Do You Know Your ABCs and Other Letters

Do You Know Your ABCs, and Other Letters of the Alphabet? GIN NY BEC K & PEG GY POLCZINSKI WWW. WINNING IDEASLLC. COM CAF É PART I

Introductions Who are we? Peggy and Ginny Now, who are you? Let’s find out. You each have a paper with squares asking you to find someone who knows something, has been somewhere, or done/has something. For example, there is a square that asks you to find a person who has a pet. After finding that person, ask him or her to sign his or her name and ask that person about the pet(s).

Strategy You just finished the first strategy that can be used in a classroom. Find the last person you spoke with and discuss some ways this strategy can be adjusted to work in areas other than introductions.

Working Agreements Ask Questions and Construct Answers Engage Fully and Embrace Discomfort Integrate and Construct New Information Open Your Mind to Diverse Views and Value Others’ Strengths Utilize What You Learn, Share it, and Feed it Back *Learning. Forward. org National Professional Learning Working Agreements ***** 21 st Century Learning Elements

Fundamental Principles of Trust • Compassion: 1) Help students and parents feel understood 2) Know the difference between Formal Authority and Moral Authority 3) Understand how each personal action affects the rest of the organization • Openness: 1) See our own blind spots 2) Create a culture in which students feel comfortable talking about their mistakes 3) Give and receive feedback and criticism in high risk situations • Reliability: 1) Aim for consistency 2) Align words and actions 3) Stick to principles in difficult situations • Expertise: 1) Do your students and parents trust that staff members know what they are doing and that they understand their needs and goals? 2) Are you an expert in what your students and their families experience? Do you know what central obstacles they face? ~ Dr. Hank Smith

Positive Learning Experiences Allow for S afe Educational Environments

Words that some people use to describe others

Compare to these words

The Behavior Puzzle: Why don’t the same things affect behavior in all children?

Encouraging Appropriate Behavior and Discouraging Inappropriate Behavior Beginning with the Basics!

Where Does Behavior Come From? Every behavior has a function driving it. These functions can be defined as primary behavioral needs, motivators and goals that drive actions. There is always an environment or setting for each behavior; a place or situation that influences the behavior.

Behavior is Learned Acceptable behavior is the result of appropriate exposure to necessary learning conditions. If a behavior is not in a student’s repertoire, they are unable to invoke proper or acceptable behavior regardless of the learning conditions.

Factors Which Contribute to Behavior… Home (parent, siblings, hunger, etc. ) Medication Peers Bus ride (size, number of riders, length of bus ride, seating, peers) Unique needs

What is the answer to the question? Why don’t the same things affect behavior in all children?

The ABCs of Behavior Antecedent Behavior Consequence

ANTECEDENT What was happening right before the behavior ocurred? *Negative stimulus was experienced *Inappropriate level of work was assigned *Negative peer interaction occurred *Not enough attention was received *Negative consequence given *Redirection from adult *Involved in task; on-task

BEHAVIOR The behavior is measureable and observable. ▪ Physical aggression toward self or others ▪ Damages property ▪ Refusal to comply ▪ Getting others off task ▪ Disruptive ▪ Verbal outburst ▪ Sleeping in class

CONSEQUENCE What happened as a result of the BEHAVIOR? ▪-Could be positive or negative; may contribute to maintaining behavior ▪ -Receive peer or adult attention ▪ -Goes to office (can be reinforcing…if motivation is ATTENTION!) ▪ -Goes to timeout (can be reinforcing…if motivation is AVOIDANCE of work)

What are some ways that we can help children with problem behavior?

Social Emotional Learning

Core Standards School Climate Respecting Cultures Supporting EVERY MTSS Learner 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. What is SEL?

Some strategies to help children with behavior concerns in schools: Social Emotional Learning (Mindup curriculum)

Five Competencies CASEL has identified five core areas of social and emotional competence. Self-Awareness Autoconciencia Responsible Decision Making Tomar Decisiones Responsables Relationship Skills Destrezas para Relaciones Self. Management Autocontrol Social Awareness Conciencia Social

Competencies Described Self Awareness: Recognizing strengths, sense of self-confidence Self Management: Managing emotions, setting goals, organizational skills Social Awareness: Appreciating diversity, respect for others, empathy Relationship Skills: Communication, social engagement, working cooperatively Responsible Decision-Making: Problem solving, problem identification, evaluation

SEL Improves Student Outcomes Science Links SEL to Student Gains: • Social-emotional skills • Improved qualities about self, others, and school • Positive classroom behavior • 11 percentile-point gain on standardized achievement tests And Reduced Risks for Failure: • Conduct problems • Emotional distress Source: Durlak, J. A. , Weissberg, R. P. , Dymnicki, A. B. , Taylor, R. D. , & Schellinger, K. (2011) The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development: 82 (1), 405 -432. 29

The Three Legged Stool Social Emotional Learning Culture and Climate Direct Instruction Integration and Infusion

Culture and Climate What are other ways you create a positive culture and climate at your site? Safe and Drug Free Schools Climate Survey PBIS So Em cia l& o t Le io ar na nin l g Others?

Integration and Infusion Social & Emo tional Learnin g CCSS MTSS 21 st Century Learning PGS Culturally Responsive Practices

Direct Instruction Social & Emotional Learning Culture and Climate Direct Instruction Integration and Infusion

Ways SEL is Taught and Learned • High quality SEL skills instruction is S. A. F. E. – Sequenced activities to develop skills – Active forms of learning – Focused attention on SEL in the curriculum – Explicit target of particular SEL skills for development

Brain Development

Strategy: KWL In groups, write what you know and what you want to know about UDL.

http: //www. cast. org What is UDL?

Universal Design for Learning Source URL: CAST-What is UDL? http: //www. cast. org/research/udl

Universal Design for Learning

“A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove. . . but the world may be different because I was important in the life of a child. ” FOREST E. WITCRAFT

We thank you for making a difference in the lives of the students in WCSD!