Positive Behavioral Interventions and Supports and Social and Emotional Learning

Outcomes How PBIS and SEL work together How both necessary to support a positive, effective learning climate How to systematically integrate SEL into existing PBIS structures at your site

Team Note-taker 1.Create a poster that looks like the image on the right 2.Chart your School-wide Expectations for PBIS (e.g., Be Safe, Be Respectful, Be Responsible) 3.Chart the 5 SEL Competencies Leave the bottom half blank. 4.Chart common features 5.Add to each column as we move through presentation 3 PBIS SEL Common Features

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What is Climate? 5 safe, respectful, participatory, engaging, and well–managed

For: ALL STUDENTS Requires: ALL STAFF TIER ! P OSITIVE L EARNING C LIMATES throughout the SCHOOL and in the CLASSROOMS include:  Collaborative culture of respect  High rates of positive interactions  A motivating, participatory, and learning- focused environment  Promotes student ownership over learning and improving  Well-managed, structured and clearly-defined practices  Behavioral expectations that create a sense of safety, fairness and productivity. A supportive LEARNING CLIMATE set the stage for productive learning by establishing positive behaviors as the norm

PBIS: the science of building effective environments that teach and encourage appropriate behaviors to replace the use of inappropriate behavior. School-wide PBIS: the application of PBIS to the whole school. Thus, it is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. It is a school discipline and positive school climate model. 7

5 Major Steps for SW-PBS 1.Clear set of expectations for whole school 2.Procedures for teaching expectations 3.Continuum of procedures for encouraging expectations 4.Continuum of procedures for discouraging inappropriate behavior 5.Procedures for on-going monitoring and evaluation 8

Why do we need to pay so much attention to these data?

How does Discipline Relate to Reading Growth?

For: ALL STUDENTS Requires: ALL STAFF TIER 1 SOCIAL AND EMOTIONAL SKILLS shapes students’ skills and relationships through:  Explicit instruction and learning formats that promote: self-awareness, self-management, social awareness, relationship skills, decision-making skills  Interactions and culture that promotes positive adult- student relationships and student-student relationships  Restorative approaches that promote inclusiveness, relationship-building and problem solving Within these environments, adults shape how students develop key SKILLS & RELATIONSHIPS that strengthen their connection to school and prepare them to succeed in college, career & life.

SEL is a process for helping children and adults develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically. Teacher Evaluation MTSS Respecting Cultures Supporting EVERY Learner Core Standards

Self-Awareness Self- Management Social Awareness Relationship Skills Responsible Decision Making Five Competencies

SOCIAL AND EMOTIONAL LEARNING Explicit Instruction Integration Culture and Climate How does your school and your own classroom feel to all the members of the learning community? How do you intentionally address SEL through other academic areas and instructional strategies? How are you intentionally teaching the knowledge and skills of SEL?

SWPBIS and SEL Common Features Systematically TEACH skills Commitment to positive school-wide social culture Commitment to building personal competence of students Link social development with academic success

Rock-Paper-Scissors! 1.Pick a partner. 2.Stand-Up & face one another 3.Teach each other how to play Rock-Paper- Scissors. Play. Say “ thank you” 4.If you win, find another opponent 5.If you lose, follow your partner & cheer- on! BE LOUD-Clap! Cheer! Say Names! 6.Keep going until there is only one champion in the room! 24

Rock-Paper-Scissors! What elements of PBIS were present in the activity? What elements of SEL were present? How did high-levels of reinforcement impact your performance in both roles? What skills did you need to switch from competitor to cheerleader? 25

Model A – Focus on strong integration Language integration for posted Expectations Language used in teaching and re-teaching Model B – Focus on an Expectation and a Competency each month Model C – Focus classroom teachers instruction of SEL skills n relation to minors and teaching

In Practice… School A – Focused on strong integration Language integration for posted Expectations Language used in teaching and re- teaching

Its about the language and integration STRIKE - Strength, Tolerance, Responsibility, Integrity, Knowledge, and Empathy. Be Responsible, Respectful and Safe Expectations posted in a variety of settings Review language used to teach expectations and support behavior alongside the WCSD SEL Standards. – Where will the SEL standards language enhance teaching & re-teaching at your site?

5 Major Steps for SW-PBS 1.Clear set of expectations for whole school 1.Expectations include language like 1.“demonstrate self-awareness by…” 2.“self-manager in the classroom…” 3.”demonstrate social-awareness…” 2.Procedures for teaching expectations 1.This is when and how you do this… 1.On-location training 2.Booster lessons 3.Daily/weekly 3.Continuum of procedures for encouraging expectations 1.Reinforcement systems 1.Verbal 2.Priveledges 3.Token 4.Continuum of procedures for discouraging inappropriate behavior 1.Re-teach 2.Common vocab, definitions, consequences 5.Procedures for on-going monitoring and evaluation 1.Data tracking 30

On-going lessons – Once/month in Social Science; Every day for Tier 3 Focus Week – Daily lessons or activities around an expectation & Competency Expand upon expectations & connection to Competency – Monthly “Focus Lesson” 31

Model A – Focus on strong integration Language integration for posted Expectations Language used in teaching and re-teaching Model B – Focus on an Expectation and a Competency each month Model C – Focus classroom teachers instruction of SEL skills n relation to minors and teaching

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MonthPBISSEL Aug-SeptOn-location teaching sw-expectations Self-Awareness Self-Management October- November Monitor sw-data Booster on-location as needed Reinforcement continues Social-Awareness Relationship Skills DecemberMonitor sw-data Booster on-location as needed Reinforcement continues Responsible Decision Making JanuaryOn-location teaching sw-expectations Self-Awareness Self-Management Name tag activities

Model C Focus teachers managing classroom behavior using behavioral expectations and SEL skills Review with classroom teachers – SW-expectations Classroom expectations and routines – Minor behavior definitions – SEL Standards – Data to demonstrate what SEL skills need to be systematically taught, and when.

PracticePBISSEL MentoringUniversal and Tier 2 intervention for students seeking attention Self-Awareness Social-Awareness Self-Management Relationship Skills Responsible Decision Making Project-Based Learning Universal and Tier 2 intervention Self-Awareness Social-Awareness Self-Management Relationship Skills Responsible Decision Making Structured Break Tier 2 intervention for students Self-Awareness Self-Management Relationship Skills Responsible Decision Making Check-in/ Check-out Tier 2 intervention Self-Awareness Self-Management Relationship Skills

For: ALL STUDENTS Requires: ALL STAFF TIER ! P OSITIVE L EARNING C LIMATES throughout the SCHOOL and in the CLASSROOMS include:  Collaborative culture of respect  High rates of positive interactions  A motivating, participatory, and learning- focused environment  Promotes student ownership over learning and improving  Well-managed, structured and clearly-defined practices  Behavioral expectations that create a sense of safety, fairness and productivity. How can both models help create a supportive LEARNING CLIMATE?

38 PBIS SEL Common Features