JOIN THE CONVERSATION: #PBISLC16 DOWNLOAD THE CONFERENCE APP

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1 JOIN THE CONVERSATION: #PBISLC16 DOWNLOAD THE CONFERENCE APP

2 Social Emotional Learning Within Effective Systems Beth Herman, Wisconsin Department of Public Instruction Consultant Kim Gulbrandson, Wisconsin RtI Center Research and Evaluation Coordinator

3 Objectives 1. Describe the WHY and WHAT of SEL and how it fits into your current structure 2. Identify state level K-12 social emotional learning competencies 3. Understand SEL s place in your culturally responsive multi-level system of support (emphasis: Universal Level, components) 4. Use a framework for comprehensively implementing SEL school-wide (HOW)

4 Objective 1 Describe the WHY and WHAT of SEL and how it fits into your current structure

5 Why SEL? To provide kids with skills to increase resiliency, improve the quality of their relationships and create good mental health over their lifetime.

6 Why SEL? Agenda 2017

7 Wisconsin S chool Menta l Hea lth Framework

8 What SEL is How would you define SEL?

9 What SEL is Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

10 What SEL is

11 What SEL is How is SEL similar and/or different from the matrix? How are procedures different from SEL skills?

12 What SEL is

13 What SEL is

14 Matrix-Social Skills Example

15 Matrix-Social Skills Example

16 Matrix-Social Skills Example

17 Misperceptions About SEL Children naturally have these skills All students need is positive expectations to develop SEL skills SEL is not connected to student achievement It is the family s responsibility to teach these skills

18 SEL Embedded Within Current Structure PBIS team leads SEL implementation support Regularly review and act on existing data Common language and expectations Connecting SEL skills to matrices SEL supported at all levels/tiers Use existing coaching structure to coach staff in new SEL practices

19 Objective 2 Identify state level K-12 social emotional learning competencies

20 State SEL Competencies Tools for better identifying specific student intervention needs Better understanding for age appropriate skills development Contribute to emotional well-being and resilience for youth and families

21 SEL Competencies By grade bands: 4K/5K, 1-3, 4-5, 6-8, 9-10, Three Power Competencies: -Emotional Development (SA, SM, SoA) -Self Concept (SA, RD) -Social Competence (SoA, RS,RD) Follows the structure of the Wisconsin Model Early Learning Standards already adopted by the state

22 State SEL Competencies Feedback There is a need for SEL competencies The competencies give a clear guide and common language Will be helpful when working with families. Skills are positively stated and this may be less threatening for families

23 State SEL Competencies Feedback Families will want resources High school staff reported need for curriculum and integrated lessons Staff should model healthy SEL skills

24 Matrix and Competencies 1. Look at the Matrix and Competencies 2. Discuss with Your Group: Which specific skills (competencies) do students actually need to be taught in order to meet the expectations? 3. Be Prepared to Share Out Large Group

25 Matrix and Competencies

26 SEL Competencies Implementation Support Tools Alignment tools - Second Step, Mind Up and Core Content Standards Initial training modules for staff and parents Parent resources - book lists, strategies, age Appropriate SEL Links to assessment tools, needs assessments and implementation tools

27 SEL Competencies Implementation Support Tools Model of implementation for high schools Model for out of school (CLC, Boys and Girls Clubs) SEL implementation

28 Objectives 3 and 4 Understand SEL s place in your culturally responsive multi-level system of support (emphasis: Universal Level) Use a framework for comprehensively implementing SEL school-wide (HOW)

29 WEB How is SEL currently being considered and utilized in your school and/or district?

30 Components of An Effective Three critical strands: Collaboration Cultural Competence Commitment to ALL System

31 8 Components of an Effective System Continuum of Supports Data-based Continuous Improvement Evidence-based Practices Family and Community Engagement Leadership Positive Culture Strong Universal Level of Support Systemic Implementation

32 SEL Components Case Study 1.Review the case study through year 1 Early finishers review the entire case study 2.Identify which components you see evidenced Label the component next to the examples on your handout 3.Identify which components are not very evident What else could the school have done to address the component of weakness for SEL?

33 Case Study: Considering Application 1. Considering the 8 components and your school s current support of SEL, identify at least 1 component of strength and 1 component of weakness. 1. Which strategies from the case study could you use to move your SEL efforts forward?

34 Make SEL a STRONG Universal Approach All students Receive curriculum Receive reinforcement and feedback when they demonstrate skill All staff Involved in skill delivery and reinforcement Connect skills with expectations Modeling SEL competence Use common language All parents Have resources Are actively involved

35 SEL Activities That Support your Culturally Responsive Multi-level System of Support Framework Each of the 8 components has activities of best practice: -Leadership provides a vision and ensures SEL connection to strategic plan goals -Staff practice, model and reinforce healthy SEL skills -All parents have knowledge of and access to the SEL information

36 SEL Resources to Support your Culturally Responsive Multi-level System of Support Framework Each of the 8 components has resources to support that area. -Links to tools -Links to school sites implementing district wide -Assessment resources -Evidence based practices and interventions

37 Takeaways Focus skill development at the Universal level first, and consistently align with Expectations Use a framework such as the systems components to ensure better implementation and efficiency Integrate SEL into a systems approach of PBIS and not make it something different

38 Key Takeaway When teachers understand the integrative systems approach to PBIS, they are more likely to value that PBIS can be adaptive to other programs introduced to the school and classroom (e.g. social skills building and curricula) such that these programs are integrated rather than additive in workload McIntosh et al., 2013

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