1. Please Sign-In Collect Folder with Materials Sit by Grade Level

2. Portsmouth Public Schools Funded by the US Department of Education

3. Why are we here??? Students carrying weapons Students bullying, threatening, and harassing other students Students physically fighting with each other Disrespectful, inappropriate, and disruptive behavior by students Put-downs and name calling by students

4. Background The United States has been deemed the most violent country in the industrialized world (Fingerhut, 1993) More than one-half of juvenile victimizations occur at school or on school grounds (Elliot, Hamburg, & Williams, 1998) Societal costs of violence in the United States range up to more than $300 billion annually, accounting for 1% of the nation’s Gross Domestic Product

5. Educational System and Violence Portsmouth Public School District was ranked among the top 13 school districts in the state for total number of conduct-related incidents Percent of the population below the poverty line (16.2%), and the number of children receiving free and reduced lunch (60%) Program services are geared toward elementary and middle school students because discipline referrals are highest at this level and academic achievement is the lowest

6. Is this behavior new ?? “The children of today now love luxury. They have bad manners, they show disrespect for adults, and love to talk, rather than work or exercise. They contradict their parents, chatter in front of company, gobble down their food at the table, and intimidate their teachers.” Socrates, 469–399 B.C.

7. Reasons Children Fail to Act Prosocially Lack of modeling Lack of practice Desired behavior inhibited by emotional responses Inappropriate beliefs about aggression

8. Goal of Grant This underserved urban city must equip its schools, teachers, and families with the requisite skills to circumvent the development of aggressive tendencies in susceptible youth. Character in Education targets elementary and middle school students (N=11,000 students) Prosocial Behavior Reducing Violent Behavior By implementing Character in Education interventions-- students, teachers and parents will simultaneously learn the requisite skills to foster social competence and prosocial behaviors

9. Levels of Intervention

10. Training Goals To help teachers understand what it means to use a social skills approach to youth violence prevention. To provide teachers with a solid grasp of the Second Step curriculum. To prepare teachers to use the Second Step curriculum with students.

11. Second Step Staff Training Agenda 1.Welcome and Goals 2.Overview of Curriculum 3.Teaching Strategies 4.Teaching the Curriculum 5.Implementation 6.Questions and Closure

12. Implementation Planning Worksheet Logistics How long do my lessons take to teach? What day (s) of the week will I teach Second Step? What time of the day will I teach Second Step lessons? Transfer of Learning How can I integrate Second Step concepts and skills into other academic lessons? How can I involve my students’ families in the Second Step Program?

13. What problem behaviors do you see in your schools?

14. What skills would you like your students to learn?

15. What is social emotional learning and how is it linked to academic success?

16. Focuses on 4 Core Competencies Empathy Impulse control Problem solving Anger management

17. Alignment of Second Step Lessons With Academic SOL Second Step lessons address key content elements and concepts, and core learning strategies identified in the SOL at each grade level. Many grade level content strands are repeatedly addressed in the lessons allowing for multiple opportunities to apply the concepts and learning strategies in a variety of different ways. Many grade level content strands are not addressed by the lessons, therefore suggesting the need to match lessons to subjects in which the greatest number of SOL are met. In addressing SOL, the lessons allow for creativity and perspective-taking, particularly in subjects such as math and science.

18. Alignment of Second Step Lessons With Academic SOL Kindergarten –Social Studies K.2; K.3; K.8a,b,c,d,e –Math K.5; K.10; K.1-18 (Problem-Solving) –Science K.1a,b,c,j; K.2a,b; K.4; K.6c; K.9a,b –English K.1a,b,c,e;K.2b,d,f; K.3a,b,c,e,f; K.8a,c *Refer to table for specificity in alignment and description of content strands

19. Alignment of Second Step Lessons With Academic SOL Grade 3 –Social Studies 3.8; 3.9; 3.10a,c; 3.11a; 3.12 –Math 3.23; 3.1-25 (Problem-Solving) –Science 3.1a,j; 3.4a; 3.6c; 3.10a,b –English 3.1a,b,c; 3.2; 3.5a-i; 3.7; 3.10 *Refer to table for specificity in alignment and description of content strands

20. Alignment of Second Step Lessons With Academic SOL Grade 5 –Social Studies No general SOL for Grade 5 –Math 5.17a,c; 5.22; 5.1-22 (Problem-Solving) –Science 5.7f –English 5.1a,b,c; 5.2a,b,c,d; 5.3a,b,c; 5.7; 5.8b *Refer to table for specificity in alignment and description of content strands

21. What it means to you Second Step Training for all teachers Participation in periodic Booster Meetings Completion of 3 teacher surveys Cooperation with classroom observations Implementation of Second Step curriculum

22. Second Step Timeline

23. Second Step Staff Training Video Preschool/Kindergarten–Grade 5

24. Second Step Unit Titles Preschool/Kindergarten (25 lessons total) Unit I:Empathy Training Unit II:Emotion Management Unit III:Problem Solving Grades 1–5 (15-22 lessons) Unit I:Empathy Training Unit II:Impulse Control and Problem Solving Unit III:Anger Management Grade 6 (15 lessons) Unit I:Empathy and Communication Unit II:Bullying Prevention Unit III:Emotion Management Unit IV:Problem Solving Unit V:Substance Abuse Prevention

25. Lesson Section Breakdown Preschool/Kindergarten Warm-Up: 2–5 minutes Story and Discussion: 5–10 minutes Pretend and Practice: 5–10 minutes Wrap-Up: 2 minutes Grades 1–3 Introduction: 5 minutes Story and Discussion: 10–15 minutes Role-Plays (teacher models and students practice): 10–15 minutes Wrap-Up and set up Transfer of Learning: 5 minutes Grades 4–5 Introduction: 5 minutes Story and Discussion: 10–15 minutes Role-Plays (teacher models and students practice): 15–20 minutes Wrap-Up and set up Transfer of Learning: 5 minutes Grade 6 Lesson Script: 20–30 minutes Role-Plays or In-Class Activity: 25–30 minutes Closure and assignment of homework: 5 minutes

26. Lesson Teaching Time Guidelines Preschool/Kindergarten 20–30 minutes per lesson25 lessons total Grade 1 30–35 minutes per lesson22 lessons total Grade 2 30–35 minutes per lesson17 lessons total Grade 3 30–35 minutes per lesson15 lessons total Grade 4 30-35 minutes per lesson22 lessons total Grade 5 30-35 minutes per lesson22 lessons total Grade 6 50-65 minutes per lesson 15 lessons total

27. Who Should Implement the Program ? Highly recommended that teachers be the primary presenters of the classroom lessons with school counselors and other school staff playing supporting roles Advantages include: Teachers knows students best and can teach lessons according to group needs Modeling appropriate application of skills can occur at opportune times throughout the day by teachers who know what has been covered in lessons Teachers establish themselves as primary support people, and students can easily turn to them at anytime. Allows new norms for classroom and playground behavior Teacher can find ways to integrate Second Step skills into other parts of the curriculum to enhance learning across the disciplines

28. 1.Unit Card 2.Lesson Card 3.Additional Materials What is in the Kit ?

30. Directions 1.Each person in your group should select a Unit Card from the curriculum 2.Read your card thoroughly, then answer the following questions What is the goal of your unit? What key elements are taught in your unit? What language concepts are taught in your unit? Which three (3) Transfer of Learning ideas or Extension Activity Ideas do you like and why? 3. After answering the above questions, browse through your units lesson cards. Notice the content and flow of the lessons. After 10 minutes you will share the information with the rest of your group Unit Review Activity

31. 1.What is empathy and what does it involve? 2.What is the link between empathy and anger management ? 3.Review ways to calm down (posters) 4.What are the ways the Second Step lesson teach Preschool/kindergarten children to calm down Grades 1-5 Grade 6 5. Belly breathing Unit Review Activity

32. Preschool/Kindergarten 1. How do I feel? 2. What is the problem? 3. What can I do? Second Step Problem-Solving Steps Grades 1–5 1. What is the problem? 2. What are some solutions? 3. For each solution, ask yourself: Is it safe? How might people feel about it? Is it fair? Will it work? 4. Choose a solution and use it. 5. Is it working? If not, what can I do now? Grade 6 1. What is the problem? Each person says: What happened. How I feel. What I need. Restate the problem giving both points of view. 2. What are some solutions? 3. For each solution, ask: Is it safe? How might people feel? Is it fair? Will it work? 4. Choose a solution and use it. 5. Is it working? If not, what can I do now?

33. Thought Bubble Template (Grades 1–5)

34. “I have learned through bitter experience the one supreme lesson to conserve my anger, and as heat conserved is transmuted into energy, even so our anger controlled can be transmuted into a power that can move the world.” –Mahatma Gandhi

35. Social Skills Teaching Strategies Modeling Warm-up Coaching and Cueing Warm-up Storytelling Story and Discussion Group Discussion Story and Discussion Role-Play Facilitation Role-Play Pretend and Practice Transfer of Learning/Transfer of Training Wrap-up Transfer of Learning (Handout 9) 1.Wait time 2.Nonjudgmental responses 3.Students share idea with a neighbor 1.Small and manageable pieces 2.Fun / Safe (Handout 11)

37. Social Skills Teaching Strategies Modeling Warm-up Coaching and Cueing Warm-up Storytelling Story and Discussion Group Discussion Story and Discussion Role-Play Facilitation Role-Play Pretend and Practice Transfer of Learning/Transfer of Training Wrap-up Transfer of Learning (Handout 9) 1.Wait time 2.Nonjudgmental responses 3.Students share idea with a neighbor 1.Small and manageable pieces 2.Fun / Safe (Handout 11)

39. Providing Effective Feedback Paraphrasing Reflecting Feelings Expanding on Responses Linking Student Responses

40. Lesson 5: Making Conversation Grade 4

41. Sample Lesson What was effective in this sample lesson? How is your student population similar or different? –How would you modify the lesson based on your population? Pertaining to facilitator –What skills would you adopt? –What would you modify or do differently?

42. Activity Unit I: Lessons 4, 5 Unit II: Lessons 1, 2 Unit III: Lessons 1, 2 Take 5 minutes to review your lesson Take 15 minutes each to teach your lesson Take 2 minutes to wrap-up your lesson (Handout 12A)

43. Lesson Section Breakdown Preschool/Kindergarten Warm-Up: 2–5 minutes Story and Discussion: 5–10 minutes Pretend and Practice: 5–10 minutes Wrap-Up: 2 minutes (Handout 6)

44. Preschool/Kindergarten Units I-III 1. What is the goal of your unit? 2. What key elements are taught in your unit? 3. What language concepts are taught in your unit? 4. Which three (3) Transfer of Learning ideas or Extension Activity Ideas do you like and why? Unit Review Activity (Handout 4A)

45. Activity Discussion What did you learn about how you want to prepare to teach these lessons? How do you think your students will benefit from this curriculum? What concepts/activities can you see the children really enjoying?

46. Implementation Planning – Handout 14 Parking Lot

47. “I have learned through bitter experience the one supreme lesson to conserve my anger, and as heat conserved is transmuted into energy, even so our anger controlled can be transmuted into a power that can move the world.” –Mahatma Gandhi