Linking Social Emotional

Learning(SEL) & PBIS/RTI

Jinna Risdal, M.A.,NCCjinnarisdal@comcast.net

Bella Bikowsky, M. Ed.bbikowsky@brookspowers.com

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

Educating the Whole Child

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

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

Foundation

Osher, Dwyer, & Jackson, 2004

Connection Social & Emotional Skills

Positive Behavior Supports

AppropriateCurriculum, Teaching

Learning Environment

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

THE BALANCING ACT

Social Emotional Development and Learning

Standard-Based Accountability

Addressing the Reciprocity

Between Learning & Behavior

IMPROVED: Social & Emotional Learning, Behavior

IMPROVED: Learning

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

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

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

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

Social-Emotional Learning & Development (SEL or SELD)

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/

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/

CASEL Collaborative for Academic, Social and Emotional Learning, U. Illinois Chicago

http://casel.org/

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

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

HOW DO WE DO THIS?

Supporting Student Access to Instruction and Develop Social/Emotional Skills

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

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

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.

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

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)

Schools implementing PBIS create a continuum of Behavior Support for students.

Elements of Response to Intervention and Positive Behavior Support

EVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS MONITORING

DATA-BASEDDECISION MAKING &PROBLEM SOLVING

Classroom

SWPBISPractices

Non-classroom Family

Student

School-w

ide

• Smallest change• Evidence-based• Biggest, durable effect

What’s Next?Universal Screening

SRSSSSBD

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

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

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

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

SRSS

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

How Do We Progress Monitor?

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

Using Data to Make Decisionsabout Teaching & Reviewing

Expectations

SYLVESTER MS

National Average

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

Example Chart from CICO-SWIS

Individual Information System (ISIS)

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)

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

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Cedarhurst Elementary SET Data

2008-20092009-20102010-2011

“Classroom Behavior Support Systems”

• Review SWIS dataPercentage of Total Suspensions

“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 %

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

Educating the Whole Child

Keeping it all in Balance Continuous

Improvement

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

“

“People in good moods are better at reasoning and creative problem solving”

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.

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.