Angelisa Braaksma, PhD Brian C. McKevitt, PhD, NCSP

1. Social-Emotional Learning Programs Available at Heartland AEA:Gold, Silver, & Promising Program Content Information Angelisa Braaksma, PhD Brian C. McKevitt, PhD, NCSP

2. About This Information • The information presented on these slides describes the content of social-emotional learning programs available at Heartland AEA in the Professional Library • The program reviews were completed in 2004 by a group of Goal 2 (social/emotional) committee members and summarized in a booklet, available online at http://www.aea11.k12.ia.us/spedresearch/res0102/research-handouts.html. Please consult the booklet for more in-depth information about the program review process. • Programs reviewed were rated 1-5, based on their research base (1=no evidence to support effectiveness; 5=strong evidence to support effectiveness)…only programs with a rating of 3 and higher are included in these descriptions • Other programs were reviewed but are not recommended based on their lack of evidence. See the booklet for a complete list of programs reviewed

3. Program Reviewers • Sherese Beresford, School Social Worker • Charlotte Buttin, Early Childhood Consultant • Gloria Frolek Clark, Occupational Therapist • Brian McKevitt, School Psychologist • Monica McKevitt, School Psychologist • MaryAnn Strawhacker, Nurse Consultant • Barbara E. Rankin, Challenging Behavior Specialist • Stacy S. Volmer, Challenging Behavior Specialist • Summaries provided in this presentation were developed by Angelisa Braaksma, Brian McKevitt, and participants of a 2-day AEA training on July 26-27, 2005

4. PATHS Curriculum • Description - Curriculum that teaches the five areas of social and emotional development: self-control, emotional understanding, self-esteem, peer relations, and interpersonal problem-solving. The curriculum reduces teacher reports of aggressive behavior and increased teacher reports of students exhibiting self-control. • Intended ages - K - 6 • Rating - 5 Gold Program

5. PATHS:Promoting Alternative Thinking Strategies • 119 lessons for promoting self-control, positive self esteem, emotional awareness, interpersonal problem solving skills, and relationships • Can be used as a prevention or intervention program • Best with small groups of 4-9 students but can be used whole class • 20-30 minutes per day, 3-5 days per week • Curriculum can continue across multiple years • Manual includes suggestions for use with students with disabilities, anxious/withdrawn, and gifted students

6. PATHS Lessons • Sequenced according to increasing developmental difficulty • Include direct instruction, dialogue, role plays, story telling, modeling, social reinforcement, attribution training, and verbal mediation • Promote generalization

7. PATHS Unit 1:Readiness & Self-control • Promotes readiness skills and self-control of behavior • Optional unit • Designed for low developmental level (Kindergarten or students with disabilities) • Teaches self-control with stories, role plays, “Turtle Technique” • Can be completed in 5-7 weeks

8. PATHS Unit 2:Feelings & Relationships • Develops emotional and interpersonal understanding • 56 lessons • 40-50 different affective states covered • Taught in a developmental hierarchy from basic (e.g., mad, sad) to complex (e.g., jealousy, guilt, pride) • First three problem solving steps covered: • Stop & calm down • Identify problem • Identify feeling

9. PATHS Unit 3: Interpersonal Cognitive Problem Solving • Teaches steps to problem solving • 33 lessons • Usually done during 2nd year of curriculum implementation after review of previous unit

10. PATHS Unit 3 (cont.) Steps to problem solving: • Stopping and calming down • Problem identification • Feeling identification • Deciding on a goal • Generating alternative solutions • Evaluating the possible consequences of solutions • Selecting the best solution • Planning the best solution • Trying the formulated plan • Evaluating the outcome • Trying another solution and/or plan

11. PATHS:Building Self Esteem & Peer Relations • Interspersed through other units • “PATHS Kid for Today” • Giving compliments, friendship issues, teasing, belonging part of other lessons

12. PATHS: Supplementary Unit • Problem solving meetings • Self-control review • Friendship and peer relations • Review of problem solving • Fairness/moral development

13. High/Scope • Description - Curriculum framework seeks to contribute to children’s intellectual, social, and physical development so they can achieve success and social responsibility in school and life. Video, curriculum materials, and assessment tools are available for educators and families that address a wide range of topics. • Intended ages - Birth to adolescence • Rating - 4 Silver Program

14. High/Scope Curriculum Series • Framework for education whose goal is to provide meaningful and realistic educational experiences for all children • Fundamental premise is that children are active learners who construct their own knowledge through meaningful interactions • Six curriculum components: • Active Learning • Classroom Arrangement • Daily Schedule • Content • Teacher/Child Interaction • Assessment

15. High/Scope Curriculum Series • Active Learning • Appealing materials • Opportunities for manipulation • Choices for children • Language from children • Adult support • Classroom Arrangement • Five or more defined activity areas/centers • Wide range of interesting materials • Well-organized, child-accessible storage, labeled containers

16. High/Scope Curriculum Series • Daily Schedule • Consistent routine • Plan-do-review sequence • Small-group instructional workshops • Balance of teacher-planned and child-planned activities • Content • Scope and sequence defined by key experiences in math, language and literacy, science, movement, etc. • Teacher-planned daily workshop times focusing on key content areas • Child-planned activities related to key experiences • Has additional books focusing on Language and Literacy, Mathematics, and Science

17. High/Scope Curriculum Series • Teacher-Child Interaction • Teachers support and extend children’s learning by engaging in instructional dialogue • Teachers share control with children • Teachers work to create a positive social environment • Teachers support children’s intrinsic motivation to learn • Assessment • Anecdotal notes collected by teachers on children’s progress • Student work samples in portfolios • Assessment of child progress guided by key experiences • Daily assessment and planning by teachers

18. High/Scope Curriculum Series • What Makes High/Scope Stand Out? • Not a packaged curriculum based upon a set of consumables; It is a set of guidelines, principles, and suggested activities • Teaching practices can work in a variety of school and nonschool settings • “3 Rs” are a central part of the curriculum • Probably already doing parts of the approach • Proven track record

19. I Can Problem Solve • Description - Prevention curriculum that offers teachers a school-based program focused on developing problem-solving and good thinking skills. Three level of teaching are provided: basic word concepts, focus on own and others’ feelings, and skills in identifying alternative solutions and thinking about consequences. • Intended ages - Pre- K - Elementary • Rating - 4 Silver Program

20. I Can Problem Solve • Originally called Interpersonal Cognitive Problem Solving • Goal is to teach children thinking skills that can be used to help resolve or prevent “people” problems • Focus is to teach children how to think, guide children to think for themselves, teach children how to evaluate their own ideas, and encourage children to come up with many solutions to problems on their own

21. I Can Problem Solve • Lessons focus on Pre-Problem-Solving Skills and Problem-Solving Skills • Problem-Solving Dialoguing • Both child and teacher must identify the problem • When dialoguing, it is important to understand and deal with the real problem • Once the real problem has been identified, the teacher must not alter it to fit his or her own needs • The child, not the teacher, must solve the problem • The focus is on how the child thinks, not on what he thinks

22. I Can Problem Solve: Preschool • Age 4, language may be appropriate for some 3 year olds • Sessions • 20 minutes per lesson • One lesson/day - 4 months • 59 lessons in two categories - pre-problem solving skills and problem-solving skills • Each lesson contains a stated purpose, list of suggested materials, and a teacher script

23. I Can Problem Solve: Preschool • Conducting Lessons • Present the lessons as games • Vary the wording of the script to suit the group • Divide the class into groups of 6 to 8 children, some boys and girls • Lessons include ample repetition, so students don’t have to be caught up if absent • Includes Complementary Applications to assist with generalization to the classroom and to life

24. I Can Problem Solve: Kindergarten and Primary Grades • Kindergarten and primary grades • Sessions • 20 - 40 minutes per lesson • Daily lesson - 4 months • 83 lessons in two categories - pre-problem solving skills and problem-solving skills • Each lesson contains a stated purpose, list of suggested materials, and a teacher script

25. I Can Problem Solve: Kindergarten and Primary Grades • Conducting Lessons • Present the lessons as games • Vary the wording of the script to suit the group • Can be conducted with entire class, but small groups are preferable • Go at the pace of your group • Can move quickly, but do not skip lessons, for students who are familiar with previous lessons • Includes Complementary Applications to assist with generalization to the classroom and to life

26. I Can Problem Solve: Intermediate Grades • Intermediate elementary grades • Sessions • 40 - 45 minutes per lesson • Start at the beginning of the year • Three lessons/week - within a school year • 77 lessons in two categories - pre-problem solving skills and problem-solving skills • Each lesson contains a stated purpose, list of suggested materials, and a teacher script

27. I Can Problem Solve: Intermediate Grades • Conducting Lessons • Present the lessons as games • Vary the wording, but don’t lose the concepts • Most lessons can be conducted with entire class • Go at the pace of your group • Be sure to apply concepts taught in lessons informally in classroom interactions and build them into the curriculum • Includes Complementary Applications to assist with generalization to the classroom and to life

28. Project RIDE • Description - Responding to Individual Differences in Education (RIDE) is a collection of resources designed to assist teachers with the pre-referral and inclusion mandates. • Intended ages - Early childhood to Middle School • Rating - 4 Silver Program

29. Project RIDE • RIDE - Responding to Individual Differences in Education • Intent of the program is to assist teachers to identify at-risk behaviors and then match those needs to documented classroom practices

30. Project RIDE: Early Childhood • Basic Components • Effective Early Childhood Classroom Practices • Computer Tactics Bank • Video Library • Parental Collaboration • Effective Early Childhood Classroom Practices • Based upon the premise that early childhood educators can benefit from systematically examining the extent to which their current classroom procedures are congruent with best practices as reported in professional literature • Based upon principles developed by the National Association for the Education of Young Children (NAEYC) • Includes Effective Practices Self-Evaluation and Modification forms

31. Project RIDE: Early Childhood • Computer Tactics Bank • List of behaviors and matched intervention tactics • Each tactic description includes: (1) appropriate age, (2) short introductory statement, (3) necessary steps of the procedure, (4) details of special considerations, (5) monitoring guidelines, and (6) original reference(s) • Choosing a Tactic • Reinforcements and Incentives • Video Library - demonstrations of some tactics for teachers

32. Project RIDE: Early Childhood • Parental Collaboration • What is Collaboration and Why it is Important • Collaborative Conference: Before, During and After • Includes Collaboration Team Request for Assistance, Action Plan, and Follow-Up Report forms

33. Project RIDE: Elementary and Middle School • Responds to the following needs: • Need to provide teachers with alternative teaching and behavior management tactics for students who do not qualify for special services but who need social or academic interventions • Need to provide teachers with inclusionary tactics so students with disabilities might be educated with their general education peers • Need for a prereferral system which increases the probability that students referred to special education are, in fact, students in need of placement • Need to capitalize on one of the best resources within a school building: a small group of colleagues trained in problem solving

34. Project RIDE: Elementary and Middle School • Four Basic Components • Effective Classroom Practices • Computer Tactics Bank • Video Library • School-Wide Assistance Team (SWAT)

35. Project RIDE: Elementary and Middle School • Effective Classroom Practices • Based upon the premise that teachers can benefit from systematically examining the extent to which their current classroom procedures are congruent with the findings of educational research • Based upon literature review conducted by the Northwest Regional Laboratory and other sources like Strategies and Tactics for Effective Instruction and The Tough Kid Book series • Includes Effective Practices Self-Evaluation and Modification forms

36. Project RIDE: Elementary and Middle School • Five Guidelines • There are high expectations for all students • Instruction is clear and focused • Learning is monitored closely • Behavior management plans are in place • There is a positive atmosphere in the classroom

37. Project RIDE: Elementary and Middle School • School-Wide Assistance Team (SWAT) • Team of teachers who use expertise to assist their peers in resolving classroom and/or school-wide problems • Create a Climate for SWAT • Establish the Team and Train Members • Develop SWAT Procedures and the Process • Includes SWAT Request for Assistance, Action Plan, and Follow-Up Report forms

38. Project RIDE: Elementary and Middle School • Implementation • Objectives, timelines, and responsible persons • Validate the tactic using data • May add tactic to computer school’s computer bank if it has been validated and replicated and there is staff agreement

39. Second Step • Description - Violence prevention curriculum for grades pre-K to 9. Scripted lessons focus on empathy, impulse control, problem solving, and anger management. • Intended ages - Pre-K to 9 • Rating - 4 Silver Program

40. Second Step:A Violence Prevention Curriculum School-wide prevention curriculum • Skills addressed: • Empathy • Impulse control • Anger management • Problem solving

41. Second Step: Goals • To increase students’ ability to: • Identify others’ feelings. • Take others’ perspectives. • Respond empathically to others. • To decrease impulsive and aggressive behavior in students through: • Recognizing anger warning signs • Using anger reduction techniques • Applying a problem-solving strategy to social conflicts • Practicing behavioral social skills to deal with potentially violent situations

42. Second Step: Curriculum • Lessons are designed for whole-class use but can be adapted for small groups • Lessons are presented in a sequence of 5 units: • Understanding the Problem • Training for Empathy • Anger Management • Problem Solving • Applying Skills

43. Second Step: Curriculum • Lessons are scripted for clarity and ease of use • Materials include overhead transparencies, in-class activities, videos, role play scenarios, posters, Impulsive Puppy, and Slow Down Snail • Generalization techniques are addressed in the teacher’s guide • 30 minutes per lesson, 1-2 lessons per week

44. Stop and Think • Description - A component of Project ACHIEVE. Scripted lessons guide one through teaching, demonstrating, and reviewing social skills lessons. All lessons follow the Stop and Think Process, in which students are taught to stop and think about making good and bad choices. • Intended ages - Pre-K to 8 • Rating - 4 Silver Program

45. Stop and Think • Students are taught to stop and think about how they want to handle a situation before acting, decide whether they want to make a good choice or bad choice, think about the steps they need to follow, put their plan into action, and positively reinforce themselves • Interpersonal, problem-solving, and conflict resolution skills

46. Stop and Think • Comes in four manuals: • PK-1st grade • 2nd-3rd grade • 4th-5th grade • 6th-8th grade • Each focuses on skills that are relevant and needed by students in the targeted age group

47. Stop and Think: Teaching Process • Teach skills • Model skills • Role play skills • Provide performance feedback • Transfer the training by prompting and having students use the skills as much as possible during the day

48. The Stop and Think Process • Stop and Think! • Are you going to make a Good Choice or a Bad Choice? • What are your Choices or Steps? • Do It! • Good Job!

49. Stop and Think Lessons • Lessons take 10-30 minutes (depending on level) • Lessons are divided into two phases: teaching and application • Two weeks are recommended for each lesson to cover both phases adequately • Lessons are loosely scripted

50. Waksman Social Skills Curriculum • Description - Curriculum provides short-term assertion training (goals for each lesson with objectives). The program provides training activities in specific social skill areas such as responses to teasing, setting clear goals, and how to handle losing and failure. • Intended ages - Adolescence • Rating - 4 Silver Program