Social Emotional Learning
The MTSS strategies that are applied to students’ social behavior are conceptually the same as those applied to academics.
- Continual application of a structured problem-solving process
- Reliance on an integrated data system that is used to inform problem solving
- Utilization of a multi-tiered model of support delivery that enables the efficient use of school resources.
This plan outlines the provision of SEL curriculum and tiered supports at the elementary, middle and high school levels. When students demonstrate a behavioral, social, or emotional need, an SEL intervention will be provided by a Classroom Teacher, School Counselor, School Psychologist, School Social Worker, or community partner. Data from interventions will be reviewed by the Building Data Team (BDT) and/or Student Support Team (SST) to determine a students’ need for continued and/or higher tier support.
The SEL curriculum at Clinton is based on the NYS SEL Benchmarks. These benchmarks are centered around 3 learning goals.
- Young people develop a self-awareness that nurtures and affirms a strong sense of identity, informs decisions about their actions, and builds a sense of agency.
- Young people use social awareness and interpersonal skills to establish, navigate, and maintain mutually supportive relationships with individuals and groups that nurture a strong sense of belonging.
- Young people demonstrate intentional decision-making skills and behaviors that consider social, emotional, and physical safety and well-being in personal, school, and community contexts.
The Behavior Intervention Monitoring Assessment System (BIMAS-2) Social Emotional Screener-Provides a standardized measure for:
- Conduct
- anger management problems
- bullying behaviors
- substance abuse
- deviance
- Negative Affect
- Anxiety
- depression
- Cognitive/Attention
- Attention
- Focus
- Memory
- Planning
- organization
- Social
- social functioning
- Friendship
- Maintenance
- communication
- Academic Functioning
- academic performance
- Attendance
- Ability to follow directions
Suggestions for Behavior Interventions
Tier 1
Classroom Structure
- Develop predictable systems and routines
- Post daily schedule
- Develop, post, and implement classroom management plan
- “Script” and post steps for most critical routines to maximize time with students
- Clearly state expectations
- Post written reminders of expectations
- Give time for student to take a “break” and get back on track
Minimize Distraction:
- Alternative seating
- Use of “private” office with dividers on desk
- Establish classroom expectations with regard to noise level/classroom movement (as adopted by each building)
Post/Teach/Review/Monitor:
- Establish behavioral expectations and post them
- Teach rules in the context of routines
- Prompt or remind students of the rules/provide feedback
- Monitor student behavior/collect data
- Evaluate the effect/look for trends
- Provide remediation to review classroom expectations
Actively Engage Students/Observe:
- Provide time and opportunities for students to respond
- Keep records
- Focus on the positive
- Name desired behaviors/post excellent examples
- Review expectations prior to activities
Evidence Based Practices to Promote Active Engagement:
- Nonverbal “check ins”
- Mindfulness breaks
- Remind students of classroom expectations
- Character Education
Tier 2
Specific Individual Reflection Forms:
- Student-centered reflection with teacher comments
- Explicitly state goals, involve students in goal setting
- Give students time to practice desired behaviors and provide feedback
- Planned ignoring and contingent praise
Motivational Behavioral Charting:
- Post on student desk
- Review progress at scheduled intervals throughout the day
Behavioral Contracting:
- Agreement between child and teacher w/parent signature
- Explicitly state desired behaviors/rewards
Self Monitoring:
- Provide students with checklists or visual prompts
Collaborative Problem Solving (CPS)
- Identify unresolved problem
- Child’s concern
- Adult concern
- Solution agreed upon
Elementary Standard Behavior Protocol
| Time | Tier 1 (Core) Instruction | Time and group size | Instruction, Enrichment and Intervention Resources | ||
|---|---|---|---|---|---|
| Tier 1 Instructional Supports | Tier 2 Interventions | Tier 3 Interventions | |||
| 1x30 weekly by School Social Worker |
Core counseling curriculum by topic Positivity Project and Second Step School-wide behavioral expectations |
Tier 1 Instruction Core - explicit instruction of school wide behavioral expectations to all students, as well as building selected social emotional curriculum. All classrooms will have a Classroom Management Plan. Instruction can be delivered within the classroom or within larger group settings (i.e. grade levels) and can be supported by classroom teachers, as well as building school counselors, social workers and/or school psychologists. Frequency of instruction based on the building plan. Tier 2 Intervention Core + targeted Tier 2 intervention. Frequency depends on the intervention selected; can be a small group or individual. Tier 2 providers can include school counselors, social workers and/or school psychologists, etc. Tier 3 Intervention Core + targeted Tier 3 intervention. Frequency depends on the intervention selected; always an individual intervention. Tier 3 providers must include school counselors, social workers and/or school psychologists, etc. |
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