Patrick Anderson, Principal, Joseph Arthur Middle School

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Imbedding Social Emotional Learning Standards in
PBIS Implementation
Winter Leadership Conference January 15, 2009
Patrick Anderson, Principal, Joseph Arthur Middle
School Bryan Bolger, Technical Assistance
Coordinator, Illinois PBIS Network Susan Gasber,
Technical Assistance Coordinator, Illinois PBIS
Network
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Session 40 Description

• Imbedding Social Emotional Learning (SEL)
  Standards in PBIS Implementation
• Participants will learn to integrate the five
  core social emotional competencies self
  awareness, social awareness, self management,
  relationship skills, and responsible decision
  making into their cool tools and across the
  curriculum.  Sample cool tools, SEL lesson plans,
  and fun interactive methods for teaching
  behavior. A school principal will share his
  schools progress with this process.

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Our Goal

• To create and maintain safe and effective
  learning environments in schools, and ensure that
  all students have the social/emotional skills
  needed to ensure their success at school and
  beyond.

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We have developed a process

• That utilizes practices from instructional and
  curriculum development
• To assist schools with integrating the Social
  Emotional Learning (SEL) standards within the
  school-wide
• PBIS structure

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Analysis

• What are the SEL standards?
• What SEL standards are addressed by PBIS?
• What SEL standards are addressed by our academic
  curriculum?
• What SEL standards are addressed by our SEL
  curriculum and practices?
• What SEL standards are not being addressed?
• How can we address them?

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Q1 What are the SEL Standards
The Illinois Learning Standards Framework
3 SEL Goals
10 Learning Standards
100 Benchmarks
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Learning Goals

• Goals are broad statements of knowledge and/or
  skills that organize the subject matter of the
  learning area. Each goal has an explanation of
  why it is important and how it relates to life
  beyond school.

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Social Emotional Learning Goals

• Goal 1 Develop self-awareness and
  self-management skills to achieve school and life
  success.
• Goal 2 Use social-awareness and interpersonal
  skills to establish and maintain positive
  relationships.
• Goal 3 Demonstrate decision-making skills and
  responsible behaviors in personal, school and
  community contexts.

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Learning Standards

• Learning Standards are specific statements of
  knowledge and/or skills within a goal. Taken
  together, the standards clearly define the
  learning needed to reach that goal. They
  represent the results of schooling and thus may
  be considered exit standards.

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Social Emotional Learning Standards

• Goal 1
• Standard 1A
• Standard 1B
• Standard 1C
• Goal 2
• Standard 2A
• Standard 2B
• Standard 2C
• Standard 2D

• Goal 3
• Standard 3A
• Standard 3B
• Standard 3C

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10 Learning Standards
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Benchmarks

• Learning Benchmarks are progress indicators for
  gauging students achievement of each exit
  standard. They form the basis for measuring
  student achievement over time. In general,
  benchmarks for the early grades represent basic
  skills. Later benchmarks build in complexity and
  rigor from one level to the next, culminating in
  deep understandings demonstrated through complex
  performances.

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Benchmarks
Benchmarks
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Performance Descriptors

• The Performance Descriptors are classroom
  resources for voluntary use at the local level.
  They are not intended to replace the Illinois
  Learning Standards. Instead, they supplement them
  by providing sufficient detail and examples to
  enable teachers to establish appropriate
  grade-level performance expectations for
  students.
• Performance Descriptors provide additional detail
  at each grade level and indicate how students
  demonstrate mastery of progressively more
  difficult content and cognitive skills over ten
  incremental stages of development.
• Performance Descriptors identify ten
  developmental stages for each Learning Standard
  stages A H correspond to grades 1 8 and
  stages I and J correspond to early and late high
  school.

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Q2 What SEL standards are currently addressed by
our PBIS Systems?

• Process Step
• Identify which benchmarks are represented in your
  PBIS teaching practices recognition system
• Cool Tools
• Celebrations

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Q3 What SEL standards are currently addressed by
our academic curriculum?

• Process Step
• Identify which benchmarks are represented in your
  academic instructional materials and activities
• For example Standards Aligned District
  Curriculum Guide for
• Physical Development and Health
• English/Language Arts
• Social Scienceto start

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The academic standards framework is divided into
seven learning areas

• English Language Arts
• Mathematics
• Science
• Social Science
• Physical Development and Health
• Fine Arts
• Foreign Languages (advisory standards)

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Curriculum Guide Aligned to Illinois State
Learning Standards
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Aligned Instructional Materials and
ActivitiesPhysical Development and Health
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Video
http//www.youtube.com/watch?vR8NIv7Os574eurlht
tp//video.aol.com/video-detail/choices-count-by-k
ids-for-character-part-1/157884342 From 330 to
515
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Q4 What SEL standards are currently addressed by
our SEL curriculum and practices?

• Process Step
• Identify which benchmarks are represented in your
  social skills instruction, SEL or character
  education curriculum or practices
• For example
• SEL curriculum
• Lions Quest
• SEL practices
• Morning Meetings
• Community Service

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Q4 What SEL standards are not currently
addressed?

• Which benchmarks are not represented in our
• PBIS Teaching Practices Recognition System?
• Academic Curriculum?
• SEL Curriculum?
• SEL Practices?

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Process Tracking Tool
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Q5 How can we address them?

• Through PBIS
• Through the Academic Curriculum
• Through an SEL Curriculum and Practices
• Second Step
• Responsive Classroom
• Wise Words
• Etc.

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• Incorporating Illinois SEL Standards into an
  Existing PBIS program, Academic Curriculum, and
  Character Ed. Program
• Write it Down
• Outline Goals and Process
• Create a Checklist that includes reasonable
  timelines

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What SEL Standards are Addressed by PBIS?

• Took existing Behavior Matrix and modified it to
  include our needs for meeting SEL standards.
• Reworked existing Cool Tools to include the SEL
  standardsas simple as adding one or two
  questions to the review.
• Celebrations and Rewardsmaintained existing
  celebrations (Roar Store, Tiger Tickets), but
  ADDED celebrations (Tiger Paws, Daily
  Inspirations) for those students displaying SEL
  standardsself control, kindness, responsibility
• Reworked office referral form to help track which
  competencies our students were having trouble
  mastering.

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What SEL Standards are Addressed by our Academic
Curriculum?

• Reviewed the current curriculum of our 7th and
  8th grade.
• Decided to focus on Literaturebut know that
  Physical Ed. is also a very viable choice
• Reviewed what was ALREADY being taught and found
  places SEL standards were addressed.
• Allowing for release time to better map academic
  opportunitiestime, time, time.
• Maintain spreadsheet of where standards are being
  taughtIMPORTANT

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What SEL Standards are Addressed by our SEL
Curriculum and Practices?

• Current program is NOT addressing all the SEL
  standards. (Second Step when we can fit it in)
• Did CASEL curriculum study as a districtsurveys
  and needs assessments.
• New that the new curriculum would have to either
  be a researched based curriculum that we would
  need to map to the SEL standards or be a
  researched based curriculum that already aligned
  to SEL standards.
• Going with Lions Quest.

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What SEL Standards are Addressed by our SEL
Curriculum and Practices

• New curriculum will be taught and assessed in
  advisory.
• Lessons are already aligned to the Illinois SEL
  standards.
• Each teacher will be responsible for addressing a
  specific benchmark each week and providing all
  other teachers with resources to help supplement
  the lesson in all the other classes.

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GapsWhat Standards are not Being Addressed?

• In our Joseph Arthur case, we ARE addressing
  all the frameworks because of our advisory time,
  researched based curriculum aligned to the
  Illinois frameworks, and teacher commitment.
• However, we will continue to map our existing
  PBIS curriculum and academic curriculum to the
  SEL standards.

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How?

• Release time.
• Explore professional development opportunities
  that will enrich all academic curriculum.
• Stay focused and maintain sustainability by
  devoting resources and time.
• Know what is being taughtkeep staff focused,
  excited, and energized.

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Questions
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www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.o
rgwww.swis.org
Resources
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Presenters Information

• Patrick Anderson
• Email anderson_at_stclair.k12.il.us
• Bryan Bolger
• Email bryanbolger_at_comcast.net
• Susan Gasber
• Email sgasber_at_aol.com