1. Brockton PBIS: Tier 1 Coaches Meeting December 2014 Adam Feinberg adam.feinberg@umb.edu

2. Agenda Items: Housekeeping Items BoQ Completion Data Tier 1 & Social Emotional Learning Glows & Grows: Consequences & Chapter 222

3. Housekeeping Items Coaching Schedule & Hosting BoQ Completion

4. Socio-Emotional Learning (SEL) & PBIS

5. I want to thank… Sara A. Whitcomb, Ph.D. Sarah A. Fefer, Ph.D. BCBA University of Massachusetts, Amherst College of Education School Psychology Program

6. Moving Beyond the Silos ClimatePBISSEL

7. Social and Emotional Learning (SEL)

8. What is SEL? Social and emotional learning involves the development of skills in 5 areas: SEL Self-awareness Social awareness Relationship skills Responsible decision making Self- management Form positive relationships, work in teams, deal effectively with conflict Make ethical, constructive choices about personal and social behavior Manage emotions and behaviors to achieve one’s goals Show understanding and empathy for others Recognize one’s emotions, values, strengths, and limitations

9. SEL Guiding Principles 1.Importance of relationships to cognitive and social growth 2.Importance of teaching social and emotional learning skills 3.Importance of adults as models 4.Importance of positive school climate for students and adults

10. SEL Skills Listening Calming down Dealing with teasing Understanding other viewpoints Identifying feelings Setting positive goals Overcoming obstacles Building Positive Relationships Non-verbal communication Cooperatin g Recognizing bullying Being inclusive Speaking up Knowing when to get help Bystander help Recognizing differencesAddressing discrimination Reading body language Positive self-talk Evaluating solutions Brainstorming Demonstrating empathy Expressing anger appropriatelyProblem solving Being patientReaching consensus Self-motivationLeadership skills Giving/receiving compliments

11. Request for Assistance Form Number of ODR: __________ Number of nurses visits: ____________

12. Sample SAEBRS (Kilgus et al., 2013)

13. Ms. Fuentes First Grade Classroom Exhibits positive behavior Regulates behavior appropriately Participates appropriately in group activities Works and plays without disrupting others Follows classroom routines Adjusts to transitions and changes Responds to conflict effectively Takes care of materials and belongings Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Example Report Card Screening Data

14. Implementation Checklists: -Teacher Behavior -Student Behavior -Time -Component Checklist

15. Integration: Practices Staff and students work from a shared vision Building routines to ensure that practices are sustained Infuse behavioral expectations in teaching competencies through SEL curricula Emphasis on positive feedback to teach skills and build relationships

16. Routines Teach behavioral expectations and why this is an expectation –Why is it beneficial to behave in certain ways? Routine use of language tied to SEL curriculum and/or PBIS behavioral expectations Examples of routines: –Buddy classroom –Morning meeting –Problem solving wheel

17. Crosswalk PBIS with SEL C ooperation A ccountability R espect E mpathy Understandin g your Feelings X Understandin g Other People’s Feelings XXX When You’re Angry XXXX When You’re Worried XX

18. Crosswalk PBIS with SEL C ooperation A ccountability R espect E mpathy Learning to Listen XX Focusing Attention XX Following Directions XX Self-Talk XX

19. Conclusions Structures + Support = Positive School Climate PBIS + SEL = Positive School Climate “To best integrate the two approaches it is necessary that educators understand the fundamental principles and practices driving each approach” (Bear et al., in press) Many features of SEL and PBIS are overlapping and complementary!

20. CH 222 Example Brookfield Elem

21. Brookfield Example(Bus)

25. Glows & Grows: Consequences & Chapter 222