Presentation on theme: "How to Align SEL, PBIS, and RJ to Provide a Coherent Network of Support for Our Students David Osher, Ph. D."— Presentation transcript:
1How to Align SEL, PBIS, and RJ to Provide a Coherent Network of Support for Our Students David Osher, Ph. D.
2Some Overarching Thoughts Build asset and protective factorsReduce or eliminate risk factorsThe importance of:Youth- and family-driven approachesBeing culturally and linguistically competentAddressing and eliminating disparitiesCreating conditions where students are on track to thrive – not just on trackBuild Staff, school, and system proficiency and capacity
4Individual Factors that Place Youth at Risk ImpulsivityEmotional DisregulationStress ResponseInsecure relationships with parents, teachers, peers
5Environmental Factors that Place Youth at Risk Academic FrustrationChaotic Classrooms, Public Space, & TransitionsTeasing, Bullying, GangsPoor Adult Role ModelingSegregation With Antisocial PeersSchool-driven Mobility &Harsh Discipline, Suspension, Expulsion, Push Out/Drop Out
6Common Protective Factors Social Emotional Competency and CapacityNurturing Environments that are developmentally appropriate
7Supporting Effective Social and Emotional Development Teacher Well-Being and AwarenessSocial and Emotional Skill DevelopmentEffective Conditions for LearningMark Greenberg
8Mark Greenberg modified Nurturing ResilienceDevelopingSelf-Control/Emotion RegulationCognitive Abilities – Problem Solving SkillsBuilding Attention and Learning CapacitySupporting Healthy relations with peers and adultsCreating Safe, Welcoming, CaringClassrooms and SchoolsMark Greenberg modified
9Students who are At Risk are particularly susceptible to: Low Teacher EfficacyLow Teacher SupportNegative Peer RelationshipsChaotic EnvironmentsPoor Instructional And Behavioral PracticesPoor Conditions for Learning
10Conditions for Learning SafetyPhysically safeEmotionally safeLow Risk EnvironmentsSupport , Care, & ConnectionMeaningful connection to adultsExperience of Care & RespectStrong bonds to school family &other community institutionsPositive peer relationshipsEffective and available supportChallenge & EngagementHigh expectationsEducational opportunities areconnected to life goalsStrong personal motivationEngagementRobust opportunities to learnIndividual & Peer Social EmotionalCompetencyUnderstand& Manage Emotions & RelationshipsPro-social ValuesGood decision makingOsher et al., 2008
11School as a Protective Factor and as a Resilient Context ConnectionAcademic SuccessSupported TransitionsPositive Relationships With Adults And PeersCaring InteractionsSocial Emotional LearningPositive Interactions With Pro- social (Not, Anti-social) PeersStabilityPositive Approaches To Disciplinary Infractions &Services And Supports
12The Particular Importance of Acceptance and Connectedness Positive Relationships With Staff And Peers Associated With:Intrinsic MotivationAccept Others Authority While Developing A Strong Sense Of IdentityExperience of AutonomyAccept Responsibility To Regulate Their Own EmotionsLess antisocial behaviorExperience Of Acceptance Associated With:Positive Orientation To School, Class Work, & TeachersDropouts Feel Estranged From Teachers And Peers
13Distinguishing the differences between SEL, PBIS, RJ.
14PBIS A multi-tiered framework, not a specific curriculum Behavior and Discipline Referrals are the main metricsBehavioral interventions that include positive interventions are in the DNA
15PBIS Implementation Practices Positive Behavior Support In Schools4/14/2017PBIS Implementation PracticesTrain and support a representative teamSet time to plan and continuously improveSet school wide expectationsSet a plan to teach expected behaviorSet a plan to recognize expected behavior and actively superviseProvide firm but fair behavioral correctionsUse data (student and staff behavior) to make decisions and give/seek feedback to/from staffJeffrey Sprague, Ph.D.
16Supporting Social Competence & PBISIntegratedElementsSupporting Social Competence &Academic AchievementOUTCOMES15SupportingDecisionMakingSupportingStaff BehaviorDATASYSTEMSPRACTICESSupportingStudent BehaviorJeff Sprague
17Six Basic Recommendations for Implementing PBIS Never stop doing what already worksAlways look for the smallest change that will produce the largest effectAvoid defining a large number of goalsDo a small number of things wellDefine what you will do with operational precisionDo not add something new without also defining what you will stop doing to make the addition possible.Horner
18Three-tiered Model of Behavioral and Academic Support Systems Positive Behavior Support In Schools4/14/2017Three-tiered Model of Behavioral and Academic Support SystemsAcademic Support SystemsBehavioral Support SystemsTargeted and Indicated InterventionsIndividual StudentsFrequent assessmentsIndividualized supportsEvidence-based practicesTargeted and Indicated InterventionsFew StudentsFunctional Assessment-basedIndividualized supportsEvidence-based practices1-5%1-5%5-10%5-10%Selected InterventionsSome students (at-risk)Group and individual supportsDefault strategiesFrequent AssessmentsEvidence-based practicesSelected InterventionsSome students (at-risk)Group and individual supportsDefault strategiesFrequent AssessmentsEvidence-based practicesUniversal InterventionsAll students, all subjectsPreventiveFrequent AssessmentsEvidence-based practices80-90%Universal InterventionsAll settings, all studentsPrevention focusFrequent AssessmentsEvidence-based practices80-90%Jeffrey Sprague, Ph.D.
19Emotional Intelligence Framework Self AwarenessSocial AwarenessSelf ManagementRelationship ManagementPositive Impact on OthersEmotional Intelligence – Goleman Model. Most elements of every emotional intelligence model fit within these four generic domains: self-awareness, self-management, social awareness, and relationship management.Citation: Goleman, Daniel (2011). The Brain and Emotional Intelligence: New Insights (Kindle Locations 51-54). More Than Sound LLC. Kindle Edition.Based on Daniel Goleman and Linda Lantieri
20Responsible decision-making Core CompetenciesSelf-awarenessSelf-managementSocialEmotionalLearningResponsible decision-makingSocial and emotional learning is the process for acquiring skills, knowledge and attitudes to recognize and manage emotions, demonstrate care and concern for others, establish positive relationships, make responsible decisions and handle challenging situations effectively. Research now clearly shows that SEL provides the foundation for improved social, health, behavioral and academic outcomes (more about that in a moment). Developing these skills is a lifelong process and therefore relevant to Pre-K – 12 and beyond. SEL helps children and adults develop the fundamental social and emotional skills needed for life effectiveness -- the skills we all need to handle ourselves, our relationships and our tasks effectively and ethically.SEL is an approach to education that promotes these competencies through two primary approaches or focuses:explicit classroom-based instruction of these skills, andthe creation of safe, caring, well-managed learning environments where students feel safe, cared for and are engaged in learning. These same environments provide opportunities where these skills can be learned, practiced and reinforced throughout the day.Research indicates that these skills can be taught, and taught by in schools of every type for students of every background.The dotted lines on this model are used to group self-management and self-awareness together and to group social awareness and relationship skills together. This makes for three, rather than five, competencies: 1) self-awareness and self-management; 2) social awareness and relationships; and 3) responsible decision making.Citation: (2008) CASEL Tool 2 - SEL PowerPoint Presentation11.ppt slide #4(PowerPoint Presentation entitled “Social and Emotional Learning for School and Life Success”)Social awarenessRelationship skillsCitation: (2008) CASEL Tool 2 - SEL PowerPoint Presentation11.ppt slide #4(PowerPoint Presentation entitled “Social and Emotional Learning for School and Life Success”)20
21SEL Approaches Explicit skills instruction Direct Constructivist Curriculum integrationTeacher instructional practicesProgramming beyond the classroom
22Developing Social and Emotional Skills Sequenced, Active, Focused, Explicit (SAFE)Adults and students model SEL skills and discuss relevant situationsDevelopmentally/culturally competent instruction and community-building activitiesOpportunities for students to contribute to their class, school, and community
23SEL the Environment: Safe and supportive schools provide students with: Physical & psychological safetyA sense of belonging & connection to othersA sense of being a capable, worthy person
24Core principles of Community building from an SEL Program (CSC) • Actively cultivate respectful, supportive relationships among and between students, parents, and school staff • Provide regular opportunities for collaboration and service to others • Provide regular opportunities for influence and self-direction • Emphasize common values, goals, and norms
25Restorative Practices Focus on Relationships First, and Rules Second,Staff and pupils act towards each other in a helpful and nonjudgmental way;Adults and students work to understand the impact of their actions on othersCollaborative problem solvingEnhanced sense of personal responsibilityThere are fair processes that allow everyone to learn from any harm that may have been doneAll stakeholders have a voiceResponses to difficult behavior have positive outcomes for everyoneStrategic plans for restoration/reparation
26Characteristics of Restorative Schools Educators are models of restorative practicePhysical environment promotes an ethos of careEmotional environment promotes an ethos of careSchool policies and practices focus on restorationConflict resolutionFlexible policiesDifferentiated disciplineJeff Sprague
27Approaches to Discipline Internal or ExternalRelationship based or exclusionaryPunitive or restorative and educationalReactive or Proactive
28Some Simple Minded Distinctions PBIS is about preventing adults from doing stupid thingsSEL is abut giving students portable assets when they are confronted by adults and students doing stupid thingsRestorative Justice helps adults and students build maintain and build an including community after stupid things are done
29Why all three approaches may be needed Behavioral interventions don’t generalizeSome contexts are so out of control that behavioral interventions and mental health interventions are necessary to gain controle.g. The Good Behavior Gamee.g., TurnaroundRestorative justice will work best in a setting the prevents problems and promotes problem soling skills
32Combining SEL and SW PBS AcademicsImplementationSupport Systems-Fidelity-Funding-Teacher WellbeingBehaviorManagementSecond Step and PBS
33Integrating PBIS & SEL (Bradshaw et al., 2012) Commitment to a coordinated implementation of PBIS+SELGet staff buy-in for PBIS+SEL implementation and integrationEngage stakeholders to form a PBIS-SEL integration steering committeeDevelop a shared vision to implement an integrated PBIS+SEL approach at the school
34Integrating PBIS & SEL (Bradshaw et al., 2012) Professional development activities for staffIntegrated PBIS+SEL model launchOn-going technical assistance at district and state levels.Evaluate and refine for continuous improvement
35Envisioning a system/organization that integrates Approaches
36Integrating SEL and PBIS: Content SameCommitment to building personal competence of studentsLinking social development with academic successCommitment to school-wide social cultureComplementarySocial skills and Benefit from Social Emotional CompetenciesPotential ChallengesRole of student voiceApproach to reinforcementMetrics
37Integrating RJ and PBIS: Content Samefocus on “rule-governed” behaviorDifferent“programs” versus “build your own”ComplementarySocial skills and Benefit from Social Emotional CompetenciesPotential ChallengesRole of student voiceApproach to reinforcementMetrics
38Integrating RJ and SEL Content SameFocus on relationship and responsibilityDifferent“Programs” versus “build your own”ComplementaryDevelop Social skills and Benefit from Social Emotional CompetenciesCommunity focus of many SEL programsE.g., Caring School Communities
39Integrating SEL and PBIS: Processes SameStaff development and coaching for adultsImportance of Leadership Buy InImportance of Teacher Proficiency and ModelingComplementaryCan be an integrated “scope and sequence”Improvement based on dataStudent performanceAdult consistencyPotential ChallengesMetrics
40Integrating RJ/PBIS: Processes SameStaff development and coaching for adultsImportance of Leadership Buy InImportance of Teacher Proficiency and ModelingComplementaryCan be an integrated “scope and sequence”Improvement based on dataStudent performanceAdult consistency
42Adapting CASEL Practice Rubric for School-wide PBIS/ SEL / RJ Implementation District & School leadership commits to school-wide PBIS/SEL/RJDevelop shared vision aligned with district and state prioritiesConduct needs/resources assessment that addressesAdult, School, and System CapacityCultural and Linguistic CompetenciesDevelop PBIS/SEL/ RJ implementation action plan that includesCommon metrics that are both promotive & preventiveDisparitiesSelect evidence-based programming and strategies
43Adapting CASEL Practice Rubric for School-wide PBIS/ SEL / RJ Implementation Provide ongoing professional development and supportLaunch PBIS/SEL instruction aligned with planned scope and sequenceIntegrate school-wide, family, and community PBIS/SEL/ RJ programming and 3-tiered approach to student supportAlign with community school modelEmploy culturally and linguistically competent youth and family driven approachesMonitor Evaluate practices and impacts for continuous improvement
44Adapting CASEL Practice Rubric for School-wide PBIS/ SEL / RJ Implementation District & School leadership commits to school-wide PBIS/SEL/RJDevelop shared vision aligned with district and state prioritiesConduct needs/resources assessmentAddressDevelop PBIS/SEL/ RJ implementation action planSelect evidence-based programming and strategies
45What are districts doing to reduce the fragmentation of these strategies?
46Work at Three LevelsIntervene Early & Provide Focused Youth Development ActivitiesImplement strategies and provide supports that address risk factors and build protective factors for students at risk for severe academic or behavioral difficulties.Provide Individualized Intensive SupportsProvide coordinated, intensive, sustained, culturally competent, individualized, child- and family- driven and focused services and supports that address needs while building assets.Build a School-wide & Community FoundationSocial Emotional Learning, youth development, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural competence, and strong family engagement.
47Linking Student Support & School Improvement School-wideTeamStudent SupportTeamPrincipalTeacherMental HealthProfessionalDwyer & Osher, 2000
48Illinois ApproachDeveloping common language across systems through avoiding acronyms and have a willingness to understand PBIS / RJ / SEL / MH and its implications for students and families
49Illinois Related Initiatives Social Emotional LearningPositive Behavioral Interventions and SupportsTier 3: IntensiveTier 2: StrategicTier 1: UniversalMental HealthRestorative JusticeCrisis counselingIndividual support teams/plansPsychiatric careGroup counseling/support groupsStaff & familyCoordinated referral process/progress monitoringMental Health screeningPrevention/Wellness promotionIndividual social skills instructionTargeted social skills instructionSEL curriculumSchool climate assessmentWraparoundComplex FBA/BIPIndividual planningBrief FBA/BIPCheck-in/outCheck/ConnectSocial academic instructional groupsSchool-wide behavior expectationsAcknowledge positive behaviorsData-based planningFamily group conferencingCommunity conferencingPeer JuryConferencingProblem-solving circlesCirclesRestorative chatsData-based planning
50Lessons From CSI Cohort 1 AnchorageAustinCleveland