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Culturally Responsive SEL Implementation Workshop - Second Step Program

Attend a professional development workshop led by Elise Marshall, a behavior specialist, to incorporate Second Step's social-emotional learning (SEL) program effectively. Learn the importance of SEL, planning strategies, and integrating SEL into daily academic plans. Discover how to utilize the Four Agreements and Six Conditions for courageous conversations about race. Explore key program elements, assessments, and practical implementation methods for improving classroom climate and students' behavior.

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Culturally Responsive SEL Implementation Workshop - Second Step Program

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  1. Second Step Elise Marshall Behavior Specialist Area 1/3 4+1 Professional Development August 22, 26, 27, 2019

  2. Equity Each scholar knows, understands, and embraces their own and others cultural backgrounds and learning needs, in order to advocate for self and others.

  3. Learning Targets & Success Criteria • Learning Target I will be able to define what Second Step is  I will be able to explain the importance of SEL (second step) I will be able to plan Second Step into my first week's plan I will be able to connect Second Step into every day academic plans  • Learning Target I can give examples of Second Step program skills/topics  I will have a first week plan created for Second Step  I can explain how to add second step daily activities and skills into my academic plans 

  4. Agenda • The Why • Overview • Elements of the program • Guides • Assessments • Break • Pacing • Scheduling • Planning/Imbedding

  5. FOUR AGREEMENTS Stay Engaged Experience Discomfort Speak Your Truth Expect/Accept Non-Closure

  6. Courageous Conversations is utilizing the four agreements, six conditions, and compass in order to engage, sustain, and deepen INTRA-RACIAL, AND INTER-RACIAL DIALOGE ABOUT RACE, and is an essential foundation for examining and addressing institutionalized culture and structures that promote racial disparities. FOUR AGREEMENTS Stay Engaged Experience Discomfort Speak Your Truth Expect/Accept Non-Closure SIX CONDITIONS Focus on Personal, Local and Immediate Isolate Race Normalize Social Construction and Multiple Perspectives Monitor Agreements and Conditions and Establish Parameters Use a “Working Definition” for Race Examine the Presence and Role of “Whiteness” CREATED BY: GLENN E. SINGLETON | PRESIDENT & FOUNDER PACIFIC EDUCATION GROUP, INC.

  7. Why Social Emotional Learning? Think about: What do you know about SEL &  Second Step? How can teaching SEL (Second Step) improve classroom climates? What Questions do you have about SEL (Second Step)? 

  8. Research links SEL to higher student success 

  9. Why should we spend time teaching students how to behave at school?Discipline data from one school district • 13 elementary schools processed • 6284 Major Office Discipline Referrals (ODRs) • ODRs = 1,571 hours or • 262 days of instructional time (at 15 minutes each) • 4 middle schools processed • 3827 Major Office Discipline Referrals • ODRs = 957 hours or • 159 days of instructional and leadership time lost.

  10. Chat with neighbor • What are your thoughts on the data/research?  • What can we do as educators to help prepare our scholars? 

  11. Why use Second Step

  12. Second Step isa tier I universal, classroom based program designed to: Increase scholars' school success Decrease problem behaviors Promote social-emotional competence and self-regulation

  13. Connection to SWPBIS • Unit 1 focuses on ‘Skills for Learning’ • Listening  Focusing attention  Using self-talk  Assertive • Be thinking about how you would fit the concepts into your classroom expectation matrix

  14. Program Skills & TopicsK-3 4-5

  15. Reinforcement • Lessons Program Elements • Daily Practice Activities • Using Skills Every Day • Home Links • Academic Integration Activities • Warm-up • Brain Builder Games (K-3) • Story and Discussion • Skill Practice/Activity • Wrap-up

  16. Guides on the Side • District-developed pacing sequence created in partnership with Mirror Lake Elementary • Pacing by unit and lesson • Learning Targets & Success Criteria for each lesson • Breaks down Daily Practice Activities each week

  17. Assessments • Look at assessments • How will this be implemented? • What can the information from the assessments tell us about?

  18. Break 10 Minutes

  19. Practice Daily Activity

  20. Activating Account for Second Step & Bullying Prevention Unit  1. Start with receiving your own copy of Second Step/Bullying Prevention   2. Look for its activation key (2 different codes) 3. Go to www.secondstep.org 4. Enter in activation code  5. you'll have access to videos etc. 

  21. Explore Take 10 minutes to explore your grade level kit. 

  22. Planning/Imbedding .

  23. Year at a Glance

  24. Weekly Pacing • Day 2 – 4 Daily Practice • - Finish the Lesson • - Follow up activities • Can be replaying a Song/Video • Role Play Scenario • Play an interactive game • Refers to previous lessons learning to recapture • Outlined in curriculum provided • Practice Activities range from 5-10 minutes • Opportunity to use time to respond needs of school, revisit PBIS expectations, etc. Day 1 - Unit 5 Lesson 1 • This is teaching the actual lesson. It is located in the 4th grade binder (for K-3, would be the lesson card in the box) • Lessons can range from 15-35 minutes (can be broken into two days) Day 5 – End of Lesson Reflective element often captured with a writing activity End of Unit Assessment

  25. How does this fit into your beginning of year plans? • Talk with a neighbor

  26. Morning Meeting & Second Step • If you are currently doing or plan on having morning meetings, what are ways to add SS into this? • Talk with your neighbors

  27. First Weeks Plans • We want you to leave with your plan ready for the first week of school • The first month of school is the best time to set up routines and expectations, having Second Step be a part of your first month plans will help the scholars and also teacher with making it apart of the routine from the beginning

  28. Incorporating Second Step in academic lessons  • Talk with a neighbor • After creating your first week plan how can you oncprporate the skills taught into an ELA or Math lesson? 

  29. Connection to SWPBIS

  30. How to infuse Second Step into your PBIS classroom management

  31. Take a look at the curriculum • Let's take some time to look at our grade level curriculums  • Pick 1 lesson from each unit and create a matrix based on the skills taught 

  32. Break

  33. Bullying Prevention Unit

  34. Bully Prevention Strategies Train leadership and all staff in bullying prevention Teach foundational social-emotional skills Build a positive school climate Teach students specific bullying prevention skills Have clear anti-bullying policies and procedures Engage families

  35. Exploration • Take some time to explore the Bully Prevention Unit • What do you notice? • What questions do you have?

  36. Exit Ticket • What do you now know about SEL (Second Step) or how has your idea of SEL changed • How are you going to start implementing Second Step into your daily routine • Questions you might still have

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