Bemidji Regional Interdistrict Council Social Emotional Learning and Mindfulness: A Collaborative Journey MASE Best Practices Conference May 10, 2018 Presenters: Brenda Story, Executive Director and Director of Special Education Michele Mogen, Assistant Director of Special Education Stacy Bender-Fayette, Social Emotional Learning Specialist Dionne Daly, OM Yoga Instructor & Mindfulness Specialist
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Bemidji Regional Interdistrict Council Social Emotional ... · Social Emotional Learning and Mindfulness: A Collaborative Journey MASE Best Practices Conference May 10, 2018 Presenters:
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Bemidji Regional Interdistrict Council
Social Emotional Learning and Mindfulness: A Collaborative Journey
MASE Best Practices ConferenceMay 10, 2018Presenters:
Brenda Story, Executive Director and Director of Special Education Michele Mogen, Assistant Director of Special Education
Stacy Bender-Fayette, Social Emotional Learning SpecialistDionne Daly, OM Yoga Instructor & Mindfulness Specialist
Presentation ObjectivesParticipants will understand:● how to write Mindfulness / Social Emotional
Learning (SEL) into a professional development -Coordinated Early Intervening Services (CEIS) plan.
● the impact of integration of Mindfulness/Emotional Learning (MEL) and SEL on classroom culture and students.
● how to build capacity for resilience for all learners
Bemidji Regional District Council (BRIC)
Why we got started….
● BRIC member districts were cited for 3 consecutive years of disportionate status
● Based upon Disciplinary Incident Reporting System (DIRS) data
● Notification in March● 15% of Federal Budget - Part B funds (611
and 619) set aside for Coordinated Early Intervening Plan (CEIS)
What are we going to do with this money?
● CEIS - the process is set up to address K-3, general education
● Sample plans reviewed focused on hiring staff (paras) or purchasing curriculum
● BRIC focused on addressing systemic practices and bringing about a change in the culture of member schools regarding discipline
Impacting staff and students
Year 1 focus ● Training:
○ Administration perception regarding suspensions
○ Staff becoming more sensitive of student needs
● Implementation: ○ Assistance with dealing with behavior and
collection and utilization of data for programming decision making
Impacting staff and students
Year 2 focus ● Training:
○ All staff on the impact of adverse childhood experiences
○ Administration on alternatives to suspension
● Implementation○ Weekly Mindfulness practice with
identified students with high behavior needs
○ Bi-monthly Social Emotional Learning instruction in K-1
Why did we target specific ages / groups of students? ● Youth in special education are almost 5 ½
times more likely to be suspended or expelled than general education students.
● Approximately half of preschool children who display challenging behavior prior to kindergarten maintain inappropriate behavior patterns well in into elementary school years.
● There are two clear developmental periods where self-regulation skills increase dramatically due to underlying changes in brain architecture--early childhood and adolescence-- suggesting particular opportunities for intervention.
Developing the CEIS plan
Special Considerations:● Member districts with unique student
populations● Innovation -
○ Focus on collaboration ○ Culturally sensitive○ Ongoing supports and training throughout
the plan year (avoiding the spray and pray model)
○ Identifying and accessing quality resources
CEIS Plan - Year 1 (2016-17)● Training:
○ Staff - all identified staff in specific districts or assignments participated in The Nurtured Heart Approach (NHA) training in the fall of 2016.
○ Administration - Principals and Deans of Students met quarterly with consultant Wendy Loberg for training on alternatives to suspension and expulsion.
CEIS Plan - Year 1 (2016-17)● Implementation:
○ BRIC hired a full time Behavior Specialist / Consultant to support staff in member districts with the implementation of NHA, CPI De-escalation and Zones of Regulation interventions.
○ BRIC contracted with a consultant to provide staff with regularly scheduled support in data collection strategies and data analysis for making IEP program decisions
CEIS Plan - Year 2 (2017-18)
● Training:○ All BRIC member district staff invited to
participate in ½ day training on Adverse Childhood Experiences (ACES) and Trauma-Sensitive Schools training.
○ Principals and Deans of Students provided continued training in alternatives to suspension and expulsion with a focus on engagement and learning rather than discipline.
CEIS Plan - Year 2 (2017-18)
● Implementation:○ Grades K-1 in all member districts
provided Social Emotional Learning, lesson embedded professional development and learning.
○ Targeted staff and students provided weekly, guided Mindfulness experiences.
BRIC’s goalsWe are looking for evidence that the culture is changing:● Decrease in suspension rates overall, but of
Native American students with disabilities specifically.
● Decrease in the use of restrictive procedures.● Decrease in the number of office referrals for
behaviors stemming from dysregulation.● Decrease in avoidance (absenteeism, visits to
the nurse’s office)● Increase in staff and students utilizing
self-regulation and coping skills.● Increase in Mindfulness practices creating
walking, standing, balancing, twisting and strengthening
● Benefits: restore/strengthen the body, release toxins/stress, reduce physical ailments
● Mind● Body● Stress
Yoga Practice - Laporte +Blackduck + Cass Lake
BalanceCulture
Strength
Mindfulness/Emotional LearningBreath-Body- Mind
Mind Calming Tools● Learning to think + respond● Mind practice: Journaling with weekly theme ● Is the mind aggravated, tired, bored or
mourning● Mind awareness with breath● Benefits: Reduce stress/anxiety/burn out, calms
the mind, improve concentration, increase acceptance, become responsive rather than reactive
STRESS
What I learned in Mindfulness?* Calmer Better choices* Less outbursts Improved home behavior* More loving Understand death* Sleep well Accept their pain* Feel stronger Understand their anger* Thankful for what they have Can see a future
The Power of Mindfulness in the Classroom
Teachers/Guidance Counselors Comments:* Self regulated kids * Calmer* Less outburst * Balanced/Controlled* Focused * Ready to LEARN
Please teach Mindfulness to all teachers…..WE need this!