Functional Behavior Assessment 2011 SEL Academy Professional Development.
Research has shown that Social Emotional Learning (SEL) has an impact on every aspect of children's...
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Transcript of Research has shown that Social Emotional Learning (SEL) has an impact on every aspect of children's...
Research has shown that Social Emotional Learning (SEL) has an impact on every aspect of children's development: their health; ethical development, citizenship, academic learning and motivation to achieve. Promoting Children’s Ethical Development through Social and Emotional Learning,
CASEL –University of Illinois
Presenters
Alison Adler Ed.D. Chief, Safety and Learning Environment
Kim C. Williams Assistant Director, Prevention Center
Diane E. Curtis Specialist, Prevention Center
Kimberly Allen Specialist, Department of Safe Schools
June Z. Eassa Specialist, Prevention Center
SINGLE SCHOOL CULTURE© PROCESS
Create a Single School
Culture©
BEHAVIOR
ACADEMICS
CLIMATE
Gangs
Homeless
Abuse
Divorce
Poverty Alcohol
Tobacco
Weapons
Pregnancy
Drugs
Risk Factor ChartDomain Risk Factors
Individual/Peer
Alienation/rebelliousness
Friends who engage in problem behavior
Favorable attitudes toward problem behavior
Family
Family management problems
Family conflict
Family history
School
Early academic failure
Early conduct problems
Lack of commitment to school/poor school affiliation
Community
Availability of drugs/and or weapons
Community laws and norms favorable toward problem behavior
Low neighborhood attachment and community disorganization
Severe economic deprivation
Protective Factor Chart
Domain Protective Factors
Caring and Support
Nurturing staff and positive role models
Creative, supportive school leadership
Peer support, cooperation and mentoring
Personal attention and interest from teachers
Warm, responsive school climate
High Expectations
Minimum mastery of basic skills
Emphasis on higher order academics
Avoidance of negative labeling and tracking
Opportunities for Meaningful
Participation
Leadership and decision-making by students
Student participation in extracurricular activities
Parent and community participation in instruction
Culturally diverse curricula and experiences
Protective Factors“The personal, social and institutional
resources that promote adolescent development or buffer risk factors that might otherwise compromise development…” (Garmezy & Rutter, 1985)
“The conditions that foster the development of resiliency in youth…” (Benard, 1991)
Single School Culture© for Climate
A Compendium of Standards and Benchmarks for K-12 Education
Prevention Center
InitiativesLife Skills – Working with Others
Standards
-Displays effective interpersonal communication skills
-Demonstrates leadership skills
-Uses conflict resolution techniques
-Works well with diverse individuals and in diverse situations
-Contributes to the overall effort of a group
Benchmarks
-Demonstrates respect for others in the group
-Engages in active listening
-Effectively resolves conflicts of interest
-Works well with different ethnic groups
-Displays empathy with others
-Enlists others in working toward a shared vision
Character Education
Educational Enhancement Groups (EEG)
Student Success Skills - FAU
Too Good for Drugs
Safe Schools Ambassadors
Students Working Against Tobacco (SWAT)
Students Against Destructive Decisions (SADD)
Alternatives to Suspension
FACE IT
Red Ribbon Week
Brown Ribbon Month
Unitedstreaming
Bullying Prevention
Conflict Resolution
Peer Mediation
School Based Team (SBT)
Mid-continent Regional Educational Laboratory, Colorado, Kendall & Marzano
Single School Culture© for ClimateAmerican School Counselor
Association
National Standard
Personal/Social
Prevention Center
Initiatives
Standard A - Students will acquire the knowledge, attitudes and inter-personal skills to help them understand and respect self and others.
Standard B - Students will make decisions, set goals and take necessary actions to achieve goals.
Standard C - Students will understand safety and survival skills.
Character Education
Educational Enhancement Groups (EEG)
Student Success Skills - FAU
Too Good for Drugs
Safe Schools Ambassadors
Students Working Against Tobacco (SWAT)
Students Against Destructive Decisions (SADD)
Alternatives to Suspension
FACE IT
Red Ribbon Week
Brown Ribbon MonthUnitedstreaming Bullying Prevention
Conflict Resolution
Peer Mediation
School Based Team (SBT)
Motivationally ready & able
Not very motivated/ lacking prerequisite knowledge & skills/ minor vulnerabilities
Avoidant / very deficient in current capabilities. Has a disability/ major health problems
Barriers to
Learning
Range of Learners
(categorized in terms of their response to academic instruction)
I =
II =
III =
Instructional Component
(a) Classroom Teaching
(b) Enrichment Activity
Desired Outcomes
Examples of Barriers:Negative attitudes toward schooling
Deficiencies in necessary prerequisite skills
Disabilities
School and community deficiencies
Lack of home involvement
Lack of peer support
Peers who are negative influences
Lack of recreational opportunities
Lack of community involvement
Inadequate school support services
Inadequate social support services
Inadequate health support services(Adelman and Taylor, 1998)
Why Should We Do It?
Social and Emotional Learning (SEL)
• Emotions affect how and what we learn
• Relationships provide foundation for learning
• Promotes attachment to school
• Positive effects on academic performance
• Benefits to physical health
• Essential for lifelong success
• Demanded by employers
• Risk of maladjustment, failed relationships, unhappiness reduced
Promoting Children’s Ethical Development through Social and Emotional Learning, CASEL –University of Illinois
SEL Outcomes Related to School Success
Performance Increases in achievement over time Better problem solving and planning Improved learning-to-learn skillsAttitudes Better sense of community (bonding) Higher academic motivation and aspirations Increased understanding of consequences of
behaviorBehavior Increase in prosocial behavior Reductions in aggression and disruptions Lower rate of conduct problems
Promoting Children’s Ethical Development through Social and Emotional Learning, CASEL-University of Illinois
SCHOOL CLIMATE & CLASSROOM MANAGEMENT
Prior research from Prior research from Add HealthAdd Healthhas shown a has shown a strongstrong association associationbetween between school connectednessschool connectedness
and every and every riskrisk behavior behaviorwe studied.we studied.
“Improving the Odds” Schools as a Source of Risk and Protection – Robert Blum
RESULTS - Factors Associated with School Connectedness:
LEVEL 1
Systems of Prevention
Primary prevention (low end need/low cost
per student programs)
LEVEL 2
Systems of Early Intervention
Early-after-onset
(moderate need, moderate
cost per student programs)
LEVEL 3 Systems of Care
Treatment of severe andchronic problems(high end need/high cost per
student programs)
Interconnected systems for meeting the needs of all students
SCHOOL BASED TEAM
Multidisciplinary team to support students’ academic, social,
behavioral, and emotional growth and development. The team
utilizes a systematic approach that is student and family
centered; solution focused; and culturally competent.
SCHOOL BASED TEAM
ReferralsParent, Administration, Teacher, Coach, Student,
School Counselor, ESE, Nurse, ESOL, School Police, etc.
InterventionsAcademics: Tutorial, Supplemental Academic Instruction, etc.
Behavior: Conflict Resolution, Alternative to Suspension, Alternative Education, etc.Climate: Parent Involvement, Mental Health Providers, Foster Care, Prenatal Care,
Community Partners, etc.
SCHOOL BASED TEAM (SBT) TESTIMONIAL
BILL THOMPSON, PrincipalForest Park Elementary School
MULTI-DEPARTMENTAL INTEGRATION
•Exceptional Student Education (Response to Intervention)
•Supplemental Educational Services
Student Success Skills
Student Development Plan
•Alternative Education
(Procedures Manual)
•Multicultural Education
•Elementary Education
•Secondary Education
Community Agencies
Agencies have Cooperative Agreements to provide behavioral health services
Agency staff must sign the SBT attendance log and confidentiality statement
Agency staff are background checked by School Police
Agency staff must be covered by insurance
Agency staff must maintain confidentiality about student/school issues
Agency staff, Department of Juvenile Justice (DJJ) or Department of Children and Families (DCF) may be invited to attend the meeting by SBT
DATA ELEMENTS
Safe Schools Alert and Acknowledgement Systems for Youth (SSAASY)
Risk OverviewSchool Based Team Action Plan
TERMSSchool Based Team Tracking Detail (L24)
Information Highway (L25)EDW
SSAASY ReportsSecured Information Highway
SSAASY
RISK OVERVIEW
Any High School
PANEL: ___ L24. SBT TRACKING DETAIL SCREEN YEAR: 06 Thursday August 11, 2005 2:43 pm STDT: ________ SCHL: GR: REF NUM REF DATE REFERRED BY TEACHER REFERRAL CODE REF CODE DESCRIPTION SCH TCH NAME ____________________________ SBT TEAM MT DT _____________ SBT TEAM RECOM ____ ____ ____ ___ ____ C/L ASSIGNED ___________ REVIEW DATE PLEASE HIT ENTER AFTER SECTION WAS UPDATED SBT TEAM MT DT __________ SBT TEAM RECOM ___ ___ ___ ___ ___ C/L ASSIGNED _______ REVIEW DATE _____________ PLEASE HIT ENTER AFTER SECTION WAS UPDATED
SBT TEAM MT DT _______ SBT TEAM RECOM ___ ___ ___ ___ ___ C/L ASSIGNED ______ REVIEW DATE ________ CLOSE CASE Y/N? CASE CLOSE DATE ______ EVENT NUMBER: PF1=HELP PF3=EXIT PF10=DELETE PLEASE TYPE KEY ELEMENTS. TERML: Z257