Positive Behavioral Interventions and Supports

and Social and Emotional Learning

Outcomes

• How PBIS and SEL work together

• How both necessary to support a positive, effective learning climate

• How to systematically integrate SEL into existing PBIS structures at your site

Team Note-taker

1. Create a poster that looks like the image on the right

2. Chart your School-wide Expectations for PBIS (e.g., Be Safe, Be Respectful, Be Responsible)

3. Chart the 5 SEL Competencies Leave the bottom half blank.

4. Chart common features

5. Add to each column as we move through presentation

3

PBIS SEL

Common Features

4

What is Climate?

5

safe, respectful, participatory, engaging, and well–managed

For: ALL STUDENTS Requires: ALL STAFFTIER !

POSITIVE LEARNING CLIMATESthroughout the SCHOOL and in the CLASSROOMS

include:

Collaborative culture of respectHigh rates of positive interactionsA motivating, participatory, and learning-

focused environmentPromotes student ownership over learning and

improvingWell-managed, structured and clearly-defined

practicesBehavioral expectations that create a sense of

safety, fairness and productivity.

A supportive LEARNING CLIMATE set the stage for productive learning by establishing

positive behaviors as the norm

PBIS:the science of building effective environments that teach and encourage appropriate behaviors to replace the use of inappropriate behavior.

School-wide PBIS:the application of PBIS to the whole school. Thus, it is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. It is a school discipline and positive school climate model.

7

5 Major Steps for SW-PBS1. Clear set of expectations for whole school2. Procedures for teaching expectations3. Continuum of procedures for encouraging

expectations4. Continuum of procedures for discouraging

inappropriate behavior5. Procedures for on-going monitoring and

evaluation

8

Why do we need to pay so much attention to these data?

No Suspensions

One Suspension

More than One

Suspension

Total

Suspensions and Graduation Status

560

124403204

Off Track On Track

4337 13300

220573

640

80%

53%

28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

On Track To Graduate

No Suspensions One Suspension More than One Suspension

71%

1% 2%

29%

4%

31%

4%1%

19%

9%

32%29%

1%0%

13%

2%

11%

2%0%

5%4%

14%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

WCSD Gender Suspension Proportionality(Students receiving one or more in/out of school suspensions)

Male Female % District Population That Group Makes Up

All Students American Asian Hispanic African White Multiracial Pacific IEP LEP FRLIndian American Islander

Male N Size 3159 58 68 1302 178 1358 157 38 832 396 1412

Female N Size 1289 23 15 590 86 487 72 16 227 163 614

For every 100 Male students who would

For every 100 Female Hispanic students who would

(proportionally) be suspended, there are 60 who are.For every 100 Male FRL students who would

(proportionally) be suspended, there are 128 who are.

For every 100 Female FRL students who would

(proportionally) be suspended, there are 68 who are.

No Events

One Event

More than One

Event

Total 9833 1112 18521028 356 927 8187 428

How do Discipline Relate to Reading Growth?

18262 301 872 6946 327 8679 972 165

73 14

1255 26 25 581 47 503 67 6

1511 29 30 660 54 651

51

46

59

5052 52

48

57

45

25

61

4642.5 43

62

3938 39

56

39

3235

45

0

10

20

30

40

50

60

70

80

90

100

School Am Ind Asian Hispanic African

American

White Multiracial Pacific

No Events One Event More than One Event

How does Discipline Relate to Reading Growth?

No Events

One Event

More than One

Event

Total 10082 1133 19021826 358 961 8661 441

How does Discipline Relate to Math Growth?

18850 301 905 7299 338 8854 983 170

77 14

1364 24 25 643 51 542 73 6

1612 33 31 719 52 686

55

48

63

4952

5856 55

4642

55

41

58

48 49

43

38

26

55

34

44 4341

0

10

20

30

40

50

60

70

80

90

100

School Am Ind Asian Hispanic African

American

White Multiracial Pacific

No Events One Event More than One Event

For: ALL STUDENTS Requires: ALL STAFF

TIER 1SOCIAL AND EMOTIONAL SKILLS

shapes students’ skills and relationships through:

Explicit instruction and learning formats that promote: self-awareness, self-management, social awareness, relationship skills, decision-making skills

Interactions and culture that promotes positive adult-student relationships and student-student relationships

Restorative approaches that promote inclusiveness, relationship-building and problem solving

Within these environments, adults shape how students develop key SKILLS & RELATIONSHIPS that strengthen their connection to school and prepare them to succeed in college, career &

life.

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.

Teacher Evaluation MTSS

Respecting Cultures

Supporting EVERY LearnerCore Standards

Self-Awareness

Self-Management

Social AwarenessRelationship Skills

Responsible DecisionMaking

Five Competencies

SOCIAL AND EMOTIONAL LEARNING

Inte

grat

ion

How does your school and your own classroom feel to all the members of the learning community?

How do you intentionally address SEL through other academic areas and instructional strategies?

How are you intentionally teaching the knowledge and skills of SEL?

SWPBIS and SELCommon Features

Systematically TEACH skillsCommitment to positive school-wide social

culture

Commitment to building personal competence of students

Link social development with academic success

Rock-Paper-Scissors!1. Pick a partner.

2. Stand-Up & face one another

3. Teach each other how to play Rock-Paper-Scissors. Play. Say “ thank you”

4. If you win, find another opponent

5. If you lose, follow your partner & cheer-on! BE LOUD-Clap! Cheer! Say Names!

6. Keep going until there is only one champion in the room!

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Rock-Paper-Scissors!• What elements of PBIS were present in the

activity?

• What elements of SEL were present?

• How did high-levels of reinforcement impact your performance in both roles?

• What skills did you need to switch from competitor to cheerleader?

25

In Practice…

• School A

–Focused on strong integration

•Language integration for posted Expectations

•Language used in teaching and re-teaching

• Its about the language and integration• STRIKE - Strength, Tolerance, Responsibility, Integrity,

Knowledge, and Empathy.

• Be Responsible, Respectful and Safe

• Expectations posted in a variety of settings

• Review language used to teach expectations and support behavior alongside the WCSD SEL Standards.

– Where will the SEL standards language enhance teaching & re-teaching at your site?

5 Major Steps for SW-PBS1. Clear set of expectations for whole school

1. Expectations include language like 1. “demonstrate self-awareness by…”2. “self-manager in the classroom…”3. ”demonstrate social-awareness…”

2. Procedures for teaching expectations1. This is when and how you do this…

1. On-location training2. Booster lessons3. Daily/weekly

3. Continuum of procedures for encouraging expectations1. Reinforcement systems

1. Verbal2. Priveledges 3. Token

4. Continuum of procedures for discouraging inappropriate behavior1. Re-teach2. Common vocab, definitions, consequences

5. Procedures for on-going monitoring and evaluation1. Data tracking

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• School A

– Focused on strong integration

• Language integration for posted Expectations

• Language used in teaching and re-teaching

• School B

– Focused on an Expectation and a Competency each month

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• On-going lessons

– Once/month in Social Science; Every day for Tier 3

• Focus Week

– Daily lessons or activities around an expectation & Competency

• Expand upon expectations & connection to Competency

– Monthly “Focus Lesson”

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•

Month PBIS SEL

Aug-Sept On-location teaching sw-expectations

• Self-Awareness • Self-Management

October-November

Monitor sw-dataBooster on-location as needed

Reinforcement continues

• Social-Awareness• Relationship Skills

December Monitor sw-dataBooster on-location as needed

Reinforcement continues

• Responsible Decision Making

January On-location teaching sw-expectations

• Self-Awareness • Self-Management

• Name tag activities

•

Practice PBIS SEL

Mentoring Universal and Tier 2 intervention for students seeking attention

• Self-Awareness • Social-Awareness• Self-Management• Relationship Skills• Responsible Decision Making

Project-Based Learning

Universal and Tier 2 intervention

• Self-Awareness• Social-Awareness• Self-Management• Relationship Skills• Responsible Decision Making

StructuredBreak

Tier 2 intervention for students

• Self-Awareness• Self-Management• Relationship Skills• Responsible Decision Making

Check-in/Check-out

Tier 2 intervention • Self-Awareness• Self-Management• Relationship Skills

For: ALL STUDENTS Requires: ALL STAFFTIER !

POSITIVE LEARNING CLIMATESthroughout the SCHOOL and in the CLASSROOMS

include:

Collaborative culture of respectHigh rates of positive interactionsA motivating, participatory, and learning-

focused environmentPromotes student ownership over learning and

improvingWell-managed, structured and clearly-defined

practicesBehavioral expectations that create a sense of

safety, fairness and productivity.

How can both models help create a supportive LEARNING CLIMATE?

36

PBIS SEL

Common Features