CPS Lesson Plan Document Skill, Not Will: Understanding CPS
Lesson Plan • Grades 9-12
Duration
20 Minutes
Why This Matters
Understanding CPS helps students develop empathy for themselves and others, recognize challenges as skill-based rather than willful defiance, and appreciate a collaborative approach to resolving issues, fostering a more inclusive and supportive school environment.
Lesson Objective
Students will understand the core philosophy of Collaborative Problem Solving (CPS), recognize that challenging behaviors can stem from lagging skills, and learn why CPS is used as an equitable approach to problem-solving.
Teacher Preparation
Review the Slide Deck , Intro Script , and Scenario Game .
Ensure projector or interactive whiteboard access.
Prepare scenario materials (digital or printed cards).
Plan: 15 minutes prep time required.
Approach
Scenario-based activities & guided exploration
Slide Deck
Script
Game
Instructional Sequence
5 min
Warm-up & Introduction
• Begin by projecting the first slide of the Slide Deck and using the Script to welcome students.
• Introduce the concept of "Skill, Not Will" with a relatable example.
• Ask students to briefly reflect on a time they struggled with something because they didn't know how (e.g., a sport, complex math, or a recipe).
7 min
What is CPS?
• Present the core philosophy: "People do well if they can."
• Explain that challenging behaviors often stem from lagging skills (Executive Functioning, Emotional Regulation, etc.).
• Discuss the AHS student handbook reference to CPS and its purpose as an intervention rather than just a consequence.
6 min
Plan B & Skill Building
• Explain the Plan B conversation : a collaborative way to address problems and teach new skills.
• Play a quick round of the Scenario Game to apply thinking about lagging skills.
• Highlight how CPS promotes an equitable environment by providing structured support for every student.
2 min
Wrap-up & Reflection
• Summarize key takeaways: Behavior = Skill; CPS builds skills and improves relationships.
• Answer final questions and thank students for their engagement.
CPS Presentation Slides Skill, Not Will:
Understanding CPS
Ever struggle with something, not because you didn't want to, but because you didn't know how?
New Sport
Complex Math
New Recipe
Teacher: Use relatable hook about struggling with something new.
The CPS Philosophy
"People do well if they can. If they can't, then something is getting in the way."
Behavioral challenges often come from a lack of skills, not a lack of effort.
Key Lagging Skills
Executive Functioning
Emotional Regulation
Problem-Solving
Flexibility
CPS at AHS
Student Handbook Extract
"Deans may address problematic behavior through collaborative problem solving... to understand what's getting in the way and help you build skills."
Why is this here?
It's not just a rule—it's an intervention. We want to understand why expectations are hard to meet and work with you to fix it.
The 'Plan B' Conversation
It's not about punishment; it's about growth.
Equity & Inclusion
CPS supports an education for every student
Equitable
Structured process for every unique challenge.
Inclusive
Seeks to understand rather than alienate.
Engaging
You are a partner in finding the solution.
Key Takeaways
Skill, Not Will: Behavior often reflects lacking skills.
CPS Helps: A tool to identify and build those skills.
Plan B: Collaborative problem-solving & learning.
Better Relationships: Built on understanding & support.
Equity: Ensuring every student can succeed.
CPS Intro Script Document CPS Introduction Script
Teacher Facilitation Guide • Estimated Time: 20 Minutes
0-5 min Warm-up & Introduction
Slide 1
SAY: "Good morning/afternoon, everyone! Today, we're going to talk about something really important that can help us all succeed and build a stronger community here at AHS. We're going to explore something called Collaborative Problem Solving, or CPS."
"To start, I want you to think about a time you struggled with something. Maybe it was learning a new sport, trying to understand a super complex math problem, or even baking something for the first time. You wanted to do well, right? But something was getting in the way. Perhaps you didn't have the skill or the knowledge yet."
"Can anyone share a quick example of a time like that?"
Pause for 1-2 student volunteers if time allows, otherwise move on. Connect their examples back to the idea that they wanted to do well, but lacked the skill at the time.
5-12 min What is CPS?
Slides 2-3
ADVANCE TO SLIDE 2
SAY: "The philosophy behind CPS is powerful and simple: 'People do well if they can. If they can't, then something is getting in the way.' This means we believe it's about skill, NOT will. "
"Think about it: if a student is often late to class, is it always because they don't want to be on time? Or could it be that they might be struggling with a particular skill, like 'Executive Functioning' – things like planning, organizing their time, or managing tasks?"
Briefly explain the common lagging skills on the slide:
Executive Functioning: Planning, organizing, thinking through consequences.Emotional Regulation: Managing feelings when things get frustrating.Problem-Solving: Identifying solutions and choosing the best one.Flexibility: Adapting when plans change.
ADVANCE TO SLIDE 3
"You might have seen CPS mentioned in your student handbook. It explains that deans or teachers might use this instead of just giving consequences. Why? Because we want to work with you to figure out what's actually getting in the way of your success."
12-18 min Plan B & Skill Building
Slides 4-5
ADVANCE TO SLIDE 4
SAY: "Once we identify those lagging skills, we use the 'Plan B' conversation. This isn't about punishment; it's about figuring out the root cause, brainstorming solutions together, and learning new skills. It strengthens our connection because you feel heard."
CPS Scenarios Game Guide Skill Spotters
Problem-Solving Scenarios Game
How to Play
Read a scenario aloud to the class.
Ask: "What lagging skill might be getting in the way?"
Ask: "What would a 'Plan B' goal look like here?"
Keep it fast-paced (approx. 1 min per scenario).
Skill Categories
• Language & Communication
• Attention & Working Memory
• Emotion & Self-Regulation
• Flexible & Social Thinking
01
"During independent work time, Alex is constantly distracted, tapping his pencil, and frequently getting up. He rarely completes his assignments in class."
Lagging Skill(s)
Attention regulation, task initiation, sustained attention.
Plan B Goal
Identify focus barriers; create a plan for staying on task.
02
"Jordan gets into arguments with peers in the hallway daily. He often blames others, saying they 'started it' or 'bothered him first'."
Lagging Skill(s)
Perspective-taking, empathy, emotional regulation.
Plan B Goal
Learn to understand peer impact; practice constructive resolution.
03
"Emily is a talented artist but turns in projects late, even with extra time. She says she feels 'overwhelmed' by the scope of the work."
Lagging Skill(s)
Planning, sequencing, time management, perfectionism.
Plan B Goal
Break projects into steps; address feelings of being overwhelmed.
04
"Chris often interrupts the teacher and other students during discussions. He seems eager but struggles to wait for his turn."
Lagging Skill(s)
Impulse control, waiting, executive functioning (inhibition).
Plan B Goal
Develop respectful participation strategies and wait-turn skills.
05
"During a pop quiz, Taylor becomes visibly anxious, puts her head down, and refuses to even look at the questions, saying, 'I can't do this'."
Lagging Skill(s)
Coping with anxiety, frustration tolerance, self-advocacy.
Plan B Goal
Identify anxiety triggers; develop mechanisms to engage with quiz content.
