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What behaviors are taught in your class?

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What behaviors are taught in your class?

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AnswerGarden " What behaviors are taught in your class?

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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Classroom Management - Wisconsin PBIS Network

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The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this website and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

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Wisconsin Department of Public Instruction

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Equitable Multi-Level System of Support (MLSS)

For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success. Schools provide varying types of supports at differing levels of intensity to proactively and responsively adjust to the needs of the whole child. These include the knowledge, skills, and habits learners need for success beyond high school, including developmental, academic, behavioral, social and emotional skills.

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Wisconsin's Framework for Equitable Multi-Level Systems of Supports

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Equitable Multi-Level System of Support (MLSS) For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success.

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Wisconsin Department of Public Instruction

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Adult Social and Emotional Skills

What's your emotional style? Understand how your emotions effect your well-being and relationships with others. A self-assessment from Dr. Richard Davidson, the Center for Healthy Minds, University of Wisconsin-Madison.

Personal Assessment and Reflection - SEL Competencies for School Leaders, Staff, and Adults
This Personal Assessment and Reflection - SEL Competencies for School Leaders, Staff, and Adults tool, from CASEL, is designed to help schoolwide SEL leaders to assess and understand their own levels of social and emotional competence.

Meyers, D. C., Gil, L., Cross, R., Keister, S., Domitrovich, C. E., & Weissberg, R. P. (2015). CASEL guide for schoolwide social and emotional learning. Chicago, IL: CASEL.

This tool was adapted from Goleman, D., Boyatzis, R., & McKee, A. (2013).Primal leadership: Unleashing the power of emotional intelligence(pp. 253-256). Harvard Business Press.

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What's your emotional style? Understand how your emotions effect your well-being and relationships with others. A self-assessment from Dr. Richard Davidson, the Center for Healthy Minds, University of Wisconsin-Madison.

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Wisconsin Department of Public Instruction

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Schools and communities are seeking the most effective ways to teach, reinforce, and cue social and emotional learning skills that are essential to student and adult success.

The Wisconsin Department of Public Instruction, in partnership with the Collaborative for Academic, Social and Emotional Learning (CASEL) has been coordinating a statewide workgroup to develop Social and Emotional Learning Competencies for Pre/K-Adult. These competencies are grounded in the Wisconsin Model Early Learning Standards and standards developed by Madison Metropolitan School District and focus on three core areas: Emotional Development, Self-Concept, and Social Competence.

DPI invites you to review the draft Social and Emotional Learning Competencies for Pre-K/Adult and provide feedback on the public survey. The state level competencies will be available to school districts and out-of-school time programs across the state to allow communities to determine the best way to utilize these for all students.

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Feedback Requested - Social and Emotional Learning Competencies

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Schools and communities are seeking the most effective ways to teach, reinforce, and cue social and emotional learning skills that are essential to student and adult success. The Wisconsin Department of Public Instruction, in partnership with the Collaborative for Academic, Social and Emotional Learning (CASEL) has been coordinating a statewide workgroup to develop Social and Emotional Learning Competencies for Pre/K-Adult.

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Hi

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Where do you loose instructional time in your classroom?

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Where do you loose instructional time in your classroom?

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AnswerGarden " Where do you lose instructional time?

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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Pre Conf College and Career Ready Skills.docx

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We teach the matrix, self regulation, routines, schedule, what to do...

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Redirecting behaviors to teach what to do

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Just like I write Academic lesson plans I need to write Behavior ones as well.

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Common language on matrices will allow students to generalize behavior expectations

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Common language on matrices will allow students to generalize behavior expectations

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Being able to imbedd SEL skills and behavior skills into academic lesson plans simply through procedures

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I think we need to retool our matrices to ensure that we are teaching the behaviors we want to see

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I think we need to retool our matrices to ensure that we are teaching the behaviors we want to see

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Being conscious of visible expectations and invisible expectations.

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How to explain the economy of time. Spend more time setting expectations and practices to save time later.

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Using peer observations as an access point to new ideas with PBIS...

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Using peer observations as an access point to new ideas with PBIS...

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Common language equals common expectations

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Common language equals common expectations

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All of this comes back to each teammate's WHY....why do you walk through the doors every day? Our WHY needs to be in the right place, and that is to make a positive differences in the world.

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All of this comes back to each teammate's WHY....why do you walk through the doors every day? Our WHY needs to be in the right place, and that is to make a positive differences in the world.

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Are we here to teach or ensure students learning at high levels? The fundamental purpose of education is learning, not teaching.