positive behavioral interventions and supports and social ......positive behavioral interventions...
TRANSCRIPT
Positive Behavioral Interventions and Supports
and Social and Emotional Learning
Outcomes
• How PBIS and SEL work together
• How both necessary to support a positive, effective learning climate
• How to systematically integrate SEL into existing PBIS structures at your site
Team Note-taker
1. Create a poster that looks like the image on the right
2. Chart your School-wide Expectations for PBIS (e.g., Be Safe, Be Respectful, Be Responsible)
3. Chart the 5 SEL Competencies Leave the bottom half blank.
4. Chart common features
5. Add to each column as we move through presentation
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PBIS SEL
Common Features
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What is Climate?
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safe, respectful, participatory, engaging, and well–managed
For: ALL STUDENTS Requires: ALL STAFFTIER !
POSITIVE LEARNING CLIMATESthroughout the SCHOOL and in the CLASSROOMS
include:
Collaborative culture of respectHigh rates of positive interactionsA motivating, participatory, and learning-
focused environmentPromotes student ownership over learning and
improvingWell-managed, structured and clearly-defined
practicesBehavioral expectations that create a sense of
safety, fairness and productivity.
A supportive LEARNING CLIMATE set the stage for productive learning by establishing
positive behaviors as the norm
PBIS:the science of building effective environments that teach and encourage appropriate behaviors to replace the use of inappropriate behavior.
School-wide PBIS:the application of PBIS to the whole school. Thus, it is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. It is a school discipline and positive school climate model.
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5 Major Steps for SW-PBS1. Clear set of expectations for whole school2. Procedures for teaching expectations3. Continuum of procedures for encouraging
expectations4. Continuum of procedures for discouraging
inappropriate behavior5. Procedures for on-going monitoring and
evaluation
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Why do we need to pay so much attention to these data?
No Suspensions
One Suspension
More than One
Suspension
Total
Suspensions and Graduation Status
560
124403204
Off Track On Track
4337 13300
220573
640
80%
53%
28%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
On Track To Graduate
No Suspensions One Suspension More than One Suspension
71%
1% 2%
29%
4%
31%
4%1%
19%
9%
32%29%
1%0%
13%
2%
11%
2%0%
5%4%
14%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
WCSD Gender Suspension Proportionality(Students receiving one or more in/out of school suspensions)
Male Female % District Population That Group Makes Up
All Students American Asian Hispanic African White Multiracial Pacific IEP LEP FRLIndian American Islander
Male N Size 3159 58 68 1302 178 1358 157 38 832 396 1412
Female N Size 1289 23 15 590 86 487 72 16 227 163 614
For every 100 Male students who would
For every 100 Female Hispanic students who would
(proportionally) be suspended, there are 60 who are.For every 100 Male FRL students who would
(proportionally) be suspended, there are 128 who are.
For every 100 Female FRL students who would
(proportionally) be suspended, there are 68 who are.
No Events
One Event
More than One
Event
Total 9833 1112 18521028 356 927 8187 428
How do Discipline Relate to Reading Growth?
18262 301 872 6946 327 8679 972 165
73 14
1255 26 25 581 47 503 67 6
1511 29 30 660 54 651
51
46
59
5052 52
48
57
45
25
61
4642.5 43
62
3938 39
56
39
3235
45
0
10
20
30
40
50
60
70
80
90
100
School Am Ind Asian Hispanic African
American
White Multiracial Pacific
No Events One Event More than One Event
How does Discipline Relate to Reading Growth?
No Events
One Event
More than One
Event
Total 10082 1133 19021826 358 961 8661 441
How does Discipline Relate to Math Growth?
18850 301 905 7299 338 8854 983 170
77 14
1364 24 25 643 51 542 73 6
1612 33 31 719 52 686
55
48
63
4952
5856 55
4642
55
41
58
48 49
43
38
26
55
34
44 4341
0
10
20
30
40
50
60
70
80
90
100
School Am Ind Asian Hispanic African
American
White Multiracial Pacific
No Events One Event More than One Event
For: ALL STUDENTS Requires: ALL STAFF
TIER 1SOCIAL AND EMOTIONAL SKILLS
shapes students’ skills and relationships through:
Explicit instruction and learning formats that promote: self-awareness, self-management, social awareness, relationship skills, decision-making skills
Interactions and culture that promotes positive adult-student relationships and student-student relationships
Restorative approaches that promote inclusiveness, relationship-building and problem solving
Within these environments, adults shape how students develop key SKILLS & RELATIONSHIPS that strengthen their connection to school and prepare them to succeed in college, career &
life.
SEL is a process for helping children and adults develop the fundamental skills for life
effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our
work, effectively and ethically.
Teacher Evaluation MTSS
Respecting Cultures
Supporting EVERY LearnerCore Standards
Self-Awareness
Self-Management
Social AwarenessRelationship Skills
Responsible DecisionMaking
Five Competencies
SOCIAL AND EMOTIONAL LEARNING
Inte
grat
ion
How does your school and your own classroom feel to all the members of the learning community?
How do you intentionally address SEL through other academic areas and instructional strategies?
How are you intentionally teaching the knowledge and skills of SEL?
SWPBIS and SELCommon Features
Systematically TEACH skillsCommitment to positive school-wide social
culture
Commitment to building personal competence of students
Link social development with academic success
Rock-Paper-Scissors!1. Pick a partner.
2. Stand-Up & face one another
3. Teach each other how to play Rock-Paper-Scissors. Play. Say “ thank you”
4. If you win, find another opponent
5. If you lose, follow your partner & cheer-on! BE LOUD-Clap! Cheer! Say Names!
6. Keep going until there is only one champion in the room!
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Rock-Paper-Scissors!• What elements of PBIS were present in the
activity?
• What elements of SEL were present?
• How did high-levels of reinforcement impact your performance in both roles?
• What skills did you need to switch from competitor to cheerleader?
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In Practice…
• School A
–Focused on strong integration
•Language integration for posted Expectations
•Language used in teaching and re-teaching
• Its about the language and integration• STRIKE - Strength, Tolerance, Responsibility, Integrity,
Knowledge, and Empathy.
• Be Responsible, Respectful and Safe
• Expectations posted in a variety of settings
• Review language used to teach expectations and support behavior alongside the WCSD SEL Standards.
– Where will the SEL standards language enhance teaching & re-teaching at your site?
5 Major Steps for SW-PBS1. Clear set of expectations for whole school
1. Expectations include language like 1. “demonstrate self-awareness by…”2. “self-manager in the classroom…”3. ”demonstrate social-awareness…”
2. Procedures for teaching expectations1. This is when and how you do this…
1. On-location training2. Booster lessons3. Daily/weekly
3. Continuum of procedures for encouraging expectations1. Reinforcement systems
1. Verbal2. Priveledges 3. Token
4. Continuum of procedures for discouraging inappropriate behavior1. Re-teach2. Common vocab, definitions, consequences
5. Procedures for on-going monitoring and evaluation1. Data tracking
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• School A
– Focused on strong integration
• Language integration for posted Expectations
• Language used in teaching and re-teaching
• School B
– Focused on an Expectation and a Competency each month
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• On-going lessons
– Once/month in Social Science; Every day for Tier 3
• Focus Week
– Daily lessons or activities around an expectation & Competency
• Expand upon expectations & connection to Competency
– Monthly “Focus Lesson”
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•
Month PBIS SEL
Aug-Sept On-location teaching sw-expectations
• Self-Awareness • Self-Management
October-November
Monitor sw-dataBooster on-location as needed
Reinforcement continues
• Social-Awareness• Relationship Skills
December Monitor sw-dataBooster on-location as needed
Reinforcement continues
• Responsible Decision Making
January On-location teaching sw-expectations
• Self-Awareness • Self-Management
• Name tag activities
•
Practice PBIS SEL
Mentoring Universal and Tier 2 intervention for students seeking attention
• Self-Awareness • Social-Awareness• Self-Management• Relationship Skills• Responsible Decision Making
Project-Based Learning
Universal and Tier 2 intervention
• Self-Awareness• Social-Awareness• Self-Management• Relationship Skills• Responsible Decision Making
StructuredBreak
Tier 2 intervention for students
• Self-Awareness• Self-Management• Relationship Skills• Responsible Decision Making
Check-in/Check-out
Tier 2 intervention • Self-Awareness• Self-Management• Relationship Skills
For: ALL STUDENTS Requires: ALL STAFFTIER !
POSITIVE LEARNING CLIMATESthroughout the SCHOOL and in the CLASSROOMS
include:
Collaborative culture of respectHigh rates of positive interactionsA motivating, participatory, and learning-
focused environmentPromotes student ownership over learning and
improvingWell-managed, structured and clearly-defined
practicesBehavioral expectations that create a sense of
safety, fairness and productivity.
How can both models help create a supportive LEARNING CLIMATE?
36
PBIS SEL
Common Features