brockton pbis: tier 1 coaches meeting december 2014 adam feinberg [email protected]
TRANSCRIPT
Agenda Items:
Housekeeping Items
BoQ Completion Data
Tier 1 & Social Emotional Learning
Glows & Grows:
Consequences & Chapter 222
I want to thank…
Sara A. Whitcomb, Ph.D.Sarah A. Fefer, Ph.D. BCBA
University of Massachusetts, AmherstCollege of EducationSchool Psychology Program
What is SEL?Social and emotional learning involves the
development of skills in 5 areas:
SEL
Self-awareness
Social awareness
Relationship skills
Responsible decision making
Self-management
Form positiverelationships, work
in teams, deal effectively with conflict
Make ethical, constructive choices about personal and
social behavior
Manage emotions and behaviors
to achieve one’s goals
Show understanding
and empathy for others
Recognize one’s emotions, values, strengths, and
limitations
SEL Guiding Principles1. Importance of relationships
to cognitive and social growth
2. Importance of teaching social and emotional learning skills
3. Importance of adults as models
4. Importance of positive school climate for students and adults
SEL SkillsListening Calming down
Dealing with teasing
Understanding other viewpoints
Identifying feelings
Setting positive goals
Overcoming obstacles
Building Positive Relationships
Non-verbal communicationCooperating
Recognizing bullying
Being inclusive
Speaking up
Knowing when to get help
Bystander help
Recognizing differencesAddressing discriminationReading body language
Positive self-talk
Evaluating solutions
Brainstorming
Demonstrating empathy
Expressing anger appropriatelyProblem solving
Being patient Reaching consensus
Self-motivation Leadership skills
Giving/receiving compliments
Ms. Fuentes First Grade Classroom
Exhibits positive behavior
Regulates behavior
appropriately
Participates appropriately in group activities
Works and plays without
disrupting others Follows classroom
routines
Adjusts to transitions and
changes Responds to
conflict effectively
Takes care of materials and
belongingsStudent
1
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Example Report Card Screening Data
Integration: Practices• Staff and students work from a shared vision
• Building routines to ensure that practices are sustained
• Infuse behavioral expectations in teaching competencies through SEL curricula
• Emphasis on positive feedback to teach skills and build relationships
Routines • Teach behavioral expectations and why this is an expectation
– Why is it beneficial to behave in certain ways?
• Routine use of language tied to SEL curriculum and/or PBIS behavioral expectations
• Examples of routines: – Buddy classroom
– Morning meeting
– Problem solving wheel
Crosswalk PBIS with SELCooperation
Accountability Respect Empathy
Understanding your Feelings
X
Understanding Other People’s Feelings
X X X
When You’re Angry X X X X
When You’re Worried X X
Crosswalk PBIS with SELCooperation
Accountability Respect Empathy
Learning to Listen
X X
Focusing Attention
X X
Following Directions
X X
Self-Talk X X
ConclusionsStructures + Support = Positive School Climate
PBIS + SEL = Positive School Climate
“To best integrate the two approaches it is necessary that educators understand the fundamental principles and practices driving each approach” (Bear et al., in press)
Many features of SEL and PBIS are overlapping and complementary!