Transcript Social / Emotional / Behavioral (SEB) Learning

Social / Emotional / Behavioral
(SEB) Learning
What’s new in the SEB world?
•Early Learning
Programs
•Middle Schools
Early Learning
Middle School
Student Learning
Expectations
(SLEs)
…at the elementary level….
I Can Statements
Alignment
with
Student
Progress
Report
Supporting Document
CONSIDERATIONS





Markings are given based on developmental levels of the
student and consideration given to their abilities
The behavioral expectations of Personal Best, Active
Listening, etc. are general concepts and are interwoven
into all of the Doing Our PARRT lessons, although they are
not specifically taught in the curriculum
Schools teach these concepts in a variety of ways (posters,
real-life examples, assemblies, pointing out positive
examples, feedback to students, using the language
building-wide, literature, etc.)
The PARRT common language is interwoven into the
student’s entire day and all subject areas
The indicators listed below each behavioral expectation
are not intended to be an all-inclusive list, rather some
possibilities of what each expectation might look like
Priorities continuing this year…



SEB ART guiding practices in building
that focus on positive school climate
and culture
Building-wide implementation of Doing
Our PARRT lessons
Blending with other building SEB focus
areas (PBS, school culture, etc.)
Doing Our PARRT
assessment data
The Doing Our PARRT lessons are one piece of a larger SEB
Learning Model
model in the Cedar Rapids elementary schools.
Creating School / Classroom Community
TRIBES® Strategies and Energizers
Inclusion Activities Strong Relationships
Community Circle / Class Meetings Appreciations
Celebrations
Quality Tools
Assemblies
Family / Community Involvement Student Input
Common Language
Newsletters
Opportunities for All Students to be Involved
SEB Action
Research
Teams:
Each building has in
place a team of
people who oversee
SEB school
improvement goals
and make
recommendations
for building
procedures in this
area through the use
of the Continuous
Improvement model.
Core SEB
Classroom
Components
Rubric:
Describes 8 core
components that should
be in place in all
elementary classrooms:
procedures, class
meetings, agenda,
common language,
problem solving, data
driven decision, quality
tools, and differentiation
strategies.
Common
Behavioral
Expectations:
5 behavioral expectations
(personal best, active
listening, respect,
responsibility, and
trustworthiness) have been
adopted in all of the
elementary buildings to
help build patterns in
student’s brains. These
will be regularly shared
with families and
community members to
increase the likelihood of
internalization of these
traits in our students.
Doing Our
PARRT
Lessons:
12 core lessons at each
grade level designed to
help create an
atmosphere of respect
that will reduce
incidents of bullying /
harassment in our
buildings. These
lessons integrate
necessary skills,
TRIBES, and
continuous
improvement.
Supplemental
and Intensive
Instruction:
Students who need
more support than
the core SEB
learning provides
may have plans that
provide that support
through programs
such as Second Step,
Skillstreaming,
BoysTown Social
Skills, etc.
Core SEB
Building
Components:
The same 8 core
components that
are found in the
classroom rubric,
are described in
this table with
sample
characteristics that
would be in place
at a building level.
Support



Contact me at any
time with questions,
concerns, clarification
Available as needed
to support SEB ARTs
Happy to help with
curriculum needs,
questions, materials



[email protected]
558-1726
ESC @ Kingston /
#402
Questions / Brilliant Observations?