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    Collect Folder with Materials

    Sit by Grade Level

  • Portsmouth Public SchoolsFunded by the US Department of Education

  • Why are we here???Students carrying weaponsStudents bullying, threatening, and harassing other studentsStudents physically fighting with each otherDisrespectful, inappropriate, and disruptive behavior by studentsPut-downs and name calling by students

  • BackgroundThe United States has been deemed the most violent country in the industrialized world (Fingerhut, 1993)

    More than one-half of juvenile victimizations occur at school or on school grounds (Elliot, Hamburg, & Williams, 1998)

    Societal costs of violence in the United States range up to more than $300 billion annually, accounting for 1% of the nations Gross Domestic Product

  • Educational System and ViolencePortsmouth Public School District was ranked among the top 13 school districts in the state for total number of conduct-related incidents

    Percent of the population below the poverty line (16.2%), and the number of children receiving free and reduced lunch (60%)

    Program services are geared toward elementary and middle school students because discipline referrals are highest at this level and academic achievement is the lowest

  • Is this behavior new ??The children of today now love luxury. They have bad manners, they show disrespect for adults, and love to talk, rather than work or exercise. They contradict their parents, chatter in front of company, gobble down their food at the table, and intimidate their teachers.Socrates, 469399 B.C.

  • Reasons Children Fail to Act Prosocially

    Lack of modeling

    Lack of practice

    Desired behavior inhibited by emotional responses

    Inappropriate beliefs about aggression

  • Goal of GrantThis underserved urban city must equip its schools, teachers, and families with the requisite skills to circumvent the development of aggressive tendencies in susceptible youth. Character in Education targets elementary and middle school students (N=11,000 students)

    Prosocial Behavior Reducing Violent BehaviorBy implementing Character in Education interventions--students, teachers and parents will simultaneously learn the requisite skills to foster social competence and prosocial behaviors

  • Levels of Intervention

  • Training Goals

    To help teachers understand what it means to use a social skills approach to youth violence prevention.

    To provide teachers with a solid grasp of the Second Step curriculum.

    To prepare teachers to use the Second Step curriculum with students.

  • Second Step Staff Training Agenda

    Welcome and Goals

    Overview of Curriculum

    Teaching Strategies

    Teaching the Curriculum

    Implementation

    Questions and Closure

  • Implementation Planning Worksheet

    Logistics

    How long do my lessons take to teach?

    What day (s) of the week will I teach Second Step?

    What time of the day will I teach Second Step lessons?

    Transfer of Learning

    How can I integrate Second Step concepts and skills into other academic lessons?

    How can I involve my students families in the Second Step Program?

  • What problem behaviors do you see in your schools?

  • What skills would you like your students to learn?

  • What is social emotional learning and how is it linked to academic success?

  • Focuses on 4 Core Competencies

    Empathy Impulse control Problem solving Anger management

  • Alignment of Second Step Lessons With Academic SOLSecond Step lessons address key content elements and concepts, and core learning strategies identified in the SOL at each grade level.

    Many grade level content strands are repeatedly addressed in the lessons allowing for multiple opportunities to apply the concepts and learning strategies in a variety of different ways.

    Many grade level content strands are not addressed by the lessons, therefore suggesting the need to match lessons to subjects in which the greatest number of SOL are met.

    In addressing SOL, the lessons allow for creativity and perspective-taking, particularly in subjects such as math and science.

  • Alignment of Second Step Lessons With Academic SOLKindergartenSocial Studies K.2; K.3; K.8a,b,c,d,eMathK.5; K.10; K.1-18 (Problem-Solving)ScienceK.1a,b,c,j; K.2a,b; K.4; K.6c; K.9a,bEnglishK.1a,b,c,e;K.2b,d,f; K.3a,b,c,e,f; K.8a,cRefer to table for specificity in alignment and description of content strands

  • Alignment of Second Step Lessons With Academic SOLGrade 3Social Studies3.8; 3.9; 3.10a,c; 3.11a; 3.12Math3.23; 3.1-25 (Problem-Solving)Science3.1a,j; 3.4a; 3.6c; 3.10a,bEnglish3.1a,b,c; 3.2; 3.5a-i; 3.7; 3.10Refer to table for specificity in alignment and description of content strands

  • Alignment of Second Step Lessons With Academic SOLGrade 5Social StudiesNo general SOL for Grade 5Math5.17a,c; 5.22; 5.1-22 (Problem-Solving)Science5.7fEnglish5.1a,b,c; 5.2a,b,c,d; 5.3a,b,c; 5.7; 5.8bRefer to table for specificity in alignment and description of content strands

  • What it means to youSecond Step Training for all teachersParticipation in periodic Booster MeetingsCompletion of 3 teacher surveysCooperation with classroom observationsImplementation of Second Step curriculum

  • Second Step Timeline

  • Second Step Staff Training VideoPreschool/KindergartenGrade 5

  • Second Step Unit Titles

    Preschool/Kindergarten (25 lessons total)Unit I:Empathy TrainingUnit II:Emotion ManagementUnit III:Problem Solving

    Grades 15 (15-22 lessons)Unit I:Empathy TrainingUnit II:Impulse Control and Problem SolvingUnit III:Anger Management

    Grade 6 (15 lessons)Unit I:Empathy and CommunicationUnit II:Bullying PreventionUnit III:Emotion ManagementUnit IV:Problem SolvingUnit V:Substance Abuse Prevention

  • Lesson Section Breakdown

    Preschool/Kindergarten Warm-Up: 25 minutes Story and Discussion: 510 minutes Pretend and Practice: 510 minutes Wrap-Up: 2 minutes

    Grades 13 Introduction: 5 minutes Story and Discussion: 1015 minutes Role-Plays (teacher models and students practice): 1015 minutes Wrap-Up and set up Transfer of Learning: 5 minutes

    Grades 45 Introduction: 5 minutes Story and Discussion: 1015 minutes Role-Plays (teacher models and students practice): 1520 minutes Wrap-Up and set up Transfer of Learning: 5 minutes

    Grade 6 Lesson Script: 2030 minutes Role-Plays or In-Class Activity: 2530 minutes Closure and assignment of homework: 5 minutes

  • Lesson Teaching Time Guidelines

    Preschool/Kindergarten2030 minutes per lesson25 lessons total

    Grade 13035 minutes per lesson22 lessons total

    Grade 23035 minutes per lesson17 lessons total

    Grade 33035 minutes per lesson15 lessons total

    Grade 430-35 minutes per lesson22 lessons total

    Grade 530-35 minutes per lesson22 lessons total

    Grade 650-65 minutes per lesson 15 lessons total

  • Who Should Implement the Program ?

    Highly recommended that teachers be the primary presenters of the classroom lessons with school counselors and other school staff playing supporting rolesAdvantages include:Teachers knows students best and can teach lessons according to group needs

    Modeling appropriate application of skills can occur at opportune times throughout the day by teachers who know what has been covered in lessons

    Teachers establish themselves as primary support people, and students can easily turn to them at anytime.

    Allows new norms for classroom and playground behavior

    Teacher can find ways to integrate Second Step skills into other parts of the curriculum to enhance learning across the disciplines

  • Unit Card

    Lesson Card

    Additional Materials

    What is in the Kit ?

  • DirectionsEach person in your group should select a Unit Card from the curriculum

    Read your card thoroughly, then answer the following questionsWhat is the goal of your unit?What key elements are taught in your unit?What language concepts are taught in your unit?Which three (3) Transfer of Learning ideas or Extension Activity Ideas do you like and why?

    3. After answering the above questions, browse through your units lesson cards. Notice the content and flow of the lessons. After 10 minutes you will share the information with the rest of your groupUnit Review Activity

  • What is empathy and what does it involve?

    What is the link between empathy and anger management ?

    Review ways to calm down (posters)

    What are the ways the Second Step lesson teachPreschool/kindergarten children to calm downGrades 1-5 Grade 6

    5. Belly breathing

    Unit Review Activity

  • Preschool/Kindergarten1. How do I feel?

    2. What is the problem?

    3. What can I do?Second Step Problem-Solving StepsGrades 151. What is the problem?

    2. What are some solutions?

    3. For each solution, ask yourself: Is it safe? How might people feel about it? Is it fair? Will it work?

    4. Choose a solution and use it.

    5. Is it working? If not, what can I do now?Grade 61. What is the problem? Each person says: What happened. How I feel. What I need.Restate the problem giving both points of view.

    2. What are some solutions?

    3. For each solution, ask: Is it safe? How might people feel? Is it fair? Will it work?

    4. Choose a solution and use it.

    5. Is it working? If not, what can I do now?

  • Thought Bubble Template(Grades 15)

  • I have learned through bitter experience the one supreme lesson