1. Michelle Coconate RtI Facilitator Counselors’ Meeting Woodruff Career & Technical Center September 24, 2015

2. All information for today can be found at:

3. Video Stop. Think. Act: Social & Emotional Learning

4. Goal 1 Develop self-awareness and self-management skills to achieve school and life success. Goal 2 Use social-awareness and interpersonal skills to establish and maintain positive relationships. Goal 3 Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

5. More than 213 controlled studies indicate that SEL Programming improves students’ academic achievement and positive social behavior while reducing their conduct problems and emotional distress. (Durlack, Weissberg, Dymnicki, Taylor, & Schellinger, 2011) Cooperative for Academic, Social, & Emotional Learning (CASEL)

6. Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to… We take pride in educating and graduating each student prepared and inspired to contribute to the world.  understand and manage emotions  set and achieve positive goals  feel and show empathy for others  establish and maintain positive relationships  make responsible decisions

7.  Relationships provide a foundation for learning  Emotions affect how and what we learn  Social and emotional skills can be taught  Positive impact on academic achievement, relationships, & citizenship  Social skills and attitudes are demanded by employers We take pride in educating and graduating each student prepared and inspired to contribute to the world.

8.  Commitment to school-wide social culture  Commitment to building personal competence of students  Linking social development with academic success We take pride in educating and graduating each student prepared and inspired to contribute to the world.

9.  Using SEL curricula to define core social expectations for schools  Using SEL framework for elaborating a multi- tiered system of support  SEL for all  SEL for those who need a bit more  SEL for those students with intense needs.

10. SEL taught in every classroom, every class, every day! What does that look like? We take pride in educating and graduating each student prepared and inspired to contribute to the world.

11.  Student-Centered Discipline  Teacher Language  Responsibility & Choice  Warmth & Support  Cooperative Learning  Classroom Discussions  Social Academic Instructional Groups (SAIG)  Self-Reflection & Self- Assessment  Balanced Instruction  Academic Press & Expectations  Competence Building – Modeling, Practicing, Feedback, Coaching  Check-In, Check-Out (CICO)  Groups with Individualized Features (GWIF) Anything Familiar?

12. Work on making current PBIS Focus Plan More Intentional Deeper More focused We take pride in educating and graduating each student prepared and inspired to contribute to the world.

13. Tier 2 Academic SystemsBehavior Systems Tier 3 Long term maintenance of Teacher/Student relationship Outlasting the behavior WRAP Around/RENEW FBA Teaching SAT Brief FBA Individual Triage Practicing Skills Teaching Skills SAIG & GWIF CICO Adult/Student Collaboration Planning Counseling Mentoring Sensory Breaks Self-monitoring sheet Visual Aids Restrictions/Protections Evaluate Environment Parent input on plan Communication Staff, Students, Families, Community Data Collection BIST/PBIS Leadership Team School-wide Management Common Area Expectations Teaching Expectations School-wide Level Triage Acknowledgement System Prevention Pre-teach Clear Expectations Procedures Gateway Behaviors Goals for Life Praise (4:1) Proximity Advisory Class Meetings Second Step Interventions Classroom Triage Class Meetings Caring Confrontation Safe Seat/Buddy Room Second Step Why Try Intensive, Individual, Intervention Individual Students Assessment-based High Intensity Universal Interventions All Students Preventive, proactive Targeted Group Interventions Some students (at-risk) High efficiency Rapid Response Intensive, Individual, Intervention Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid Response Universal Interventions All Students Preventive, proactive * bold, larger font indicates commonalities Social Emotional Learning Supports (SEL)

18.  Second Step  BIST  Why Try  Kagan Cooperative Learning  Kagan Win-Win Discipline  Behavior Lesson Plans (Cool Tools)  Morning Meeting  Advisory  Strong Start/Kids/Teens  Skillstreaming * Early Childhood/Elementary/Adolescent  Aggression Replacement Training (ART)  Others… We take pride in educating and graduating each student prepared and inspired to contribute to the world.

19. Who???  PBIS Team?  ULT?  Both?  Others? Support?  Call/Email/Text Michelle Coconate Turn a DRAFT into Michelle Coconate and your AIO by October 15, 2015

20.  Collaborative for Academic, Social, and Emotional Learning (CASEL) www.casel.org  Center on Positive Behavior Interventions and Supports www.pbis.org  Center on Great Teachers and Leaders www.gtlcenter.org/sel-school  Office of Juvenile Justice and Delinquency Prevention http://www.ojjdp.gov/mpg/Topic/Details/107  Illinois State Board of Education http://www.isbe.net/ils/social_emotional/standards.htm http://www.isbe.net/ils/social_emotional/standards.htm We take pride in educating and graduating each student prepared and inspired to contribute to the world.

21. Table Talk How are you supporting SEL at your school?