1. Unpacking the Standards: Linking State Standards to Social Emotional Learning and PBIS Kathy Maciel, GRREC Lisa Loague, GRREC AAA

2. Objectives Participants will demonstrate an understanding of the connection between academic standards and behavioral instruction. Participants will learn a strategy for unpacking academic standards. Participants will identify the social emotional skills students need to master the academic skills. Participants will learn about resources available for classroom teachers around instructional strategies and teaching social emotional skills.

3. Agenda Set context for the link between academic standards and behavioral instruction. Review strategies for unpacking standards and identifying the connection with social/behavioral skills. Implications and resources for including social and behavioral skills in instructional lesson planning.

4. Expectations Be Responsible – Be an active participant – Attend to presenter signals Be Respectful – Listen attentively to others – Limit sidebars and stay on topic – Maintain cell phone etiquette Be Willing to Learn – Enter discussions with an open mind – Respond appropriately to others’ ideas

5. Linking Academic “competence” with Behavior Implementing PBIS in Common Core Context

6. Have you ever heard: “I don’t have time to teach behavior.” “Why should I take away from instructional time to teach and reinforce my students when they should be doing it anyway?” “Great, something else I have to do.” “Behavior isn’t part of the standards.” “I can’t use debates or peer collaboration in my classroom because my students can’t handle it!”

7. Resources to support Tier 1 Fidelity Mastery of academic standards includes social skills under the umbrella of “behavioral skills.” Explicit instruction of behaviors is just good instruction – not in addition to good instruction. Because the KCAS includes social/interpersonal skills, explicit instruction is part of ensuring student mastery of standards.

8. Rationale for Linking PBIS with KCAS Sustaining implementation and ensuring PBIS remains a priority in the context of schools implementing KCAS requires flexibility, adaptation, and alignment of purpose… (common goals). Understanding the relationship between academic skills and the behaviors of learning and/or academic performance is critical to student success in school settings.

9. Academic & Behavior Relations Every academic skill also has an academic behavior(s) necessary to learn and/or perform that skill. Poorly developed or performed intra- and/or inter-personal behavior can interfere with the acquisition or performance of an academic skill.

10. Academic & Behavior Relations Demonstration of academic knowledge and skills as “behavior”. Emphasis on collaborative engagement among students requires social and interpersonal skills. Components of effective instruction are similar whether academic or behavior: – Organization & consistency – Explicit instruction – Engagement of students – Frequent & consistent feedback

11. Model of Skill Relationships (DiPerna & Elliott, DiPerna & Shapiro, 2001) Academic Competence:  Multidimensional construct composed of skills, attitudes and behaviors of a learner that contribute to academic success in the classroom  Academic Skills: Basic and complex skills that are a central part of academic curricula in schools.  Academic Enablers: Students’ attitudes and behaviors that allow the student to benefit from classroom instruction.

12. Model of Skill Relationships (DiPerna & Elliott, DiPerna & Shapiro, 2001) Classroom Instruction Academic Enablers Academic Skills Academic Competence Inter- personal Skills EngagementMotivationStudy Skills Students’ response

13. Inter-Personal Skills Follows classroom rules Corrects inappropriate behavior when asked Expresses dissatisfaction appropriately Accepts suggestions from teachers Works effectively in a large group activity Interacts appropriately with adults Listens to what others have to say Gets along with people who are different Works effectively in small group activity Interacts appropriately with other students

14. Engagement Speaks in class when called upon Asks questions about tests or projects Participates in class discussions Volunteers answers to questions Assumes leadership in group situations Volunteers to read aloud Initiates conversations appropriately Asks questions when confused

15. Motivation Is motivated to learn Prefers challenging tasks Produces high-quality work Critically evaluates own work Attempts to improve on previous performance Makes the most of learning experiences Persists when task is difficult Looks for ways to academically challenge self Assumes responsibility for own learning Is goal-oriented Stays on task

16. Study Skills Completes homework Corrects own work Finishes class work on time Prepares for tests Prepares for class Turns in homework on time Takes care of materials (e.g., textbooks, desk, tech) Pays attention in class Completes assignments according to directions Takes notes in class Reviews materials

17. Unpacking Standards to Identify Implied (Social, Behavioral) Skills to Include in Instructional Lesson Planning: An Example

18. Anchor Standards A CCR anchor standard is a skill that high school graduates should have in order to be ready for entry into the world of work or postsecondary education. Basically, an anchor standard is an answer to the question, “What should a 21 st century diploma holder be able to do in order to flourish?” Whether you teach kindergarten or 12 th grade, an anchor standard is the target. Because literacy tasks involve various modes of operation, there are several sets of anchor standards (Reading, Writing, Speaking and Listening, and Language).

19. KCAS - College and Career Readiness Anchor Standards for Speaking and Listening The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

20. Unpacking Steps Select a standard or set of standards. Step 1 Circle the verbs and action phrases (skill-Do). Record. Step 2 Underline the nouns and noun phrases (knowledge and understanding – K and U). Record. Step 3 Determine pre-requisite skills implied within the standard. Record. Step 4 Determine instructional implications of the standard. Record. Step 5

21. Step 1: Select a Set of Standards

22. KCAS: Speaking and Listening Standards Grades 11-12 students:

23. Step 2: Circle the verbs & action phrases (skills -Do) 1.Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. b) Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c) Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d) Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

24. Step 2: Circle the verbs & action phrases (skills -Do) 1.Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. b) Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c) Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d) Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

25. Step 3: Underline nouns & phrases (concepts/knowledge) 1.Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. b) Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c) Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d) Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

26. Step 3: Underline nouns & phrases (concepts/knowledge) 1.Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. b) Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c) Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d) Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

27. Step 4: Determine the pre-requisite skills implied within the standard.

28. Step 4: Determine the pre-requisite skills implied within the standard Summarization and integration of orally presented ideas and information Understand what the important aspects of informational text are; Understand that an author’s point of view influences how events are described (e.g., tone, presentation of opinions and facts); Read and comprehend informational text proficiently and independently Foundational reading skills sufficient to support comprehension of text (decoding, fluency, vocabulary, comprehension strategies) Active listening skills (initiating, clarifying, summarizing, repairing, asking open ended questions, etc.) Initiation skills Planning and problem solving skills Persistence and stamina Clear expressive communication skills Appreciation of diversity Perspective taking Critical thinking skills Organization and synthesis of orally and visually presented information Inferencing Interpretation and utilization of non-verbal communication cues Focus, attention, and self-regulation Negotiation and conflict resolution (when necessary)

29. Step 5: Instructional Implications of the standard.

30. Step 5: Instructional implications of the standard Review/Reteach Summarization and integration of orally presented ideas and information Understand what the important aspects of informational text are Understand that an author’s point of view influences how events are described (e.g., tone, presentation of opinions and facts) Read and comprehend informational text proficiently and independently Foundational reading skills sufficient to support comprehension of text (decoding, fluency, vocabulary, comprehension strategies) Active listening skills (initiating, clarifying, summarizing, repairing, asking open ended questions, etc.) Initiation skills Review/Reteach Planning and problem solving skills Persistence and stamina Clear expressive communication skills Appreciation of diversity Perspective taking Critical thinking skills Organization and synthesis of orally and visually presented information Inferencing Interpretation and utilization of non-verbal communication cues Focus, attention, and self-regulation Negotiation and conflict resolution (when necessary)

31. School-wide Link: KCAS & PBIS GROUP SHARE Review the Anchor Standards for Speaking and Listening. How do they align with your school-wide expectations? How might we integrate these efforts to achieve schools’ goals of: a)mastery of Speaking and Listening standards and b)explicit instruction of school-wide expectations?

32. Classroom Link: KCAS & PBIS Increased student collaboration Student diversity Challenge and rigor Student responsibility for learning

33. Classroom Link: KCAS & PBIS Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

34. Classroom Link: KCAS & PBIS Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

35. Instructional implications of the standard Are you including explicit instruction around the following behaviors to ensure mastery of standard: –Active listening skills –Interpretation and utilization of non-verbal communication cues –Develop verbal communication skills –Understand, follow rules –Initiation skills –Focus, attention, and self-regulation –Planning and problem solving skills –Perspective taking –Critical thinking skills –Organization and synthesis of orally and visually presented information –Appreciation of diversity –Negotiation and conflict resolution (when necessary)

36. Do you know your students’ skill level? http://www.casel.org/library/?tag=Assessment

37. Marzano Planning Questions

39. Instructional Strategies 1.Peer collaboration/ cooperative learning 2.Concept maps/graphic organizers 3.Debates/perspective taking 4.Generating/testing hypotheses 5.Student demonstrating and responding 6.Self-monitoring 7.Games 8.Questioning http://flpbs.fmhi.usf.edu/resources_classroom_foldersmod.cfm

40. Table of Social Skills

41. Building It Into Lesson Plans

42. Behavior Lesson Plan: Explicit Instruction

43. Critical Elements of Behavioral Lesson Plans Gradual Release Steps I DO Define the behavior (skill, rule, procedure) and give rationale for why that’s important linked with students’ long-term goals ~ Include examples, non-examples Model the skill WE DO Guided practice Role plays Opportunities for practice with feedback (positive reinforcement) YOU DO Independent practice Peer collaboration Self-assessment and reflection

44. Critical Elements of Behavioral Lesson Plans How do the circumstances align with the instructional activity (peer collaboration, developing a project, etc.)? Modeling Guidelines In planning live modeling displays, teachers should incorporate the following guidelines: 1.Use at least two examples for each skill demonstration. If a skill is used in more than one group session, develop two new modeling displays. 2.Select situations relevant to students’ real-life circumstances. 3.The model (i.e., the person enacting the behavioral steps of the skill) should be portrayed as a youngster reasonably similar in age, socioeconomic background, verbal ability, and other characteristics salient to the youngsters in the Skillstreaming group. 4.Modeling displays should depict positive outcomes. In addition, the model who is using the skill well should always be reinforced. 5.Modeling displays should depict all the behavioral steps of the skill in the correct sequence. 6.Modeling displays should depict only one skill at a time, with no extraneous content.

45. Integrate this information with the academic lesson planning process that teachers are already doing.

46. Lesson Plan for Teaching Rules (Con’t.)

47. Lesson Plans

48. Lesson Plans (Con’t.)

49. Literacy Alignment

50. Literacy Connections

52. http://education.ky.gov/educational/CCadv/P ages/Social_Emotional_Learning.aspx http://education.ky.gov/educational/CCadv/P ages/Social_Emotional_Learning.aspx http://www.casel.org/

53. Resources/Credits http://flpbs.fmhi.usf.edu http://www.casel.org/ KDE Social Emotional Learning Thank You! Kathy MacielLisa Loague kathy.maciel@grrec.ky.govlisa.loague@grrec.ky.gov