Social Emotional LearningUpdate

Marshalltown Board of Education

Review From Last Presentation

❖ Last year we discussed what was driving our renewed efforts in enhancing our work on Social-Emotional Learning (SEL)➢ Thought Exchange survey➢ Board book study - Teaching with Poverty In Mind by Eric Jensen➢ Iowa Youth Survey information from November 2017➢ Office referral information

Review From Last Presentation❖ Discussed how we were going to move this work forward

➢ District-wide steering committee developed and annual goals established

➢ Partnership with Central Rivers AEA and our 5 phases of implementation

➢ Better collaboration with Center Associates, Grace C Mae, The Ardent Community Wellness Center, and Life Connections

➢ Beliefs Survey to all MCSD staff

❖ Discussed the 5 goals set by the Steering Committee

❖ Discussed the Collaborative Problem Solving approach (Dr. Stuart Ablon)

Research On The Current Social-Emotional Needs Of Children

According to the National Alliance on Mental Illness (NAMI)

❖ 1 in 5 youth have, or will have, signs of a mental health disorder

❖ Typically the delay between the onset of symptoms and when behaviors becoming noticeable enough to warrant intervention is 8-10 years

❖ Approximately 50% of students 14 years or older dropout of school

Behaviors Come From Various Social, Emotional, Behavior or Mental Health Needs

Externalizing Behaviors - behaviors that are easily seen or heard

Internalizing Behaviors - what is going on inside a person that is not easily seen or heard

How To Address Social-Emotional Needs

Provide a layered approach to proactively identify those who need support

➢ Universal (All Students) ○ Teach them what is expected of them in all areas of a school○ Acknowledge and reinforce those who are meeting expectations○ Guidance lessons (Positive Action)

➢ Universal Screening○ Proactive look for students who may need social-emotional support through SAEBRS

(Social, Academic & Emotional Behavior Risk Screener) ○ Compare SAEBRS information with office referral information

How To Address Social-Emotional Needs➢ Supplemental Instruction

○ Work more frequently with students identified through Universal Screening○ Collaborative Problem Solving approach ○ Positive Action intervention materials

➢ Intensive Instruction○ Design specific individualized plans for each student○ Collaborative Problem Solving approach○ Utilizing different intervention curriculums (e.g., Zones of Regulation, DBT Skills in

Schools, Aggression Replacement Training)

➢ Work in partnership with other agencies○ Mental health agencies - Center Associates, Ardent Community Wellness Center,

Grace C Mae, Life Connections○ Department of Humans Services, Juvenile Justice, law enforcement

How Are We Working Towards Accomplishing This?

2018-’19 SEL Professional Learning Goals

The SEL Steering Committee set these 5 goals for 2018-’19

1. We want staff to generally understand the impact that trauma has on the brain

2. “Kids do well if they can” mindset - all staff understand there are problems to be solved, not just a behavior to be stopped

3. Staff trained in Tier I of Collaborative Problem Solving will model and introduce common SEL language to all staff

4. All staff will know the 5 categories of thinking skills our SEL will focus on5. All staff will understand the relationship between challenging behaviors,

problems to be solved, and lagging skills

Strategic Approach To Implementation

Two prong approach

1. Introduce information through professional learning to help promote a shift in mindset while also educating them on a systematic approach to supporting the social, emotional, behavioral, and mental health needs

2. Have people who are trained Collaborative Problem Solving model these beliefs and interactions for teachers to demonstrate their effectiveness

2018-19 SEL Professional Learning

September

➔ Introduced the research

➔ Began introducing common vocabulary

➔ Built a case for why to spend professional learning time on SEL

➔ Introduce Dr. Ablon and his approach

➔ Dr. Ablon district-wide keynote and parent session

SEL Professional Learning

November

➔ We began with universal instruction, focusing on Positive Behavioral Interventions & Supports (PBIS). ◆ One change is the acknowledgment needs to focus on personal interactions and relationships,

not giving them tickets or buying them things

➔ Introduced Universal screening tool, SAEBRS

SEL Professional Learning

February

➔ Overview of how do you take the universal screening data from SAEBRS, compile it next to office referrals, and make some decisions on how to proactively group and support students

➔ Introduced ways staff can collect and organize data to better understand the whole picture of child’s situation◆ including some of the surveys and questionnaires Collaborative Problem Solving offers

SEL Professional Learning

March

➔ Case study opportunities to practice systematic data collection, data analysis, and problem identification using the tools offered by Collaborative Problem Solving

➔ They learned more about the five areas students can have lagging skills in- Language and communication- Attention and working memory- Emotion and self-regulation- Cognitive flexibility- Social thinking

SEL Professional LearningApril

➔ Building time to review and practice what has been taught to this point

The next year’s focus is teaching teachers how to . . .

➔ Regulate themselves and students➔ Understand others’ perspectives ➔ Use that information in a way that both addresses the problem as well as

helps build a positive relationship

Additional SEL Work This Year

We have aligned our Guidance curriculum to current research

➔ Positive Action supports the work of Collaborative Problem Solving ➔ Aligned to the national social emotional learning competencies (CASEL)

Those trained in Collaborative Problem Solving have been utilizing this approach with students

➢ Promoting their outcomes with their colleagues➢ Working together monthly to improve their understanding and

implementation

Additional SEL Work This Year❖ The AEA has supported our Professional School Counselors and Social

Workers / School Resource Specialists in understanding data that SAEBRS offers and how to use it

❖ I have been working with our community partners (Center Associates, CAPS, Four Oaks, etc.) to promote a unified system of supports

❖ We have been growing the number of people who are knowledgeable in Collaborative Problem Solving in each school so students can receive support at the lowest possible level of intervention, the classroom teacher

Outcomes from 2018-’19How well did we meet our 5 district goals?

Outcomes from 2018-’19

Outcomes from 2018-’19

Outcomes from 2018-’19

Outcomes from 2018-’19

Outcomes from 2018-’19The use physical restraint or confinement because of the need to ensure safety

Next Steps❏ SEL Steering Committee is working to develop new goals for next year

❏ Continue to grow the number of people trained in the Collaborative Problem Solving approach

❏ Continue to offer professional learning that emphasizes the mindset and actions aligned to our learning❏ Including paraeducators

❏ Offer online learning opportunities

❏ Bring Capturing Kids Hearts to Miller, MLA, and MHS

Statewide FocusThis year we have had 16 school districts and 5 AEAs come spend time learning about our SEL approach and our therapeutic classrooms (Four Oaks)

We were also recently invited to, and presented at, a professional conference called the Resiliency & Trauma-Informed Care Symposium about this work