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Second StepSecond StepA Violence Prevention A Violence Prevention
ProgramProgram
Scheri DuBon Scheri DuBon LAUSD Local District 8 Health Education LAUSD Local District 8 Health Education
Programs/Programs/Title IV AdvisorTitle IV Advisor(310) 354-3524(310) 354-3524
[email protected]@lausd.net
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Second Step Training Goals
To help staff understand what it means to use a social skills approach to youth violence prevention.
To prepare staff to use Second Step curriculum with students.
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Why did LAUSD choose Second Step?
Meets Federal and State Mandates Only violence prevention curriculum rated as
exemplary by the United States Department of Education
Most widely used. Universal curriculum
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In addition to being “Teacher Friendly”
Safety and Learning Correlation Closing the Achievement Gap District Goals Developmental Assets Brain Research
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Safety and Learning
Correlation between level of perceived safety and API scores
Teaches students how to mediate their emotions so they can calm down and get back to learning
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Closing the Achievement Gap
Ensure that “disagreements are handled with discussion and with respect for alternative positions”
“promote respect for the uniqueness of each person as well as for the ways we are similar”
AEMP/Closing the Achievement Gap Branch, 2004
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District Goals
Improved student achievement in English Language Arts
Improved student achievement in Math Successful and timely re-designation of EL students Improved attendance rates Improved graduation rates Focused and coherent professional development
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Developmental Assets
See Handouts Based on success not failure Not a curriculum Second Step promotes 31 of the 40 Assets
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Brain Research
“Students must feel physically safe and emotionally secure before they can focus on the curriculum.”
David A. Sousa
How The Brain Learns, 2001
What the Bleep Do We Know!?
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Safety in our Schools
“ Trying to create a safe school climate without teaching students social-emotional skills is like trying to educate our students without teaching them to read.”
Kevin DwyerSchool PsychologistNational Expert on School Safety
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Reasons Children Fail to Act Pro-socially
Lack of modeling Lack of practice Desired behavior inhibited by emotional
responses Inappropriate beliefs about aggression
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Skill Based Program: PreK-8
Based on research showing that people who engage in child abuse, domestic violence, and other kinds of criminal behavior lack the following skills:
Empathy Impulse Control Problem Solving Anger Management
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Empathy
Students are taught to: Understand the feelings of others Understand points of view that are different
from theirs Respect all people regardless of differences Treat others with kindness
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Impulse Control
Students are taught to mediate their emotions by:
Learning to identify their feelings Learning how to interrupt their automatic
reactions through calming down techniques Practice these skills in a variety of
challenging social-emotional situations
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Problem-Solving
Students are taught to solve problems in ways that are:
Safe Fair Take into account everyone’s feelings Will work
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Anger-Management
Students are taught to: Identify where in their bodies they feel angry Interrupt the anger cycle through calming
down methods Use positive problem-solving methods Assess how well they handled their anger
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Implementation
See Handouts Scope and Sequence Lesson Teaching Time Guidelines Lesson Section Breakdown
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Social Skills Teaching Strategies
See handout Modeling Coaching and Cueing Storytelling Group Discussion Role-Play Facilitation* Transfer of Learning
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Resources
Committee for Children www.cfchildren.org
Developmental Assets
www.search-institute.org
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Unit Review Activity
Unit Card What is the goal of your unit? What key elements are taught in your unit? What language concepts are taught in your
unit? What Transfer of Learning ideas or Extension
Activities Ideas would you use?