Fostering SEL Skills Through Intervention in Problem Behaviors

by Kristen Hopkins

Sign up for the free webinar which will be presented by Kristen Hopkins on 01.30.2020


“Know your POWER so that your INFLUENCE can live up to it.”

Kristen Hopkins

I came up with this quote in 2016 after seeing some of my most troubled students lives transformed through Social-Emotional Learning (SEL). But it wasn’t just SEL that transformed their lives; it was me knowing my power and understanding that that same power had influence — influence to change the narrative of “troubled youth” by changing my perspective first.

Being around students that had major trauma and who lived in high poverty conditions made me first understand that they are not all the same. I took the time to get to know each and every student in my program. I learned about their families, their strengths, their weakness, their mistakes and their fears. One of my students told me I just had to remember his name and he would respect me. He then explained that his teachers would never say his name correctly and that he was named after his deceased father. That was his trigger to act out, and I would have never found that out if I didn’t ask. Taking the time to build these relationships allowed me to know how I would relate and interact with students as well as plan proactive strategies before negative patterned behaviors could arise. 

For so long we’ve labeled our “at-risk” students and put them into a box before getting to know them. To bring about new solutions that would help me connect with students, I had to first shift my own personal paradigm.

In his book Start with Why, Simon Sineck writes, “If we are starting with the wrong questions, if we don’t understand the cause, then even the right answers could steer us wrong.” I had to understand the “WHY.”

WHY was a student behaving this way?

WHY is this so hard for this student?

After I understood some of their patterns, I started to ask my students what was their WHY. This is what made me realize that many students didn’t know their WHY: WHY they came to school, WHY they wanted to graduate, WHY they wanted to do better. So guess what? They would miss school, they didn’t get good grades, and they didn’t want to do better.

When students facing challenging behaviors don’t have a WHY, it can be difficult to make room for social-emotional skills to form. 

I have a former student that didn’t voice her opinions while class was in session, but always wanted to talk about the topic after class. I started to realize that she had great ideas but wasn’t confident enough to speak up. She was too worried about what her peers thought of her. Many students feel the same way, but some respond by acting out because they think it’s the cool thing to do and they want attention from their peers.

One of the best places to target a child with behavior challenges is when you can interact with them one-on-one. When a student is sent to in-school suspension or a Restorative Practice Center, it can become a great space to conduct real intervention and incorporate Social and Emotional Learning. This can only happen if this space has structure and the teacher has control over the space.

Students typically come into these environments upset due to being kicked out of class. Positive attention skills, such as cultivating a warm and engaging style when students enter, can shift the mood of a child. Using active listening techniques to hear a student’s side of the story instead of automatically assuming that they are wrong allows a student to open up. In this way you can began to build a rapport with the child.

Research shows us that punishment does not change negative behaviors, however a respectful consequence along with a “teaching”  component implemented consistently can change behavior. When we first acknowledge the positive behaviors that students have, it begins a dialog.

Once you establish a good rapport it’s time for some self-reflection. This allows a student to understand how to make responsible decisions in the future that will keep them from being kicked out of class.  Coming up with solutions together to replace the negative behaviors will give the student a voice and allow them to feel an ownership of the decision process. This is not only encouraging for students thinking and expression of ideas, but also for their autonomy and self-direction. 

Once you have guided them to a solution, then it’s time to set goals while promoting intrinsic motivation. Giving students who struggle with behavior challenges incentives is not the best solution, but allowing them to feel internal satisfaction for good behavior is a very effective way to ensure consistent growth. 

Fostering Social-Emotional Skills through intervention first starts with the educator and the tone that’s set for intervention.  So just like the quotation I included in the beginning, we all have power. Understanding how your power can influence your most challenging students will help produce amazing stories of resilience.


Kristen Hopkins is an author, educator, social-entrepreneur, motivational speaker and community impact strategist with over a decade of experience in producing research-based community empowerment programs. Kristen began her work with the award-winning company, Dangers of the Mind (DOM), in 2014 when she published a book of the same title. She later decided to expand DOM into a consultancy and lifestyle brand with a mission to reach, teach and empower future pioneers by helping them recognize and harness their intrinsic power. Since its inception, Kristen has educated over 2500 youth in the United States, Ghana, and Haiti through Dangers of the Mind and she has reached even more participants via DOM’s digital programming including a podcast, virtual coaching, Danger Zone Power Calls, the clothing line, a collective of brand ambassadors and more. Kristen is committed to being the voice advocating for at-promised youth and looks to continue her research, teaching and advocacy work for Social-Emotional responsive resources.

Year-round Thankfulness Strategies to Help All Students Thrive

by Dr. Sara Totten

“Remember when you wanted what you currently have. Remember to be thankful for what you’ve worked hard to have right now.”

I have the above quote posted on my mirror at home as a daily reminder to give thanks for every day. I was 17 when I found out I was pregnant and left home not long after. I never imagined that as an adult I’d have a doctorate degree and be able to financially support not only myself, but also to help support my daughter in college. I remember WIC appointments, section eight housing applications, finding daycare that would take the voucher assistance I received and trying to balance school, work, and the amazing little girl I was blessed to start and end each day with.

Though I did well in school, I don’t remember feeling a strong sense of belonging–particularly as a pregnant high school senior–until I started college. I had a professor who was a single parent. I remember meeting with her and the many encouraging words she gifted to me: words about survival, success, and hope. In class, she shared the stories of the youth she had worked with at a correctional facility. She shared compassion and commitment to understand each youth’s story. And, she shared the hope she had for each youth’s healing.

What I was given was an educator that not only cared about my success in her class, but cared about me as an individual, as she had for so many others. She had the ability to understand the perspective of another, and demonstrate empathy without judgement, no matter the mistake or action encountered. And though she didn’t formally teach my college class Social Emotional Learning (SEL), she modeled the definition everyday.

As Social Emotional Learning (SEL) becomes a core component of school, I am reminded that SEL is not just about the instruction or content. In the November (2018) report for CASEL “Respected: Perspectives of Youth on High School and Social Emotional Learning,” 42% of youth self-identified having felt lonely at some point in their school career; 52% identified feeling comfortable (in the school environment) and taking risks in school, and about a quarter of students did not endorse feeling comfortable being themselves. In addition, student ratings of self-efficacy dropped significantly in middle and high school, particularly among females (West, Fricke, Pier, 2018).

Adults play a key role in improving student outcomes in both achievement and behavior through the relationships they create with students. Morris (2016) discussed the need for educators to hold an “unconditional belief that all students possess an ability to succeed…Schools are modeling this kind of love every day, when they believe that the children they teach are worth it. (p.61).” The statement is especially true for adult relationships with our most disenfranchised students.

As educators, we can implement thankfulness strategies to create environments and relationships where all students can thrive. I offer the following three tips for implementing Thankful to Thriving all year long:

1.Handwritten Thank You’s
Acknowledge something specific a student has done. I have handwritten thank you’s to students who haven’t always spoken up or shared their perspective, to encourage and appreciate them for being willing to share their voice. 

2. Recognize and Build Leadership
Invest time in learning about students’ strengths. I have seen students with some of the most challenging behavior show strong mentorship skills for younger students. I recently observed a 2nd grader who has had referrals for physical aggression shine as a mentor for a Kindergarten social skills group. I worked with another student a while back who was exhibiting some bullying behaviors, so we assigned him a younger student to support during lunch. Without direction, he began checking in with her at recess. He felt success and importance in his role and the bullying behaviors ceased.

3. Take Personal Interest
Learn names and correct pronunciations. Find out what students have a personal interest in and ask questions. I work with a food service director who stresses with her staff the importance of learning each student’s name and how valuable connection is to school culture. Asking students about their after school events, jobs, or other interest areas has gone a long way to build relationships. 


What we model matters; the relationships we build with staff, students, and families matter. I am thankful for every child and every adult that has ever shared their story with me. I am thankful for the opportunities that I have to give back what was provided to me. Most of all, I am thankful for the shared humanity we can all gift to one another every day, every year and having the opportunity to create environments where all students can thrive.


References

DePaoli, J.L, Atwell, M.N., Bridgeland, J.M., & Shriver, T.P. (2018). Respected: Perspectives of  youth on high school & social and emotional learning. A Report for CASEL.

Morris, M.W. (2016). Pushout: The criminalization of black girls in schools. The New Press: New York.

West, M.R., Fricke, H., Pier, L. (2018). Trends in student social-emotional learning: Evidence  from the CORE districts. Policy Analysis for California Education.


Dr. Sara Totten is currently the Director of Student Services for the DeForest Area School District, a suburb of Madison, Wisconsin. She earned her doctorate in educational leadership at Edgewood College in Madison studying principal perspectives of disproportionate placement of African American students in special education programs.

Sara is currently the interim president-elect and has previously served the Social and Awards and Legislative representative roles on the Wisconsin Council for Administrators of Special Services. She also serves on the Wisconsin School Administrators Alliance (SAA) and participated on the research and development committee to revise the SAA Evidence-Based Agenda this past year. In addition to her role as director, Sara has taught a number of courses for Lakeland University’s Master Counseling program.



5 Things a Student with Autism Wishes His Teachers Had Known

by James Sinclair

If students are like flowers, then students with Autism Spectrum Disorder (ASD) are a unique and extraordinary part of the garden that is a school. At first, we may seem out of place – our differences stand out and you can’t take your eyes off us. However, you will quickly come to realize that what makes us special can ultimately better the bouquet.

From those who tried to force off my thorns, to those who simply left me to wilt, I definitely had my fair share of ill-prepared teachers while growing up as a student with Autism. After sitting down to write this article, I realized that there were many things I wished my teachers had known when I was in school. So here are 5 tips to help you help your students with ASD grow and thrive.

1. Don’t stifle our creativity 

Yes, people with ASD can be great at math. We can be awesome with programming and we might even be good at everything else your iPhone has an app for. But, we’re also more creative than we are often given credit for – as demonstrated by recent studies into ‘the paradox of creativity in autism’ (Best, Arora, et al.). Despite this, there is a huge misconception that all students with ASD are built for stats and science, and this can often result in many of them being steered away from subjects in which they might have excelled.

For myself, this occurred during school when I was removed from art classes due to becoming visibly distressed at the lack of precise definition in the lessons.  Instead of providing me individualized support and accommodation, I was excluded from this essential outlet to explore my creativity during the school day. As such, it wasn’t till I created my blog that I realized that not only could I be imaginative but, as it turns out, I wasn’t half bad at it. The lesson here isn’t that all children with ASD should become bloggers though; it’s that we shouldn’t be stereotyped into fields that are purely based on facts and figures.

2. Be definitive (but not too definitive)

People with ASD aren’t mind-readers and can struggle with interpreting and understanding actions. Of course, this isn’t any great secret, which is why many tips for teaching students with Autism will encourage you to be as definitive as possible when giving instructions.

Now, I’m not going to say this is bad (because it’s not), but it’s often the case that when many see the phrase “be definitive” they will rely on using examples to teach. This is a problem for people with ASD as, due to our practical minds, we will often only take the outcome away and overlook the nuance and process, limiting the creation of a holistic understanding that drives new knowledge acquisition.

Educators can avoid this shortfall by working at a 1-on-1 level with a student with ASD, coaching them through a task from start to finish. Ensuring that actions are understood over repeated is crucial here and, while it may seem time consuming at first, it’s no different from the old ‘teach a man to fish’ saying –  your options are either to give us your full attention and sit down with us once, or give us fleeting support and prepare to sit with us again and again.

3. Promote a growth mindset

Imagine that you’re asked to complete a puzzle with 8 pieces. When you finish, the examiner says “Well done. You’re really smart,” and then offers you the option of doing another 8-piece test or one with 16 pieces. According to multiple studies (Dweck, 2006), you’re more likely to go for the 8 piece again in order to avoid the possibility of embarrassing yourself in front of the examiner who gave you praise. On the other hand, if that examiner had said “Wow, that looked tough, but you got there in the end,” (or something along those lines), it’s more likely that you would take on the 16-piece puzzle.

This is the difference between a fixed mindset and a growth mindset – something which is incredibly important to consider when teaching people who are very literal, such as students with Autism.

This was certainly the case for me growing up. After I was told that I was a ‘math whiz’ in my early years, I stopped trying to learn new things and thought I would always remain the best (which gave me a nasty shock when I changed schools). Ensuring that people with ASD always know there is room to improve is instrumental in guaranteeing that we do so.

4. Don’t label us as “bad kids”

One of the classic misconceptions surrounding students with ASD is that when we have a meltdown and become disruptive, we are intentionally causing trouble for ourselves and those around us. This is well and truly, positively and precisely, unfathomably wrong (and I still don’t think I have stressed that enough).

In reality, a meltdown is when our minds have become overloaded/overwhelmed and, instead of knowing that this is the moment to take a break, our bodies instead shutdown and ‘reboot’ in our most natural state: the fight or flight mode. As most are aware, this can cause quite a disturbance and be very upsetting for all those around. However, it’s not more upsetting for anyone than the person with Autism themselves.

When this does happen, it shouldn’t be seen as an opportunity to punish or scold the actions of your student with ASD, but to step up, offer support, and identify intervention strategies for that student in the future.

Take a moment to consider if the meltdown was:

  • Caused from not understanding a question.
  • Due to learning too many different things at one time.
  • Triggered by something in the room causing a sensory disturbance and making it impossible to focus.

Either way, the one constant is that throwing us out of the classroom won’t help. That’s why, when dealing with a meltdown, always remember to tackle the cause and not just the response.

 5. Teach us to embrace Autism

I spent most of my early childhood keeping my Autism a secret, locked away with the fact that I often wore pyjamas under my school clothes and that I was still watching (and loving) Dora the Explorer until the age of 16. This need to hide the real me meant that I was far too busy disguising my Autism to learn, and it often resulted in me pretending to be sick or purposefully disconnecting from my peers.

Of course, teaching a child with Autism to avoid this by embracing their condition is not quite as simple as a motivational speech – after all, Autistic or not, what adolescent is 100% comfortable with their identity? But small tricks like giving students with Autism a safe space to recharge our batteries and lending an ear when we seem upset can often be enough to hold us over until we find our own way. Compared to the previous 4 tips, this may not seem like much. However, just like teaching students without ASD, teaching someone with Autism is about giving us the tools to succeed and then helping us find independence.

Though students with ASD often come to school possessing their own unique tools of success, they can often suppress them in pursuit of fitting in.  This means that to help a student with Autism reach their full potential, we need educators who will look beyond simple book learning; who will guide us while we learn to see our sometimes obsessive personalities as unparalleled concentration, our often irregular approaches as inventive problem-solving, and any and all of our other differences as the strengths they truly are.


References

  • Dweck, Carol S., Mindset: The New Psychology of Success. Random House, 2006.
  • Best, C., Arora, S., Porter, F. et al. J Autism Dev Disord (2015) 45: 4064. https://doi.org/10.1007/s10803-015-2518-2

James Sinclair is an avid autism advocate who, when he’s not playing the latest Pokémon game, is busy finding the positive in every diagnosis. As an advocate, James has had previous speaking opportunities at The British Parliament and at Cambridge University and his writing has been featured in Reader’s Digest, Metro Newspaper and his self-founded site: Autistic & Unapologetic.

Using Student Strengths to Create Belonging

By Dr. Sara Totten

In my role as Director of Student Services, I recently observed in a classroom where a student, we’ll call him Lewis, demonstrated minimal eye contact, response (verbal or physical), or social interaction. Upon Lewis’s arrival to the classroom, I observed the educator working with him provide a number of visual, physical, and verbal prompts to guide his morning routine. The educator also performed a number of sensory activities with the student. As the morning progressed, Lewis transitioned to the snack table and remained in his seat for the duration of snack time. I then observed him verbally respond to the educator— the first verbalization of the morning!I

I am embarrassed to say I had at first assumed the student was non-verbal because I hadn’t witnessed any verbal communication during the arrival activities. I realized the implication of my initial assumption that the student did not yet have verbal language. Gut punch!

The experience was a reminder of how easily we, as educators, return to what we think we know. There is a natural desire in all of us to categorize and label; this is often how we make sense of the world. We take from what are often limited exposures or observations to form our schema. But, there are dangers in assumptions, particularly when any of those assumptions create conscious or unconscious limitations for our students and lead to environments where our students may not feel they belong.

All students want and deserve to feel a sense of belonging in the classroom. To truly create a sense of belonging, students need to be seen. In an effort to create opportunities for belonging, educators must take time to get to know student strengths, interests, and preferences in a meaningful way. The more educators can build on student strengths, create student engagement, and hold high expectations for all learners the more students will feel a sense of belonging. To do so, educators might utilize the following:

  • Student interest inventories or strengths-based assessments
  • Time to observe students in their environments, paying attention to communication, play, and overall interactions.
  • Identify Antecedent, Behavior, Consequence (ABC) when students are performing well. Specifically, what about the environment created the behavior you wanted to see, and what about the immediate action after the behavior reinforced it?
  • Increase opportunities for connections (i.e. morning meeting, free or structured play, etc)
  • Explore students’ interests in lesson plans
  • Create multiple ways for students to express ideas
  • Identify and provide avenues and opportunities to meet potential sensory needs

It is vital that educators constantly reflect upon their own assumptions. McCollum (2016) identifies a simple yet effective notion, that of “presum[ing] intellect.” If we assume all students have high capacity and intelligence for learning, we change the assumption that comes with a label. We shift from deficit thinking, to strengths-based thinking. We own that it’s on us as educators to create the environments where all our students can flourish.


Dr. Sara Totten is currently the Director of Student Services for the DeForest Area School District, a suburb of Madison, Wisconsin. She earned her doctorate in educational leadership at Edgewood College in Madison studying principal perspectives of disproportionate placement of African American students in special education programs.

Sara is currently the interim president-elect and has previously served the Social and Awards and Legislative representative roles on the Wisconsin Council for Administrators of Special Services. She also serves on the Wisconsin School Administrators Alliance (SAA) and participated on the research and development committee to revise the SAA Evidence-Based Agenda this past year. In addition to her role as director, Sara has taught a number of courses for Lakeland University’s Master Counseling program.


5 Ways to Ensure Social Emotional Learning (SEL) Success

by David Adams and Emily Paige of The Urban Assembly

Watch the webinar presented by David Adams on 01.14.2019.

There is a mismatch between what educators say and what they do around Social Emotional Learning (SEL) in America. According to the 2017 CASEL report, Ready to Lead, 98% of principals believe that students should be taught social emotional skills, but only 35% had a plan to do so. Of those who were implementing a plan, only 25% were doing so in a way that met high-quality benchmarks. This gap is particularly evident in high schools, where the support for a schoolwide approach to developing social emotional skills and competencies drops to 25%, as compared to 41% in elementary schools.

These trends persist despite research that demonstrates that students who have had exposure to a high quality of social-emotional development  improve academically, increase pro-social behaviors and attitudes, and are less likely to experience mental health issues, engage in risky behaviors, or be involved in the criminal justice system. Based on the experiences of the Urban Assembly Network and principals at Urban Assembly schools, here are the top five ways to ensure high quality Social Emotional Learning in your school.

1. Appoint an SEL Instructional Lead.

In order to ensure a long term impact on students,  social emotional programming needs a person, or people, for whom the quality of implementation is a key component of their responsibilities.  For example, at the Urban Assembly School for Media Studies,  Principal Bridgette Muscarella creates time and space for her instructional lead to manage her SEL team. This in turn gives the SEL team the opportunity to focus on the quality of direct instruction, integration of social emotional concepts into content areas, and organization of professional development for staff around social emotional concepts. This approach creates accountability for the work and ensures that there is ownership of the school’s stated goals in this area.  

2. Identify opportunities for ongoing professional development around SEL.

Creating a feedback loop is among the most powerful drivers of learning for students and adults. If you want your school to impact student social emotional development, professional development time must be dedicated to the topic. For example, at the Urban Assembly Unison School, Principal Emily Paige has worked to ensure that teachers have the opportunity to plan lessons around SEL and incorporate strategies like cultural relevance into their approach on a monthly basis. 

3. Ensure that all staff are equipped to support social emotional  development.

High quality Social Emotional Learning transforms the lives of children, and by extension, the schools and communities where they live and learn. Social Emotional Learning is more than a class or an assessment; it’s the process by which every student and adult in school, at home, and in the community develops the skills, attitudes, and values that form the foundation for how individuals relate to others and themselves, how they solve problems, and how they make good decisions. In order to see the investments of this work pay off, every adult in the school must have the tools to support the social emotional development of their students. For example, at the Urban Assembly School for Collaborative Healthcare every staff member in the building, including Principal Candace Hugee, teaches an advisory block where students are directly taught the social emotional skills vital to pursuing a career in healthcare. 

4. Explicitly teach Social Emotional skills to your staff and students.

In order to transfer learning from the classroom to the real world, students need to know the concept they need to learn (the vocabulary) , the skill attached to the concept (the behavior or thought process), when to use it (context for application), and have enough practice that they can perform the skill under conditions of stress or emotionality (fluency). The same is true for social emotional skills. Just as important, students need to see adults they trust modeling these concepts on a consistent basis.  This process allows students to integrate the skills into contexts different from those in which they were first learned. For example, at the Urban Assembly School of Business for Young Women, Principal Patricia Minaya has maintained a space for every freshman girl to learn the social emotional skills foundational to their future success in business. This space allows for the young women in her school to develop a common vocabulary, to give feedback to others as they practice their skills, and to recognize and deploy these skills in the workplace and the community.

5. Assess what your students are learning.

Learning requires change: a change in mental models, a change in thoughts, or a change in behaviors. Without change there is no learning, and without assessment we cannot identify change. Schools need to prioritize the assessment of student social emotional development. For example, at the Urban Assembly Academy for Future Leaders, Principal Joseph Gates has created the conditions by which students have an opportunity to self assess their social emotional development, compare that with their teacher’s assessment, and then set goals around Social Emotional Learning that will make them better leaders. Students track their goals over time so that the change is visible to themselves and their teachers alike. 


Like cooking a complex dish or running a marathon, if you feel like transforming the lives of students through high quality social emotional learning should be easy, then you’re probably not doing it correctly. And yet, when we consider the impact on the lives of our students, it’s clear we must make that commitment. And when we see the examples of those who have committed themselves and their schools to this pursuit of high-quality and impactful SEL, we know it can be done. It’s time to do it! How will you start?

David Adams is Director of Social Emotional  Learning at The Urban Assembly
 and serves on the CASEL Board. He previously served as the Social-Emotional Learning Coordinator for District 75 where he shaped the District’s approach to social-emotional learning for students with severe cognitive and behavioral challenges. He has worked internationally in schools in England, standing up and evaluating programs of positive behavioral supports and Social-Emotional Learning as a research intern at Yale University’s Health, Emotion and Behavior Lab, and published multiple academic papers around the relationship of social-emotional competence, and student academic and behavioral outcomes. 


Find out out what makes Rethink Ed the first choice in Social and Emotional Learning at https://www.rethinked.com/sel.

Back to School: Rethink Ed Update 2018

Summer 2018 has been a busy few months for Rethink Ed! We are excited to share some of our latest updates!

  1. We’ve updated the look and feel of the Rethink Ed platform!

  • – Administrators: We’ve created a way for you to easily access an instant snapshot of overall teacher usage and student performance so you can achieve accountability and transparency across the district.
  • – Educators: We’ve simplified data collection, added an incident tracking feature, and created a way for you to easily search and find lessons!

*We will have guided tours and trainings available to assist you and your staff. If you have any additional questions about the new Rethink Ed UI or want more information on Rethink Ed register for our upcoming webinar: 5 Rethink Ed Platform Updates You’ll Want to Try

2. We’ve partnered with ERB, Educational Records Bureau, to launch Rethink SEL, a groundbreaking SEL Solution with Embedded Assessment to improve culture and climate in schools. It is the first comprehensive social and emotional learning solution that includes an integrated assessment, on-demand professional development, and a multi-tiered curriculum for all learners. Learn more here: http://bit.ly/2rcicKo

3. We’ve teamed up with AASA, The School Superintendents Association, to pioneer the first SEL Superintendent Convening, Educating the Total Child through Social Emotional Learning, in ChicagoOct. 19-20. During this event, school system leaders will convene in Chicago and discuss the needs of the whole child–including social and emotional development. Learn more here: http://bit.ly/2MzsLAC

4. We’ve developed a Social and Emotional Learning Administrator Toolkit.

“Rethink is an SEL PK-12 program solution to schools and the only company that I believe has figured out social emotional learning.” -Joseph Erardi, Jr. PhD (Former Superintendent, Newton, CT)

We are excited to share with you a preview of our SEL Administer Tool Kit presented by the former Newtown School Superintendent, Dr. Joseph Erardi. Watch and learn how SEL can help educators and school leaders manage crisis and support Social Emotional Learning.

Follow us on LinkedIn for more up to date Rethink Ed News!

What’s the big deal with SEL?

By Christina Cipriano, PhD

Social and Emotional Learning, or SEL, refers to interrelated sets of cognitive, affective, and behavioral competencies that underscore the way we understand, use, and manage emotions to learn. Emotions drive how we think, pay attention, make decisions, manage our time, and countless other processes that impact how students and teachers show up in the classroom.

The Rethink Ed SEL for ALL Learners platform is a school-based social and emotional learning (SEL) program for enhancing the psychosocial health and well-being of teachers and students while creating an optimal learning environment that promotes academic, social, and personal effectiveness. Psychosocial health and well-being refers to the knowledge and skills needed to promote mental health, emotion regulation, and prosocial behaviors—knowledge and skills that are necessary for optimal development.

Educators, parents, and legislators acknowledge the need for schools to address the social and emotional needs of students in order to provide a rich learning environment. In fact, a systematic process for promoting SEL is the common element among schools that report an increase in academic achievement, improved relationship quality between teachers and students, and a decrease in problem behaviors.

Ideal SEL curricula are those that address the full spectrum of children’s needs by cultivating a caring, supportive, and empowering learning environments that foster the development of all learners in the school. Rethink Ed SEL was designed specifically to meet these criteria.

VB MAPP + Rethink Ed = Student Success!

Rethink Ed understands the importance of quality assessments in delivering effective instruction. To assist with summative evaluation, Rethink Ed has integrated the VB MAPP (Verbal Behavioral Milestones and Placement Program) into the Rethink Ed platform. This integration allows educators to complete the VB MAPP within Rethink Ed, store data in one location, and allow seamless matriculation across grade levels. Lastly, VB MAPP is fully aligned to the Rethink Ed curriculum.

VB MAPP is important for educators because it provides a baseline level of performance, a direction for intervention, a system for tracking skill acquisition, a tool for outcome measures and other language research projects, and a framework for curriculum planning. Rethink is very excited to offer this feature for 2018! Contact info@rethinked.com to learn more!

Seven Strategies to Make Professional Learning Effective

Teachers become teachers because they are motivated to help children learn! Every teacher can tell you that they have plenty of opportunity to hone their craft and improve their practice. For some it is learning new content to teach, for others it is developing better classroom management support, for many it is learning the new rapidly developing techniques and technologies.

However, every educator can also tell stories of the useless professional learning sessions they sat through that weren’t related to their scope of practice. Recent research shows that current professional learning practices in schools are time consuming, not budget friendly, and are ineffective. Teachers want to learn and schools are providing professional learning opportunities, the process needs to shift into effectiveness.

Here are 7 Strategies, provided by the Learning Policy Institute, to make professional learning effective and meaningful. Quality Professional Learning:

  1. Is content focused: PD that focuses on teaching strategies associated with specific curriculum content supports teacher learning within teachers’ classroom contexts. This element includes an intentional focus on discipline-specific curriculum development and pedagogies in areas such as mathematics, science, or literacy.
  2. Incorporates active learning:  Active learning engages teachers directly in designing and trying out teaching strategies, providing them an opportunity to engage in the same style of learning they are designing for their students. Such PD uses authentic artifacts, interactive activities, and other strategies to provide deeply embedded, highly contextualized professional learning. This approach moves away from traditional learning models and environments that are lecture based and have no direct connection to teachers’ classrooms and students.
  3. Supports collaboration: High-quality PD creates space for teachers to share ideas and collaborate in their learning, often in job-embedded contexts. By working collaboratively, teachers can create communities that positively change the culture and instruction of their entire grade level, department, school and/or district.
  4. Uses models of effective practice: Curricular models and modeling of instruction provide teachers with a clear vision of what best practices look like. Teachers may view models that include lesson plans, unit plans, sample student work, observations of peer teachers, and video or written cases of teaching.
  5. Provides coaching and expert support: Coaching and expert support involve the sharing of expertise about content and evidence-based practices, focused directly on teachers’ individual needs.
  6. Offers feedback and reflection: High-quality professional learning frequently provides built-in time for teachers to think about, receive input on, and make changes to their practice by facilitating reflection and soliciting feedback. Feedback and reflection both help teachers to thoughtfully move toward the expert visions of practice.
  7. Is of sustained duration: Effective PD provides teachers with adequate time to learn, practice, implement, and reflect upon new strategies that facilitate changes in their practice

Do a little self-check and ask yourself: Does your professional learning incorporate all of these practices? What could you do to move the needle on your professional learning? Every teacher wants to get better, and these strategies can make that happen!

Positive Behavioral Interventions and Supports (PBIS) in the Classroom

By Stephanie Whitley, MEd-BCBA

What is PBIS?

Positive Behavioral Intervention and Supports (PBIS) is a schoolwide discipline system for creating positive school environments through the use of proactive strategies that define, teach and reinforce appropriate behaviors. PBIS is based on the principles of applied behavior analysis and is a proactive approach to establishing supports that:

•Improve the social culture needed for all students in a school to achieve social, emotional and academic success
•Makes challenging behavior less effective, efficient and relevant.

PBIS is the only approach addressing behavior that was mentioned in the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) and is interchangeable with School-wide Positive Behavior Supports.

What does PBIS look like?

PBIS focuses on a comprehensive system of positive behavior supports for all students in a school and is implemented in all areas of the school, including classroom and non-classroom settings (e.g. cafeteria, bus, restrooms, etc.).

PBIS is a tiered system of supports to improve the daily lifestyle of all by reducing the effectiveness of challenging behavior and making desired behavior more functional. Tier 1 supports are universal supports that are taught and reinforced with the whole student population. Tier 2 supports are targeted supports for students that need further explanation and reinforcement of desired behaviors. Tier 3 supports are supports provided at an individual level. This is for students that need tailored instruction and reinforcement to meet their personal learning needs.

 

How is PBIS implemented?

To establish the universal/Tier 1 supports, a campus committee is formed of administrators, general education teachers and special education teachers. The list of activities below are established:

1. A theme is chosen to help students and staff easily remember the rules. This theme either ties into the school mascot (e.g. PAW rules for Wildcats or Bulldogs) or follows the three “Be’s” (Be safe, Be responsible, Be respectful).

2. Each area of the school or community in which students frequent are identified. This includes cafeteria, gym, hallways, playground, buses, etc.

3. The thematic guidelines/rules are then applied to each identified area. For example, being responsible in the hallway is walking directly to and from your destination.

4. Visuals of all identified guidelines are created and posted in the locations identified.

5. A reinforcement system is established. This includes tokens to be used for when students are engaging in the desired behavior and a way for the students to redeem their tokens. For example, the Wildcats may create “Cat Cash” as a token of reinforcement. A school using the three “Be’s” may use “Honey Money.” The students are then able to use their tokens to purchase items in the school store or treasure box. Items can include school supplies, toys, homework passes, extra restroom passes and even gift cards.

6. At the beginning of the school year and right after each long break, such as winter break, students are provided instructions on each guideline in each area of the school/community. Instruction includes examples and non-examples of the expected behavior. For example, students are shown what it looks like to be responsible in the hallway (walking directly to and from destination), and what it looks like to NOT be responsible in the hallway (running or stopping to look in each window of classrooms as walking to and from destination).

7. Teachers and staff members are encouraged to look for students engaging in the appropriately identified behavior and to recognize those students by providing a token and naming the specific reason the student is receiving the token.

8. The students accumulate and redeem their tokens for a secondary reinforcer.

Modifications and Accommodations

Some students may need modifications or accommodations to fully participate in the PBS system. Students identified for Tier 2 and Tier 3 supports should be a small group of the total school’s population that need:

•More frequent reminders of the expectations
•More frequent reinforcement and/or ability to turn in their tokens more frequently for the secondary reinforcer
•Primary reinforcers paired with the token
•An individual chart to track their token economy
•A separate “store” of reinforcers that are based on the student’s individual preferences

The school-wide and Tier 2 and 3 supports should be reviewed regularly. Data should be collected to evaluate the effectiveness of the PBS program and plan. This data should be in the form of office referrals, the number of students accessing the reinforcement system, the students’ and staff’s ability to recite expectations and examples of those expectations, as well as, the number of students that are able to fade from more intensive supports to lesser intensive supports. As all data is collected, the PBIS committee should review and make necessary changes to ensure the effectiveness of the plan.