelings.
Ms. Neale (1st Grade) – Playing the PAX game outside of her classroom.
Ms. Ware (2nd Grade) – Using her harmonica on a daily basis.
Ms. Krasoski (2nd Grade) – Playing the PAX game consistently.
WAVERLY ELEMENTARY SCHOOL
Mr. McKenna and Ms. Terry (School Administrators) – Creating a weekly schedule for the PATHS TO PAX coach in spite of their busy schedules.
Ms. Metzger (Kindergarten) – Integrating PATHS TO PAX into Message Time.
Ms. Turner (Kindergarten) – Creating a nice PATHS TO PAX bulletin board.
Ms. Glos (Kindergarten) – Encouraging her students to write TOOTLE Notes using inventive spelling.
Ms. Thomas (Kindergarten) – Writing great TOOTLE Notes for her students.
Ms. Richardson (1st Grade) – Allowing her “Kid of the Day” special privileges
Ms. Martin (1st Grade) – Displaying a variety of PATHS TO PAX visual cues around her classroom.
Ms. Clark (1st Grade) – Integrating PATHS TO PAX with her social studies unit.
Ms. Jones (1st Grade) – Allowing the coach to model a PATHS lesson and PAX game with her students.
Ms. Filo, Ms. Parker, and Ms .Coleman (2nd Grade) – Giving honest feedback at the grade level team meeting and providing the coach with great suggestions regarding PATHS TO PAX implementation.
WILLIAM PACA ELEMENTARY SCHOOL
Ms. Minter and JHU EIIP Staff – Being extremely patient for the delivery of laptops.
Ms. Griswold, Ms. Lambke, and Ms. Walker (ISTs) - Supporting implementation in the school and efforts to use strategies outside of the classroom.
Ms. Gaskins (Pre-K) – Creating a supportive environment for her students to problem solve using the TURTLE technique
Ms. Sabares-Klemm (Pre-K) – Playing the PAX game during a variety of settings, including transition times
Ms. Christian (Kindergarten) – Supporting PATHS TO PAX iin all content areas, specifically during journal writing. What wonderful journal entries!
Ms. Sisler (Kindergarten) – Providing students an opportunity to role play problem solving techniques during a PATHS lesson.
Ms. Arnett (Kindergarten) - Integrating high-order thinking skills in PATHS lessons.
Ms. Tucker’s. (1st Grade) – Providing students constructive feedback after playing a great PAX game.
Ms. Byrd’s (1st Grade) –Playing secret games in her daily schedule.
Ms. Baer (1st Grade) – Using PAX language in her instructional program.
Ms. Lyman (1st Grade) –Playing PAX games. using all elements. What excellent games to observe!
Ms. Myers (2nd Grade) Explaining expectations and reviewing student directions prior to playing PAX games.
Ms. Riley (2nd Grade) – Playing the PAX game consistently. Students are always on task.
Ms. Kennard (2nd Grade) – Keeping students on task by implementation of PAX strategies.
Ms. Harden (2nd Grade) – Supporting students throughout a PAX game through facilitation, praising, counting down minutes, etc.
Ms Robinson (2nd Grade) – Providing students with a large SPLEEMS chart for their review
Ms. Davis (2nd Grade) – Using “Feelings Faces” consistently.
1
3/10/06
Johns Hopkins University Early Identification and Intervention Project
School Of Mental Health
The Center of Prevention and Intervention
PATHS TO PAXNEWSLETTER
Issue #2
Ms. Slezicki (Kindergarten) – Giving students
PAX jobs on a weekly basis.
1
3/10/06
Johns Hopkins University Early Identification and Intervention Project
School Of Mental Health
The Center of Prevention and Intervention
PATHS TO PAXNEWSLETTER
Issue #2
TOOTLES . . . to all school staff who participated in the JHU EIIP mid-year evaluation professional development session. The Center staff appreciates your dedication to the project.
Early Childhood Education professional development is essential and provides teachers with the knowledge and skills necessary to implement a quality program. Let’s continue to build a community of learners and provide the youngsters in the Baltimore City school district with quality early childhood experiences.
GREAT JOB EVERYONE!!!
WE HEARD YOU!
Thank you for your feedback on the Mid-Year Evaluation Survey and the wonderful focus group discussions during the January 25th. We appreciated all of your suggestions and would like to take this opportunity to address some of your concerns.
*Remember that what works in one classroom will not work for another.
*When teachers scream at children they reinforce the exact behavior they are trying to reduce.
PAX GAMES
You said: I want to play more effective PAX games.
The Center staff suggests that:
o Prizes have to be meaningful for the children – prize jar.
o SPLEEMS need to be counted tightly during the game.
o Teachers need to reinforce PAX Cues - PAX Hands never harm (behind back), PAX Voices, PAX Quiet, PAX feet never harm.
o Consistency of teacher is essential– Constantly reinforcing positive behavior.
o It is important to establishing teams:
o Balance of the PAX Game Teams – Coach works with the teacher to review the children on each team. Label the children L for Leader, S for Shy, C for Challenge or leave blank if they are not in any category. Use the PAX sticks to put all the shy children in one pile, all of the leaders in another pile and all of the challenging children in one pile. Help the teacher create 3 teams by evenly distributing the L, S, and C children into each group.
o Have the children create a team name to value teamwork.
o For the children who say they don’t care about the game, you need to find out what they do care about….they may want to help create the team name or the prize for the game. By putting difficult children on their own team you make them the center of attention for misbehaving.
o Only put children on their own team if it is absolutely necessary. Make this the exception not the rule.
o Do not single out an individual child by not giving them the prize while rewarding the rest of the team that lost Please remember rules 101 and 102 which state:
o A team member may be removed from a team by a teacher for committing deliberate SPLEEMS, also known as “SPLAMS.” The offending team member must play solo for several days up to a week. If the child’s behavior improves, the teacher may reinstate him or her to a team.
o Laughing, giggling, or encouraging a person who is splamming is a Spleem against one’s team.
o Have active children sit on a medicine ball or squishy cushion instead of a hard chair (which has independent science supporting this as an intervention). The movement stimulates the vestibular area of the brain.
MODIFICATION OF CURRICULAR INSTRUCTIONAL AND SUPPORT MATERIALS
You said: Feeling Faces are not durable.
The Center will provide each school with a new laminating machine to laminate any materials that are not durable.
You said: The PATHS Curriculum binders are too cumbersome to work with effectively.
The Center will organize the binder in smaller units for the fall. In the meanwhile, the Center will provide teachers with dividers to organize curriculum binders. Center staff will provide a Scope and Sequence for the PATHS TO PAX that integrates PATHS lessons with PAX strategies in the fall.
You said: It is difficult to implement with constant SPLEEMERS
The Center is providing a professional development session that will focus on what to do with those students who SPLEEM consistently.
You said: It is difficult to find the time to teach PATHS lessons.
The Center staff encourages you to teach two PATHS lessons each week and play the PAX game as many times as possible during the school day although it may be difficult, particularly during test preparation. Integration of PATHS concepts during social studies, health, and other content areas is one suggestion during those tight times.
COACHING MODEL
You said: The coaching model needs to be modified.
The Center coaches will be modeling more lessons and providing more individualized consultations during future school visits.
PROFESSIONAL DEVELOPMENT
You said: The professional development sessions should be more “hands-on” and less” theory”.
The Center staff is planning professional development sessions for summer ’06 with more review of the curriculum, participant discussion, and role-playing with less theory.
ADMINISTRATIVE SUPPORT
You said: There was not enough administrative support to PATHS TO PAX implementation in your schools.
The Center staff and school administrators meet monthly to discuss support issues. Center coaches meet individually with school administrative staff and provide suggestions for providing support to individual teachers/grade levels.
1
3/10/06
Johns Hopkins University Early Identification and Intervention Project
School Of Mental Health
The Center of Prevention and Intervention
PATHS TO PAXNEWSLETTER
Issue #2
PATHS TO PAX ENVIRONMENT REMINDERS!!!
ü Are the classroom rules posted and Feelings Faces (K-2) displayed?
ü Are other PATHS TO PAX materials posted?
PATHS Kid of the Day Poster (PK-2)
Control Signals Poster (1-3)
Fair Play Rules (all grades)
Class Prizes
PATHS TO PAX Promise
MODELING AND GENERALIZING PATHS TO PAX CONCEPTS THROUGHOUT THE DAY
ü Are the calming techniques (Doing Turtle or using the Control Signals) referenced as problems or intense situations occur in class/hallway/cafeteria, etc?
ü Is there emotional coaching throughout the day?
ü Are students encouraged to express their feelings and feelings are validated?
ü Are students coached in appropriate ways to interact with others and praised when they do?
BUILDING SCHOOL-WIDE IMPLEMENTATION
ü Is PATHS TO PAX referenced in the morning announcements?