Social Emotional Engagement Knowledge & Skills

SEE-KS

A Universal Design for Learning with Emphasis on Social Emotional Engagement

JEN TOWNSEND, M.EDEducational Consultant, 66.03.01 Agreement Wisconsin

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Falling in love with the social world

Seeking out social connections with words

Succeeding in a range of social settings.

Chevallier, et. al. (2012). The social motivation theory of autism. Trends in Cognitive Sciences., Vol. 16, No. 4

oxytocin, opiods, and dopamine

oxytocin, opiods, and dopamine

All ChildrenBenefit

B. Provide information in multiple ways

A. Foster Engagement

C. Encourage expression

Getting the emotional hook to make a meaningful connection with the learner

Foster the learner’s ability to show what they know

Foster deeper comprehension in the one’s learning

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Supports(independence)

Access(initiation)

www.cast.org

Can the student... Y N

Predict that others are a source of assistance

Predict that others are a source of engagement or pleasure

Predict the sequence of activities/tasks

Predict the steps within each activity/task

Predict what to say

Predict how to engage in the activity/task

Predict how to regulate emotions in a manner sensitive to others

Predict the purpose of academic and social activities/tasks

Date: Time/Class: Initials:

SEE-KSEntry Point Opportunities Tier 3

IEPFBA & BIP

SEE-KS case study

Tier 2SEE-KS, Coaching Teams, Multi-tiered

Systems of Support RtI, PBIS, etc.

Tier 1Universal interventions for all students & settings

SEE-KS (Social Emotional Engagement-Knowledge & Skills), PBIS

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”Coaching is not about what’s wrong;

it’s about what’s next.

-Eric Sandberg, Ph.D.

We focus on what’s working and collaborating to brainstorm ideas for increasing opportunities for engagement.

Classroom Observation

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Step 1

Describe the key principles of appreciative inquiry

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p.12 Step 2Engage in the initial conversation!1. What were your goals for this

lesson/activity?2. What is already working for your

group for engagement?3. What questions do you have about

opportunities for student engagement?

4. Recast what you learned

SEE-KSEntry Point Opportunities Tier 3

IEPFBA & BIP

SEE-KS case study

Tier 2SEE-KS, Coaching Teams, Multi-tiered

Systems of Support RtI, PBIS, etc.

Tier 1Universal interventions for all students & settings

SEE-KS (Social Emotional Engagement-Knowledge & Skills), PBIS

Step 3Record what’s

working

Using your UDL sheet and your What’s Working column, watch the video and only record what you see already working to benefit engagement levels in your section! You will have time to discuss with your partners after the video.

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Your Turn!

You now have time to discuss with your partners and record what you saw already working in your section. You have three minutes!

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Step 5 Now we can identify and select our questions for opportunities to increase student engagement.

Tip: Go back to the initial conversation notes!

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Let’s hear the good stuff and

summarize

Step 6: Using UDL Quick ReferenceMake sure you are looking at the

Before Words Developmental Stagep.16 & 17

Classroom Observation

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•SEE-KS Coaching Teams•System core coaching teams need to be identified•Focus school core teams need to be selected• Independently holding coaching sessions and replication schoolwide training

•SEE-KS i³•Fidelity of implementing SEE-KS and UDL instructional elements that are stage specific measured by SEE-KS instructional rubrics

•SEE-KS Coaching Techniques•Effective coaching and peer-to-peer mentorship is essential to building capacity and sustainability at focus schools and across the district.

•SEE-KS Data•System and focus school coaching teams will learn to use SEE-KS data to mentor colleagues and staff with the aim of creating a universal design for lesson plans where all students are actively engaged.

Data Sources▪ SEE-KS classroom fidelity rubrics – Observation tools aligned

to the WI Educator Standards as well as GA – TKES, Performance Standard Domains 1, 3, 4, 7, 8 , & 10, conducted with system core team members to document application of instruction elements to foster student engagement (see bar graphs in following slides)

▪ Student Engagement Ladder – Observation tool to determine whole class levels of engagement in the curriculum conducted with system core team members (see bar graphs in following slides)

https://sites.google.com/prod/view/seekseducation/home

RAW Data of Self-Survey --- Sample Summary

Engagement Knowledge (62%), Engagement Skills (70%), Disposition for Engagement (92%)Representation Knowledge (69%), Representation Skills (58%), Disposition for Representation (97%)Action & Expression Knowledge (65%), Action & Expression Skills (60%), Disposition for Action & Expression (92%)

Average scores ≥ 1.4 per item represent “proficiency” in a

majority of targeted SEE-KS strategies

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Comparison of RAW Data The similarity in data shares initial reliability in reported scores from the data sampling.

Self-Survey - Skills Rubric - Skills

Engagement 70 61

Representation 58 57

Action & Expression

60 57

This data shows nine percentage points of self-survey for engagement and within two percentage points for representation, and three percentage points for action and expression.

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Scores above 60% or 2.4 represent a “mostly

engaged” group of students

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Thank you for your time.

References

▪ Belfield, et al. (2015, Feb.). The economic value of social and emotional learning. Center for Benefit-Cost Studies in Education. Teachers College, Columbia University Accessed via: www.cbcse.org

▪ Jones, D., Greenberg, M. & Crowley, M (2015, July). Early social-emotional functioning and public health. American Journal of Public Health.

▪ Meyer, A., Rose, D., & Gordon, D. (2013). Universal Design for Learning; Theory and Practice. CAST Professional Publishing (www.cast.org). Wakefield, MA.

References

▪ Prizant, B. M., Wetherby, A.. M., Rubin, E., Laurent, A, C., and Rydell, P. J. (2006). THE SCERTS Model: Volume I Assessment & Volume II Program planning and intervention. Baltimore, MD: Brookes Publishing.

▪ Rubin, E., Townsend, J. & Vittori, L. (2015). Social Emotional Engagement – Knowledge and Skills (www.SEE-KS.com).

▪ Sparapani, et al. (2015, Oct,). Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, DOI 10.1007/s10803-015-2615-2.