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Transcript of Linking Social Emotional Learning(SEL) & PBIS/RTI Jinna Risdal, M.A.,NCC [email protected]...
![Page 1: Linking Social Emotional Learning(SEL) & PBIS/RTI Jinna Risdal, M.A.,NCC jinnarisdal@comcast.net Bella Bikowsky, M. Ed. bbikowsky@brookspowers.com.](https://reader035.fdocuments.net/reader035/viewer/2022062407/56649d035503460f949d6042/html5/thumbnails/1.jpg)
Linking Social Emotional
Learning(SEL) & PBIS/RTI
Jinna Risdal, M.A.,[email protected]
Bella Bikowsky, M. [email protected]
![Page 2: Linking Social Emotional Learning(SEL) & PBIS/RTI Jinna Risdal, M.A.,NCC jinnarisdal@comcast.net Bella Bikowsky, M. Ed. bbikowsky@brookspowers.com.](https://reader035.fdocuments.net/reader035/viewer/2022062407/56649d035503460f949d6042/html5/thumbnails/2.jpg)
Objective: Educating the Whole Child
Risk & Protective Factors It’s All Connected- Academics &
Behavior (RtI/PBIS) Social-Emotional Learning Defined Data Is Your Friend Educating the Whole Child
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Educating the Whole Child
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RISK FACTORSPoor prenatal nutrition Parenting problemsFetal drug effects Poor teachingDifficult temperament Ineffective schoolsNeurobiological problems Large classes/schoolsAttachment disruptions School difficultiesMultiple caretakers Poor attendanceAbuse/neglect Antisocial peersExposure to violence Lack of school connectionLack of social support Access to weapons Prejudice Poverty
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PROTECTIVE RESILIENT FACTORS
Prenatal care Intelligence Easy temperament Caring & engaging schools Positive relationship Safe community Positive social peer relations Positive child/parent fit Effective teaching Effective schools Small classes & schools Family school collaborationEffective social supports for child & familyEffective, culturally competent school-based supportsSchool attachment with at least one person **better if at least two people
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Foundation
Osher, Dwyer, & Jackson, 2004
Connection Social & Emotional Skills
Positive Behavior Supports
AppropriateCurriculum, Teaching
Learning Environment
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Conditions for Learning
Osher, Dwyer, & Jackson, 2004
Students are supportedMeaningful adult connectionsStrong bonds to schoolPositive peer relationshipsEffective, available support
Students are socially capableEmotionally intelligent andculturally competentResponsible and persistentCooperative team playersContribute to school
Students are safePhysically, emotionally &socially safeTreated fairly & equitablyAvoid risky behaviorsSchool is safe and orderly
Students are challengedHigh expectationsStrong personal motivationInstruction connected to lifeRigorous academic goals
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THE BALANCING ACT
Social Emotional Development and Learning
Standard-Based Accountability
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Addressing the Reciprocity
Between Learning & Behavior
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IMPROVED: Social & Emotional Learning, Behavior
IMPROVED: Learning
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RTI & PBIS—Making the Connection
Modest interacting relationship between academic skills and behavior
Low academic skills having the potential to lead to further increases in problem behavior (see McIntosh et al., 2006 & Putnam et al., 2006)
The adoption of RTI emphasized the connection between academic and social-emotional outcomes
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Bridging the Gap
Social-emotional competencies are key academic enablers
Form the bridge between instruction and learning
20 years of research has shown that children need a strong foundation of social- emotional competence to succeed in school
Calderalla et al., 2009
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Linking Behavior & Literacy Supports
Improving the social behavior of students results in:
– More minutes spent in academic instruction– Better acquisition during engaged minutes
High quality instruction engages students, and leads to reduction in problem behavior
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A Logic for Linking Behavior & Literacy Supports
Children who fall behind academically will be more likely to:
a) Find academic work aversiveb) Find escape-maintained
problem behaviors reinforcing
For many students with problem behavior, a core feature of there behavior support will be enhanced academic support
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Social-Emotional Learning & Development (SEL or SELD)
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What is Social and Emotional Development and Learning?
The process of acquiring the competencies to:
Recognize and manage emotions
Develop caring and concern for others
Make responsible decisions
Establish and maintain positive relationships
Handle challenging situations effectively
CASEL Collaborative for Academic, Social and Emotional Learning, U. Illinois Chicago
http://casel.org/
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Effects of Positive SEL
These critical social-emotional competencies involve skills that:
Enable children to calm themselves when angry Initiate friendships
Resolve conflicts respectfully
Make ethical and safe choices
Contribute constructively to their community
CASEL Collaborative for Academic, Social and Emotional Learning, U. Illinois Chicago
http://casel.org/
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CASEL Collaborative for Academic, Social and Emotional Learning, U. Illinois Chicago
http://casel.org/
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Impact of Enhancing Students’ Social and Emotional Learning:
A Meta-Analysis of School-Based Universal Interventions
0.22-0.57 effect size (ES) on SEL programs – Enhanced SEL skills– Attitudes– Positive social behaviors– Demonstrated fewer conduct problems– Decreased levels of emotional stress– Academic performance was significantly improved
0.20-0.62 (ES) on SEL programs ran by teachers– 11 point gain in academic achievement
0.28 ES in academic achievement test scores, .34 ES in grades
Durlak et al., 2011
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Behavior & Academics
Sixth graders with poor behavior have a 1 in 4 chance of making it to 12th grade on time
Eighth-graders who miss five weeks of school or fail math or English have at least a 75% of dropping out of high school
Ninth grade retention is the biggest risk factor for dropping out of high school
Problem behavior is the strongest variable in preventing graduation on time
Balfanz & Herzog, 2005; Kennelly & Monrad, 2007; Neild & Balfanz, 2006
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HOW DO WE DO THIS?
Supporting Student Access to Instruction and Develop Social/Emotional Skills
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Positive Behavioral Interventions & SupportsPBIS
The Office of Special Education Programs (OSEP)- Division of the United States Department of
Education
Proposed the prevention-based framework of PBIS -Tool for implementing strategies to develop social
and emotional competence
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Washington State Updates
• OSPI In Support of PBIS Expansion • State Leadership Team and Advisory Team is
Formed• OSPI Seeking Funding to Support PBIS at the
State Levelhttp://www.k12.wa.us/LearningTeachingSupport/PBIS.aspx
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PBIS Schools in Washington
• Currently over 425 schools (19%) in Washington have been trained in PBIS.
• 61 Districts have at least 1 school implementing PBIS.
• Several Districts have district initiatives including Highline, North Thurston, Olympia, Richland, White River, Tumwater, Omak, Vancouver, Camas and Clover Park.
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What is School-wide PBIS?• School-wide PBIS is:
– A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students.
• Evidence-based features of SW-PBIS– Prevention– Define and teach positive social expectations– Acknowledge positive behavior– Arrange consistent consequences for problem behavior– Collection and use of data for decision-making– Continuum of intensive, individual interventions. – Administrative leadership – Team-based implementation
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Prevention Logic for All
• Decrease development of new problem behaviors
• Prevent worsening of existing problem behaviors
• Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors
• Teach, monitor, & acknowledge prosocial behavior
(Walker et al., 1996)
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Schools implementing PBIS create a continuum of Behavior Support for students.
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Elements of Response to Intervention and Positive Behavior Support
EVIDENCE-BASEDINTERVENTIONS
STUDENTPERFORMANCE
CONTINUOUSPROGRESS MONITORING
DATA-BASEDDECISION MAKING &PROBLEM SOLVING
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Classroom
SWPBISPractices
Non-classroom Family
Student
School-w
ide
• Smallest change• Evidence-based• Biggest, durable effect
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What’s Next?Universal Screening
SRSSSSBD
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Systematic Screening for Behavior Disorders (SSBD)
• Originally normed K-6, recently normed for middle and Jr. High Multiple gating procedures following mental health & PBS model
• Externalizing and Internalizing dimensions
• Evidence of efficiency, effectiveness, & cost benefits
• Exemplary, evidence-based practice• US Office of Special Education, Council for Children with Behavior
Disorders, National Diffusion Network
Calderella, Young, Richardson & Young, 2008; Walker & Severson, 1992
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Multiple Gating Procedure
Teachers Rank Order 3 Ext. & 3 Int. Students
Teachers Rate Top 3 Students on Critical Events, Adaptive & Maladaptive Scales
Gate 1
Gate 2
Pass Gate 1
Classroom & Playground Observations
Gate 3Pass Gate 2 Tier 2,3
Intervention
Tier 3 Intervention or Special Ed. Referral
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Student Risk Screening Scale (SRSS)• Originally normed at elementary level, recently normed at
middle and high school• Classroom teacher evaluates and assigns a frequency-based,
Likert rating to each student in the class in relation to seven behavioral criteria:
• Lies • Cheats • Sneaks • Steals• Behavior problems • Peer rejections • Low achievement • Negative attitude • Aggressive
Drummond,1994; Lane et al., 2008
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Student Risk Screening Scale (SRSS)
• Score indicates the level of risk (low, medium, high)
• Scores predict both negative academic and behavioral outcomes
• Rated on a 4-point Likert scale (never, seldom, sometimes, frequently)
• Effective, Efficient and Free
Drummond, 1994
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SRSS
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Progress MonitoringTier ONE
• SWIS- Discipline Data• Curricula• Parent/Staff/Student Surveys• Attendance• Academic Assessments
Tier Two• CICO• Small Group Surveys
Tier Three• ISIS• FBA• BIP
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How Do We Progress Monitor?
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School-Wide Information System (SWIS)
• Web-based system designed to help school personnel to use office discipline referral data to design school-wide and individual interventions
• Three elements: (1) Information gathering system
(2) Computer application for data entry and report generation
(3)Practical process for using information for decision making
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Using Data to Make Decisionsabout Teaching & Reviewing
Expectations
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SYLVESTER MS
National Average
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Our Approach - CCE
• Based on fifteen years of research and practice • Check and Connect (C&C, Sinclair, Christenson,
Evelo, & Hurley, 1998), U. Minnesota • The Behavior Education Programs (BEP, Crone,
Horner, & Hawken, 2004) U. Oregon/Utah
• Both rely on– A positive caring adult – Daily positive interactions with adults – Supervision and monitoring of students – Reinforcement/acknowledgement for success
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Example Chart from CICO-SWIS
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Individual Information System (ISIS)
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Evaluation Tools
• Team-Implementation Checklist (TIC)• Baseline School Evaluation Tool (SET)• Self-Assessment Survey (SAS)• Benchmarks of Quality (BoQ)• Classroom Checklist• Benchmarks for Advanced Tiers (BAT)• School-wide Information System (SWIS)
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Expect
ations D
efined
Expect
ations T
augh
t
On-Going R
eward
Response
to Violation
Data M
onitorin
g
Manag
emen
t
Distric
t Support
Total
Score
0
10
20
30
40
50
60
70
80
90
100
Cedarhurst Elementary SET Data
2008-20092009-20102010-2011
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“Classroom Behavior Support Systems”
• Review SWIS dataPercentage of Total Suspensions
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“Self-Assessment Survey”School Year Number of Responses Date Completed
2011-12 40 04/19/2012 Current Status Feature Improvement Priority
In Place Partial Not System: schoolwide High Medium Low
83 % 18 % 0 % 1. A small number (e.g. 3-5) of positively and clearly stated student expectations or rules are defined.
31 % 33 % 36 %
54 % 46 % 0 % 2. Expected student behaviors are taught directly. 49 % 36 % 15 %41 % 44 % 15 % 3. Expected student behaviors are rewarded regularly. 61 % 16 % 24 %41 % 46 % 13 % 4. Problem behaviors (failure to meet expected student
behaviors) are defined clearly.59 % 28 % 13 %
28 % 50 % 23 % 5. Consequences for problem behaviors are defined clearly.
67 % 26 % 8 %
28 % 53 % 20 % 6. Distinctions between office v. classroom managed problem behaviors are clear.
49 % 36 % 15 %
35 % 41 % 24 % 7. Options exist to allow classroom instruction to continue when problem behavior occurs.
66 % 24 % 11 %
69 % 31 % 0 % 8. Procedures are in place to address emergency/dangerous situations.
36 % 21 % 44 %
57 % 27 % 16 % 9. A team exists for behavior support planning & problem solving.
46 % 24 % 30 %
63 % 34 % 3 % 10. School administrator is an active participant on the behavior support team.
51 % 17 % 31 %
80 % 18 % 3 % 11. Data on problem behavior patterns are collected and summarized within an on-going system.
23 % 33 % 44 %
44 % 41 % 15 % 12. Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis (e.g. monthly).
18 % 54 % 28 %
37 % 40 % 23 % 13. School has formal strategies for informing families about expected student behaviors at school.
51 % 38 % 11 %
15 % 19 % 67 % 14. Booster training activities for students are developed, modified, & conducted based on school data.
56 % 28 % 16 %
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PBIS/RTI Components
• Monitoring/screening /referral protocol• Response to intervention protocol• Standardized data management system• Standardized program evaluation protocol
Assessment Protocols
• Standardized intervention protocol
• Standardized intervention curriculumsTargeted
Interventions
• Standardized professional development protocolProfessional Development
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Educating the Whole Child
Keeping it all in Balance Continuous
Improvement
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Summary RTI provides a framework for improving schools across all content areas
Literacy and behavior support behaviors are linked
Good teaching is associated with improved social behavior
Good behavior support is associated with improved minutes in academic engagement, and improved academic outcomes
Schools are able to implement both academic and social interventions on a school-wide basis
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“
“People in good moods are better at reasoning and creative problem solving”
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References
• Balfanz, R., & Herzog, L. (2005). Keeping middle grades students on track to graduation: Initial analysis and implications. Presentation given at the second Regional Middle Grades
Symposium, Philadelphia, PA.
• Balfanz, R., & Legters, N. (2006). Closing “dropout factories”: The graduation-rate crisis we know, and what can be done about it. Education Week 25, 42-43.
• Balfanz & Herzog (2005) Keeping middle grades students on track. Johns Hopkins University
• Caldarella, P., Christensen, L., Kramer, T. J., & Kronmiller, K. (2009). The effects of strong start on second grades students' emotional and social competence. Early Childhood Education
Journal, 37, 51-56.
• Collaborative for Academic, Social, and Emotional Learning (2011). Social and emotional learning and student benefits: Implications for the Safe Schools/Healthy Students core
elements. Washington, DC: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center.
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, D. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-
based universal interventions. Child Development, 82, 405–432.
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References
• McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006). The use of reading and behavior screening measures to predict non-response to School-Wide
Positive Behavior Support: A longitudinal analysis. School Psychology Review, 35, 275-291.
• Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008). The positive impact of social and emotional learning for
kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
• Putnam, R., Horner, R., & Algozzine, R. (2006). Academic Achievement and the Implementation of School-wide Behavior Support. [Electronic version}. Positive Behavioral
Interventions and Supports Newsletter, 3. Retrieved October 2, 2010 from http://www.pbis.org/news
• Sugai, G., & Horner, R. H. (2002). Introduction to the special series on positive behavior support in schools. Journal of Emotional and Behavioral Disorders, 10, 130-135.