Brockton PBIS: Tier 1 Coaches Meeting December 2014 Adam Feinberg [email protected].

Brockton PBIS:Tier 1 Coaches MeetingDecember 2014

Adam Feinberg [email protected]

Agenda Items:

Housekeeping Items

BoQ Completion Data

Tier 1 & Social Emotional Learning

Glows & Grows:

Consequences & Chapter 222

Housekeeping Items

Coaching Schedule &

Hosting

BoQ Completion

Socio-Emotional Learning (SEL) & PBIS

I want to thank…

Sara A. Whitcomb, Ph.D.Sarah A. Fefer, Ph.D. BCBA

University of Massachusetts, AmherstCollege of EducationSchool Psychology Program

Moving Beyond the Silos

Climate PBIS SEL

Social and Emotional Learning (SEL)

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 positiverelationships, 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

SEL Guiding Principles1. 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

SEL SkillsListening Calming down

Dealing with teasing

Understanding other viewpoints

Identifying feelings

Setting positive goals

Overcoming obstacles

Building Positive Relationships

Non-verbal communicationCooperating

Recognizing bullying

Being inclusive

Speaking up

Knowing when to get help

Bystander help

Recognizing differencesAddressing discriminationReading body language

Positive self-talk

Evaluating solutions

Brainstorming

Demonstrating empathy

Expressing anger appropriatelyProblem solving

Being patient Reaching consensus

Self-motivation Leadership skills

Giving/receiving compliments

Request for Assistance FormNumber of ODR: __________ Number of nurses visits: ____________

(Kilgus et al., 2013)

Sample SAEBRS

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

belongingsStudent

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

Implementation Checklists:

-Teacher Behavior

-Student Behavior

-Time

-Component Checklist

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

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

Crosswalk PBIS with SELCooperation

Accountability Respect Empathy

Understanding your Feelings

X

Understanding Other People’s Feelings

X X X

When You’re Angry X X X X

When You’re Worried X X

Crosswalk PBIS with SELCooperation

Accountability Respect Empathy

Learning to Listen

X X

Focusing Attention

X X

Following Directions

X X

Self-Talk X X

ConclusionsStructures + 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!

CH 222 ExampleBrookfield Elem

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Glows & Grows: Consequences & Chapter 222