Transcript Keeping It Connected - CRCSD

An Overview of CRCSD
Social / Emotional/
Behavioral
Components
March, 2007
Basic Human Needs
from William Glasser’s Control Theory
•
•
•
•
•
Survival
Love and belonging
Power
Freedom
Fun
Start with a Purpose in Mind
☼ Glenn: Raising Self-Reliant Children in a
Self-Indulgent World
☼ “People with an internal locus of control have the
following perceptions of themselves: ‘What
happens to me is largely a result of the decisions I
make and the effort I put forth. I believe I can
usually find a way to work out problems or
improve relationships, often by talking to people.
I believe that a correlation exists between what I
do and what happens to me, between the effort I
put forth and the rewards I reap from life. And
when I can’t influence what happens, I can still
decide how I will let circumstances affect me’.”
☼Rothstein: Class
and Schools
☼“Those personal qualities that we hold
dear - resilience and courage in the
face of stress, a sense of craft in our
work, a commitment to justice and
caring in our social relationships, a
dedication to advancing the public
good in our communal life - are
exceedingly difficult to assess.”
“It used to be thought that
the brain was hard-wired
and that it didn’t
change….(but) positive
environments can actually
produce physical changes
in the developing brain”.
-
Frederick Goodwin(Kotulak 1996, p. 46)
During the early years, children’s
brains are undergoing a massive
reorganization:
•Building millions of new connections
•Unused connections are pruned away
“Which synapses are kept and which ones
are pruned depends largely on whether
they are reinforced by experience.”
“Building the Reading Brain, PreK-3”
Pat Wolfe and Pamela Nevills, 2004
Neuroplasticity….the
ability of the human brain
to sculpt itself based on
its experiences.
• Teachers provide these experiences
through structured social, academic,
interactive work and play.
Today….consensus tells
us that anywhere from
40-70% of our brain’s
wiring is provided by
environmental impact
depending on what trait
or behavior is being
considered….
“Teaching With the Brain in Mind”,
Eric Jensen, 1998
Social / Emotional / Behavioral (SEB)
Learning links academic achievement
with skills necessary for succeeding
in school and in life through…..
• Enhancing social, emotional, and
academic skills (capacities)
• Teaching skills and providing for
application in supportive, caring
learning environments
• Providing opportunities and
practice
CASEL (Collaborative for Social and Emotional Learning) website
STEP 1
• Assess the current status: Do we have
a system?
• Are all the components present in all
classrooms/learning environments?
• Are the components fully deployed?
• How would we know?
STEP 2
• What do the data tell us are the most in
need of improvement?
–
–
–
–
–
–
Satisfaction and enthusiasm survey
SWIS aggregate data
Building surveys
Staff observation
Report card SEB ratings
Other
STEP 3
• Select an improvement theory
– What component would we as a staff
want to get fully deployed, with
fidelity and integrity, in order to get
better results?
STEP 4
• Implement the improvement
theory
– Training through summer
workshops, modules, collegial
leadership and coaching, supports
– Keep implementation data
STEP 5
• Check the results
– After time for the strategy to work,
what do we see in results?
– What do new data tell us?
STEP 6
• Institutionalize the strategy
– Expect its use in every learning
setting
– Help new staff implement the
strategy and understand the
rationale for it
STEP 7
• Determine appropriate
interventions for students who
demonstrate the need for more
intense supports
Procedures
COMPONENT
LEVEL I
LEVEL II
LEVEL III
LEVEL IV
PROCEDURES
Procedures are
developed
by the
classroom
teacher
and
communic
ated to
students
Procedures are developed
by the classroom
teacher with student
involvement, written
for all students to
have, and are
reinforced regularly
Procedures are developed
collaboratively with
students. A menu of
classroom-designed options
is used by teachers in
response to violations.
Reteaching and support
strategies replace
punishment and rewards as
interventions.
Procedures are practiced and
reinforced regularly, and
daily or weekly monitoring
checks completed by
students and staff. Charting
of success is evident at
classroom and building
levels.
4.D- Standardize key processes in the
classroom using flow charts or
other tools to communicate to
stakeholders (displayed in the
classroom)
2.E- Collect data that measures
progress toward classroom
SMART goals (displayed in the
classroom)
Student feedback tools (plus/delta,
quality Quadrant)
•Building-wide expectations
•Direct teaching of procedures
•Student input regarding procedures
•Menu of choices
•SWIS system and office referrals
Agenda
AGENDA
Verbal outlines of the
school day are
shared with
children.
Written agendas are displayed
on the board or via video
screen. Teacher walks
through agenda at start
of day.
Written agenda is referred to
throughout the day,
with alterations noted.
Written agenda is regularly visited
through the day, and students
participate with the teacher in
creating the daily/weekly
agenda.
Class Meetings /
Community Circle
CLASS MEETINGS /
COMMUNITY CIRCLE
3.E- Implement classroom meetings on a
regular basis. Students lead the
meeting and facilitate the
discussion around the progress
toward class goals, measures and
mission. Student feedback is used
to drive the class meetings.
Class meetings are
held at the
teacher’s
discretion.
Class meetings are
conducted on a
daily basis, with a
purpose clearly
stated each day.
Class meetings occur
daily, as well as
on as-needed
basis to problem
solve, to review
curriculum, and
to enhance a
positive climate
for all.
•Structured opportunity for all students to be included
•Goal setting
•Teaching procedures
•Problem solving
•Conducting class business meetings
•Reflection
Students participate in
the agenda design
for class meetings
and assist with the
actual
management of
the meetings.
Common Language /
Social Skills Instruction
COMMON LANGUAGE/SOCIAL
SKILLS INSTRUCTION
2.C- Involve students in the
creation of classroom
ground rules/expectations
(displayed in the
classroom)
Teacher uses
common
language of
Building
Guidelines.
Social skills are
taught as
concerns arise.
Teachers use and
reinforce common
language and
social skills
through direct
teaching.
Interventions are
documented for
major offenses.
Common language and
social skills are
taught and
reinforced on a
regular basis as an
integral part of
classroom
instruction. Use of
the language is
prevalent.
Interventions are
documented.
Evidence of the common
language is heard
coming from students,
parents and teacher.
Reteaching takes many
forms. Supplemental
and intensive plans are
kept to a manageable,
but effective number.
•5 Report card guidelines
•Teach through: target talk, posters, literature, community circle,
multiple attributes, assemblies, Tribes® strategies and energizers,
modeling
•Social Skills: Skills for Growing, Boys Town, Lifeling Guidelines /
Lifeskills, Character Counts, Tribes® agreements, Skillstreaming,
Second Step
Problem Solving /
Conflict Resolution
COMPONENT
LEVEL I
LEVEL II
LEVEL III
LEVEL IV
PROBLEM SOLVING /
CONFLICT RESOLUTION
Students are
encouraged to
resolve their
own concerns
with words.
Problem
solving
strategies are
taught in the
classroom.
Classrooms engage in
regular “how are we
doing?” checks.
Conflicts are openly
discussed and
resolved using
community circle and
individual mediation
techniques.
A menu of building-designed
intervention options is
used by teachers to
model conflict
resolution for students,
and to guide students
in the use of
strategies. Students
with more frequent
conflict issues are
provided additional
support through adults
and/or peers.
As needed, teachers and students
use the PDSA cycle to improve
behaviors identified as
interfering with learning.
Teachers collaborate with the
building ART to monitor
student rates of bullying and
harassment, responding
through the PDSA process to
minimize conflict.
3.G- Utilize PDSA to improve a
process in the classroom
(displayed in the classroom)
3.E- Implement classroom meetings
on a regular basis.
Students lead the meeting
and facilitate the discussion
around the progress toward
class goals, measures and
mission. Student feedback
is used to drive the class
meetings.
•Direct teaching of skills
•Community circle / class meetings
•Re-teaching
•Teacher intervention
•Administrative intervention
Data Driven
Decisions
DATA DRIVEN
DECISIONS
4B- Monitor student and
stakeholder
satisfaction and
use data to drive
classroom
improvements
(displayed in the
classroom)
3B and 2F Class data
center and student
data folders.
Instructional
decisions are
based on the
teacher’s
knowledge of
the child and
the teacher’s
past
experiences.
•Class data centers
•Student data folders
•Student input
•Office referrals
•Suspensions
Teachers maintain anecdotal
records of student S/E/B
skills exhibited on a daily
basis. Classroom and
individual programming
are adjusted according
to these records.
The teacher submits
recorded classroom
data to the building
ART and
participates in
building-wide
implementation
strategies.
Parent, student, and staff
satisfaction data are
used to determine
improvement theories for
S/E/B. Classroom data
centers publicly display
evidence of continuous
improvement.
Quality Tools
QUALITY TOOLS
3I- Use at least 9 quality tools
(brainstorming, affinity
diagram, nominal group
technique, run chart,
flow chart, cause and
effect diagram, force
field analysis, pareto
diagram, relations
diagram)
2F- Implement student data
folders in the classroom
Teachers use basic tools
such as
histograms,
brainstorming, and
plus/delta to
engage students in
the classroom
operations.
Teachers use quality
tools to
identify areas
for
improvement,
to select
strategies, and
to monitor
progress.
•Continuous PDSA in
relationships, climate
•Action Research Team work
Student involvement in the
data collection is used
as a motivation
strategy. Tools, goal
setting, and data folders
help replace the use of
punishment and reward.
Teachers and students
demonstrate the use of
quality tools to
coordinate with the
building ART mission
and goals.
Implementation of
building improvement
strategies is evident.
Differentiation
Strategies
DIFFERENTIATION
STRATEGIES
(INCLUDING
SUPPLEMENTAL AND
INTENSIVE PLANS)
3B- Create a Classroom Data Center
( May include: District
Strategic Plan, SIP goals,
classroom ground rules,
classroom mission
statement, SMART
classroom goals, graphic
displays of progress toward
SMART goals)
2F- Implement student data folders
in the classroom
Classroom
practices
allow for
adequate time,
choices, and
meaningful
curriculum
that fit
individual
learners.
Teachers plan for
differentiated
strategies that fit
students’ S/E/B skill
levels. Individualized
social skill instruction
is made available to
students who
demonstrate the need.
•Core instruction
•IDM process
•Grouping strategies
•Adjustments for individual needs
•Interventions
Students are involved in the
design of classroom
interactions and in
learning
methodologies.
Students monitor and
chart their own
behavior and
satisfaction on a daily
or weekly basis. Class
meetings focus on the
data from student
reporting and
adjustments are made
to improve results.
Teachers collaborate in the
design of building
improvement efforts.
Supplemental and
intensive programming
choices are applied for
students who
demonstrate the need
for S/E/B supports.
Where did those 8
components come from?
…and numerous other research-based
sources...
…all based on the
following…
CASEL (The Collaborative for
Social and Emotional
Learning) website:
www.casel.org
• University of Illinois at Chicago
• Has compiled hundreds of research
studies in this area
• Reviewed 80 SEB programs
• Makes recommendations for
schools based on findings from
research
• TRIBES® was one of the SEB
programs chosen as a CASEL
Select program based on its
components
Some of their findings include:
• Multi-year initiatives had
more enduring benefits
• School climate should be
central focus
• Should be infused into
regular academic
curriculum
• Stand alone programs not
as effective
• Students should be
engaged actively and
experientially in learning
process
• TRIBES® is a group process
that develops a positive
environment to help promote
human growth and learning.
It is all about building
community through 3 stages
of group development, using
a set of agreements.
• This process is based on 30
years of human development
and resiliency research.
Common language has been adopted by
elementary schools and has been
aligned with the report form.
From Class and Schools,
by John Rothstein, p.96
• In a 1994 study by Johnson and Immerwahr:
“over 2/3 of Americans said that teaching
values was a role of public schools more
important than teaching academic subjects”
• In a recent survey, the highest ranked school
purpose was “preparing responsible citizens”
• An Illinois focus group study concluded
“preparing good citizens, not academic
achievement, was the most important goal of
public schools
C.R.C.S.D. CORE Components for Social/Emotional/Behavioral Programming
Component
Resources
Data Sources
Interventions
Procedures
Modules
Getting Started/Meeting the Challenge
Exceeding Expectations by Kovalik and Olsen
Brain Based Learning by Jensen
ITI: The Model
Procedure Pads
Positive Behavior Supports initiative
Colleagues
Observations
Team discussions
Walk Throughs
Class data folders
Pads
Student handbooks
Class procedure posters
Teach/Reteach
Target Talk
Procedure pads
Self assessments
Class data folders
Small group practice
Alternative Recess
Trouble Free Playground
Agenda
Modules
Exceeding Expectations
Colleagues
Observations
Picture Agenda
Pre-transition notification
Class Meetings/Community Circle
Modules
Tribes by Jeannie Gibbs
Continuous Improvement District workshops
Getting Started/Meeting the Challenge
William Glasser workshops/books
Don't Laugh At Me by Peter Yarrow
Colleagues
Observations
Implementation logs
Team discussions
Content area listing
Small group community circle
Common Language/Social Skills
Report card language
Modules
Megaskills by Dorothy Rich
Tribes by Jeannie Gibbs
Getting Started/Meeting the Challenge
Girls and Boys Town Social Skills
Character Counts
Skillstreaming
Second Step
Colleagues
Target Talk
Literature ties
Posters
Inclusion activities
Walk Throughs
Current events ties
Lesson plans
Observations
Skillstreaming lessons
Activities That Teach
Second Step lessons
Boys and Girls Town lessons