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Dickinson ISD promotes the belief that behavior skills can be taught. When a student does not know how to read, we provide reading interventions. When a student does not demonstrate pro-social classroom behavior skills, our goal is to provide direct instruction of social skills. All behavior is communication. The district expectation is that all staff operate within a Restorative Practices Framework with the goal of developing relationships with students that foster positive classroom and community behaviors.
The Behavior Team provides students with behavioral challenges opportunities and experiences designed to teach behaviors that promote social and personal growth within the school setting. The team also consults with teachers to provide strategies to aid with behavior management to maximize students’ access to the general education setting. This team is comprised of an LSSP, Campus Level Behavior Coaches, and 6 ABCD teachers.
Omar Cobo, LPC
Team Leader Profile:
Omar Cobo joined Dickinson ISD in 2019 as a Licensed Professional Counselor. Omar Cobo graduated from Nova Southeastern University with a Master Degree in Mental Health Counseling. He completed his graduate internship at Family Service Center of Galveston County. His goal for his team is to empower students to be successful by developing relationships, providing appropriate interventions, and monitoring progress toward mastery of student goals.
Social Skills Instruction
Social Skills Instruction encourages students to develop and practice the competencies involved in learning social rules and expectations with the goal of being autonomous in demonstrating those skills.
The core social skills for successful social interactions include:
Social Skills Instruction can be based on individual or group instruction, as well as a combination of both.
The Behavior Team regularly monitors student progress toward behavior goals. Behavior monitoring is important for the purpose of reviewing data to help the team implement strategies that benefit students in mastering their goals.
Data collection includes observation, consulting with teachers, direct lessons and interactions with students, as well as documentation to track progress.
Behavior Monitoring is how student progress is identified through the implementation of interventions that help teach replacement behaviors with the goal of students successfully developing pro-social behaviors.
ABCD - Adaptive Behavior Class Dickinson- ARD (K-12th)
Restorative Practices – National Educators for Restorative Practices
Character Strong – Character Education & Social Emotional Learning
Emotional Backpack Project - Mental Health America of Greater Houston
Bounce Back – Elementary School Intervention for Childhood Trauma
Superheroes Social Skills - Elementary & Middle School
Second Step – Social Emotional Learning
CBITS – Cognitive Behavioral Intervention for Trauma in Schools
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