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Zones of regulation or The Incredible 5 Point Scale

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Zones of regulation or The Incredible 5 Point Scale

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Both of these are great programs, but how do your terrace both?

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Great program that can be used in just about every grade level!

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whole school initiative

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whole school language

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Through programs, skills range from Pre-K on up. Staff would be coached at YALE, and then schools would access most resources online. There are anchor tools: http://ei.yale.edu/ruler/the-anchor-tools/

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make it softer

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Social awareness
Relationship skills
Goal-directed behavior
Self-awareness
Self-management
Optimistic thinking
Decision making
Personal responsibility

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This program has been around a while.  Here’s a recent blog post: http://www.cfchildren.org/blog/2018/05/together-we-create-a-better-tomorrow-with-social-emotional-development/

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We are piloting the DESSA to facilitate movement between the tiers.  There are other options, including the BESS https://www.pearsonclinical.com/education/products/100001482/basc3-behavioral-and-emotional-screening-system--basc-3-bess.html

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Can there be whole-class counseling lessons for Tier 1? Could this potentially be another encore (coupled with health, for example)?

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Can there be whole-class counseling lessons for Tier 1? Could this potentially be another encore (coupled with health, for example)?

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Could we have whole-staff development for whole-school common language?

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Could we have whole-staff development for whole-school common language?

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https://www.open-circle.org/

K-5 school-wide SEL program, includes a teacher & specialist training and classroom lessons. Would be used in Tier 1 but also used in Tier 2-3 as needed.

PROS: Inclusive of all staff, schoolwide program,

"Proactively develop children’s skills for recognizing and managing emotions, empathy, positive relationships and problem solving

Help schools develop a community where students feel safe, cared for and engaged in learning."

uses common vocabulary, includes literature and materials (i.e. mindfulness stories, "what color are your feelings" activity) to connect with each lesson, has mapped out units K-5 with scope & sequence, includes positive self-talk and much more. Has clear and direct ways of teaching SE skills with examples for how students can deal with a whole range of situations and emotions.

CONS: ??

How could these be used?: In classrooms-- they suggest 2 times a week for 15-30 minutes. OR if we add another encore this could create support & consistency throughout the school.

Curriculum overview: https://www.open-circle.org/our-approach/curriculum

Literature link:
https://www.open-circle.org/resources/mindfulness/10-resources/128-mindfulness-literature

Video:
https://www.youtube.com/watch?v=nJNl_Gn_adg

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ZONES OF REGULATION
What Tier do these fit in?
Tier 1, 2 and 3
Start by teaching whole class, if student(s) have difficulty doing this with the whole class they can get pulled into tier 2 (small groups), could become intensive if needed in behavioral support plans, IEPs and individual.
Pros---
easy to understand
could be used for students and adults
can be taught to staff by current staff members
great visuals for both students and staff
FREE
already being done on a tier 2 and 3
Cons---
would need to be done along with other program(s)
How could this be used----
Could be taught to whole classrooms in beginning of the year
Can be used in all areas of the school, including playground, cafe, classrooms, related arts, nurse's office.

Schools using this----
SMS in certain settings and with specific students
Most of SAU16 is using this
Kensington using as whole school (Becky Ruel, principal)

http://www.zonesofregulation.com
https://youtu.be/E59d7mrfFC0

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-What Tier? Tier 1 (Classroom Teacher teaches and reinforces each of the 7 "habits")
-Pros? Inexpensive (Mentor Texts to teach habits) Easy to share out with parents (consistent language)
-Cons? Covers Executive Functioning Skills, but does it target social/emotional learning enough?
-HOW could this be used? Morning Meeting, School-Wide Consistent Language and Expectations
-Local schools? Gossler Park Elementary (Manchester)
-Resources:

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Beautifully Illustrated Stories

Teach the life-ready principles of initiative, planning, teamwork, and more to elementary-age children.

In this book, bestselling author Sean Covey introduces the characters of 7 Oaks. There's never a dull moment In 7 Oaks! Whether playing soccer with Jumper Rabbit or planting a garden with Lily Skunk, all the friends are always having fun and learning something new, and these seven beautifully illustrated stories show how keeping the 7 Habits® in mind makes this way of life possible.
Buy the Book

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The 7 Habits of Happy Kids - Leader In Me

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In this book, bestselling author Sean Covey introduces the characters of 7 Oaks. There's never a dull moment In 7 Oaks! Whether playing soccer with Jumper Rabbit or planting a garden with Lily Skunk, all the friends are always having fun and learning something new, and these seven beautifully illustrated stories show how keeping the 7 Habits® in mind makes this way of life possible.

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What Tier? 2 or 3 depending on severity (could be tier 1 with training)
Pros? easily trained, concrete, child is involved, free
Cons? could be time-consuming to process the behaviors; need training and some prep work (if kids can't read, may need to create pictures---in the moment can be hard); child needs ability to participate in basic perspective taking
HOW could this be use? problem solving; defining expected behaviors; connecting behaviors to thoughts, feelings, and consequences
Local Schools? Lincoln Street and Main Street use social thinking
Resources?

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What Tier? Definitely 1 (backdrop of common language)
Pros? Promotes positive learning climate for adults and kids; mindset and common language; flexible in duration and amount for time and curriculum (could be a con with issues for fidelity and consistency); remote sessions available, but lots of online resources; family component
Cons? Structured enough? Are their specific strategies for regulations? Lacking executive functioning skills; slow process (need to train first to implement); CASEL review, didn't reduce conduct or decrease emotional distress (but did increase academic performance and positive social behavior)
HOW could these be used? Classroom Teacher
Local schools? Brewster Academy
Resources?

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Preschool RULER: The Mood Meter in Early Childhood Classrooms

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What Tier? Tier 1- classroom lessons
3 levels:
Pre-K-2nd grade
3rd grade-5th grade
6th grade- 8th grade

Pros?
-Teaches kids about their brain
- Promote generalization and support connections to academic instruction
-lesson extensions to support social and emotional development, math, PE, health, science, literature, and journal writing.
-training- one full day
-opportunities to practice social and emotional skills
-classroom- wide context
- teaches lots of different strategies to kids.
Cons?
-school-wide context
-family context
-community context
How could these be used?
-7 activities to help students build self-awareness, self-management, social awareness, relationship skills and responsible decision making
-activities are played out
Video Clips

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We believe we should work hard in order to be happy, but could we be thinking about things backwards? In this fast-moving and very funny...

This video from Sentis explains what is happening in our brains as we experience emotions - both the helpful and unhelpful ones! This empowering animation...

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We believe we should work hard in order to be happy, but could we be thinking about things backwards? In this fast-moving and very funny... This video from Sentis explains what is happening in our brains as we experience emotions - both the helpful and unhelpful ones! This empowering animation...

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Needs Assessment When Looking at the 3 Tiers of Support at SMS

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Needs Assessment When Looking at the 3 Tiers of Support at SMS

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Tier 1

Currently have:

1. Social Detectives - PreK, K, 1
2. OT Support with executive functioning (some)
3. DESSA - Grade 2 currently
4. Responsive Classroom (morning meeting, choice, rules, community building, classroom environment)

What we need:

1. Common language and visuals as a building
2. Skill progression through programs delivered daily
3. More whole group guidance
4. more whole group Speech and OT in all grade levels
5. Trainings for teachers
6. Support for adults
7. Lists of books and resources to use in the classroom
8. Advisories
9. Growth mindset consistency
10. Ongoing definition page (e.g. DESSA, advisories)
11. Grade level to grade level communication and passing on information about students
12. FAB 5 - definition about how students get it
13. Universal program - more narrow focus on available programs
14. Break area in all classrooms

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Needs Assessment when looking at 3 tiers of support at SMS

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Needs Assessment when looking at 3 tiers of support at SMS

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Tier 2

Currently have:
1. Wolve's Den
2. Small group support from O.T., Speech
3. Guidance, 1 on 1 guidance

What we need:

1. School wide/grade self monitoring and teacher check in - behavior and work and self regulation
2. Classroom behavior reinforcement system
3. Behavior contracts - teacher, parent and student
4. Communication with service providers
-form, once a month, electronic
5. Mentoring rather than book buddies
6. Strategies place students with teachers and peers during placement

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-How are we determining the basis for rating students in these 5 areas at different age levels?
-How could we make assessments for these competencies less subjective?
-How could we take into account how students act in different environments?
-How can we combine ratings with other data to get a more accurate picture of the student?
-Any other self-reflective or self-reporting tools?
-Is there a performance task we could have students complete to show their level of competency in each of the 5 areas?

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How Are We Addressing The 5 Competencies?

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How Are We Addressing The 5 Competencies?

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-Social Detectives
-DESSA Assessment
-Mindset Work

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-Not consistent with language or support across grade levels (need continued whole class social emotional support for 2-5)
-Not using resources we have affectively
-Not using PD to understand Social/Emotional needs of students
-Only servicing Sped. population w/ social emotional needs vs. all students with social emotional needs
-Need social support groups for students going through similar life situations

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Needs Assessment When Looking at the 3 Tiers of Support at SMS

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Needs Assessment When Looking at the 3 Tiers of Support at SMS

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Tier 3

Currently have:

1. Special education referral
2. Behavior support plans
3. Birch Tree
4. Students receive OT and Speech through IEP services
5. Weekly consults focus on behaviors (social/emotional)
6. Individualized sensory regulations in place
7. Quiet areas in classrooms that need quiet areas

What we need:

1. Relationship with SCMH
2. Social worker for wrap around services
3. 1 on 1 support from guidance, school psych
4. Clear crisis protocols and roles established

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Which Programs Are Addressing The 5 Competencies?

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Which Programs Are Addressing The 5 Competencies?

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-BESS or DESSA
-Social Detectives

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https://www.mindfulschools.org/

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http://www.pbis.org/common/cms/files/Forum12/A4_Rose_Owens.pptx

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Daily Advisory: Building Social, Emotional & Academic Skills

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One way to get started...

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Advisory as an SEL Gym - SXSWedu Conference Proposal

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Please vote for this workshop proposal on SXSWedu's panel picker by clicking this link: bit.ly/selGym

Voting closes on September 5, 2014. Help us get to Austin! :)

Workshop Overview: Learning in school happens in groups (classrooms, team meetings, advisories, etc.). Group theory facilitates cooperative learning and offers interventions to unlock student motivation and resolve resistances to learning. This experiential workshop teaches participants to apply their own social emotional competencies with basic group therapy techniques to transform their experience working in schools. Participants will learn strategies to shift group culture from compliance to empowerment.

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School leaders are increasingly recognizing that a strong, positive school culture is key for students to experience academic and social success. How to establish that culture and build buy-in from staff and students is often less clear. The Teaching Channel has profiled several schools in the Deeper Learning Network that use an advisory period to offer students a smaller community of support and trust within the larger school.

Advisory at Envision Schools is a space to check in on how life is going, share fears and joys, and often to get reassurance that many peers are feeling similarly. While the conversation might touch on how to manage time or stress related to schoolwork, it doesn't have to be about academics. Instead, this time allows students to "let their shoulders down," get to know their teachers in a different way and the space to ask for help. Students practice presenting their portfolios and get feedback from peers.

At Expeditionary Learning (now known as EL Education) schools, a similar small community called "Crew" serves as a student's family while at school. The group and teacher remain the same for several years, creating a reassuring consistency and a deep trust. The crews meet every morning for 30 minutes or an hour. During crew students set personal and academic goals, reflect on challenges and set plans for how they'll overcome obstacles. "The public explanation of their growth as scholars is built into the day here," said Expeditionary Learning chief academic officer Ron Berger.

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How Schools Build A Positive Culture Through Advisory

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School leaders are increasingly recognizing that a strong, positive school culture is key for students to experience academic and social success. How to establish that culture and build buy-in from staff and students is often less clear.

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one option/structure

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Education Week - Peter DeWitt's Finding Common Ground

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" The Centers for Disease Control and Prevention (2009) recommends school climate reform as a data driven strategy that promotes healthy relationships, school connectedness, and dropout prevention" (Thapa et. al. 2012).

According to the latest National School Climate Study (2012) " A growing number of State Depart¬ments of Education are focusing on school climate reform as an essential component of school improvement and/or bully prevention" (page. 2). Schools are often looking for quality ways to create a safe atmosphere for students. Using advisory groups is one way to promote a healthier and more nurturing school climate.

Student advisory groups are not what you are probably thinking. This doesn't just mean that school social workers and school psychologists work with groups of students who are in need. Advisory groups are small groups of students that span the grades in the school system and every staff member has a part in it. It can help make a large school feel a little bit smaller.

Student advisory groups allow for a couple of students from each grade level to get to know peers in other grade levels. It also encourages students from upper grades to be role models for the younger students in the school. Older students need to learn to be role models and understand the responsibility that comes with being the oldest students in the school. Establishing advisory groups is one way that many schools are creating a community of learners and showing students that they have an important part in their own educational process.

Kids Club
In the school district where I am principal we have advisory groups at all of the elementary schools. The one in our particular school has been in existence since the year before I became principal while the other schools have created their groups over the past few years. We call our advisory group Kids Club but one school calls their group Peace Groups and the last school calls their advisory time together Tiger Talk (their mascot is a tiger). Kids Club was based on an idea that staff got from reading the book The Big Picture: Education is Everyone's Business by Dennis Littky.

Advisory groups are not simple to put together but the time it takes is well worth it when the kids meet with their advisory teacher. Typically, once or twice a month we meet with our groups for fifteen minutes and talk about what is going on in the school or at home. Sometimes they complete surveys on how much they enjoy the school lunch or other aspects of the school. When I first became principal the students had an opportunity to choose which playground equipment we could get for our new playground.

The advisory group that the principal has is not all the students who frequently get into trouble. They are an evenly balanced group of students just like every other staff member has. I have about 10 students from kindergarten through fifth grade. One of the great things that happens is when a child transfers from our school to one of the other elementary schools, they understand the concept of advisory groups already and feel comfortable contributing to the group because they know the process.

Character Education
" There is extensive research that shows school climate having a profound impact on students' mental and physical health" (Thapa et. al. 2012).

I have not always been a promoter of character education programs. It's not that I don't believe in character education because I do. I just believe that if the program doesn't become a part of the culture of a school it is harder to see if it is effective. Advisory groups offer schools the opportunity to really delve down deeper into the topic of character education because the groups are the venue that help build the culture. In the words of Todd Whitaker, "It's people not programs." Advisory groups will be successful if the people in the school believe in them.

In New York State we have the Dignity for All Students Act (DASA). All schools in New York State are required to " include classroom instruction that supports the development of a school environment free of discrimination and harassment, including but not limited to, instruction that raises awareness and sensitivity to discrimination and harassment based on a person's actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, and gender" (N.Y. State Commissioner Regulation 100.2 (c)). Our schools are using our advisory groups as one way to meet this very important mandate.

In the End
Advisory groups can be beneficial to creating a safe and nurturing school climate. In addition, they help all students, even those who are new to the school, an opportunity to feel like a valued member of the educational community. Many students feel a special connection to their advisory teacher because they may be in the same group with them for up to six years.

School culture is so important to the educational process. It's through a positive school culture that we meet the social and emotional needs of our students so they will feel safe and learn. We want our students to leave us feeling that we listened to their needs, and our advisory groups is just one of the ways that schools can meet that need.

Creating an Advisory Group:

* 3 or 4 teachers work together with a list of all staff members.
* Add one or two students (depending on size of school) from each grade level into a group
* Each group stays with the same staff member year after year. This is clearly harder to do with schools that have high teacher turnover or in schools that have experienced many budget cuts
* Put together monthly topics that each staff member should discuss. Remember that not every staff member knows what to talk to kids about
* Use character education words. For example, every staff member in the district is talking about "Respect" with their advisory groups
* Each staff member should get a plastic organizer that has crayons, pencils, scissors and other supplies.
* Organization is key. School days are busy and the more the planning group can do some of the thinking for each teacher the better. Teachers need to be prepared on the morning or afternoon of the advisory group in the event that something comes up that morning that prevents them from having everything they need for the group.

* Advisory groups should last no more than twenty minutes
* The principal or secretary uses the loudspeaker to announce the beginning and end.
* All staff members stand in the hallway to welcome students and make sure they are being polite in the hallway as they individually walk to their advisory group.
* Grades 1 through 4 students walk on their own to their Kids Club.
* Grade 5 students pick up their kindergarten Kids Club peer and walks them to their destination.
* Every Kids Club group has a plastic organizer that holds different ideas for meetings, as well as crayons, scissors, and other items needed for crafts and projects.
Connect with Peter on Twitter
Peter is the author of Dignity for All: Safeguarding LGBT Students (Corwin Press).

References:
Thapa, Amrit, Jonathan Cohen, Ann Higgins-D'Alessandro & Shawn Guffey (2012). School Climate Research Summary: August 2012. National School Climate Center. New York, N.Y.

Littky, Dennis (2004) The Big Picture: Education is Everyone's Business. ASCD. Alexandria, VA.

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Advisory Groups: Creating a Positive School Community

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"The Centers for Disease Control and Prevention (2009) recommends school climate reform as a data driven strategy that promotes healthy relationships, school connectedness, and dropout prevention" (Thapa et. al. 2012). According to the latest National School Climate Study (2012) "A growing number of State Depart¬ments of Education are focusing on school climate reform as an essential component of school improvement and/or bully prevention" (page.

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How often? First thing in the morning, move everything up by 10 minutes, remove a gap- replace with morning meeting, bi-weekly.
K-2 band, 3-5 band?
_handshakes
_group names
_student led
_chant
_goal setting
_reflection
_music on transition
_culminating activitiy
_morning may be best
_K walks to advisory with 5th, 1-4 go on their own to get there

-Coteach these?
All hands on deck- how many people can participate?

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Can be used as whole class or individual tool.
Better explains the the subtle changes and feelings  that occur as one escalates . Helps children determine triggers for escalation Has an easy to use activity based assessment. Used in many therapeutic environments.
Is a great visual support.

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We currently have OT whole group through out kindergarten to teach the Alert program. "how does my engine run?"

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We currently have OT whole group through out kindergarten to teach the Alert program. "how does my engine run?"

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We also have whole group, small group and individual OT interventions using the Zones of Regulation and the 5 point scale.
All of these program provide a developmentally appropriate scope and sequence to provide consistent language and programming .The zones and the 5 point scale are currently used mostly within special education setting . They are being done whole group in classrooms that have a child with a regulation goal. It has been noted by teachers how it also addresses the need of regular education students

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This is also addressing competencies such as goal directed behavior,, self awareness , self management , optimistic thinking, decision making, and personal responsibility. This programs closely relates to social thinking and uses the same language. It supports self regulation provides visual supports and , classroom activities

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Sarah Ward 360 thinking is a comprehensive program specifically designed to support executive skills , self reflection, and self management. This program will provide school wide training. Lots of resources for time management organization , initiation and sustainment

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Uses the same consistent language as social detectives
.Incorporates lessons from social detective program.
Is able to be taught along with social detectives to support regulation strategies, school tools and understanding triggers. Focuses on emotions and what to do to help yourself stay regulated.
Can be incorporated in tier 1,2 and 3

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Sarah Ward

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Lynn Lyons

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-Zones of Reg- common language- pd needed
-Open Circle- training and PD needed, family component, easy to access, pick and choose and have some non-negotioables
-Advisories
-Social Thinking- grades K, 1
-Alert - K

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-Zones of Reg
-Behavioral Mapping

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-Build school vision- incorporate SEL

-Dig deeper into Open Circle? Responsive Classroom?  Behavior Mapping ? (training?)

-Consider using zones at Tier 1 as part of our common language in the building

-Explore/ Plan real Advisories

-Support for adults-explore

-Identify how and why to use various resources (guidance, speech, OT, psychologist, etc.)

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Ross Greene

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The beginning of the year has focused on the rules of Open Circle, getting in and out of OC. We have completed lessons on calm breathing, the brain, body language, and listening.

The best part I have noticed is that the kids enjoy the quick 15 minute nature of the lessons. I also feel the kids are retaining the ideas presented during the lessons compared to other SEL lessons that I have presented.

There are still many lessons to be presented and I am challenged to get to the lessons twice a week. I know that I can get better at that. I think that the easy format of the lessons is also a positive part of the program.

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-When we say what we mean and mean what we say, children learn that they can trust us
-Trust and safety are necessary for children to take risks and learn
-Being direct, instead of giving praise to certain group of students...don't compare actions to get students to do what you want
-Using statements rather than questions, if using questions they have options...even if you don't want them to have options
-tone of voice is important
-Sarcasm can confuse children and damage trust with adults
-Follow trough with your words, if you don't you loose trust and kids won't do what you are looking for them to do
-making sure body langue matches words to avoid confusion
-some students have a hard time reading body language (either don't or can't)

-CONVEY FAITH IN CHILDREN'S ABILITIES AND INTENTIONS
-Building confidence with our words by observing their positive abilities and intentions (what they are doing well)
-Use same type of voice with children as you do with adults
-Gender differences--would have to have observation by another or video tape to look at interactions between genders

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Punitive consequences do not work, rebuilding and repairing damage done, is the goal

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Punitive consequences do not work, rebuilding and repairing damage done, is the goal

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-they are at the heart of this work
-lean on it, rely on these connections to make progress and have meaningful conversations, etc.

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Explicit teaching is needed for these skills...

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Explicit teaching is needed for these skills...

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You need...
-trust- that environment is safe
-respect- mutual and unconditional
-optimism- we believe students can learn and be successful
-intentionality- we teach,we intervene, wer eteach, we assess progress, we teach again

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-collaborative
-rooted in relationships
-mutual respect and ownership
-problem solving collaboratively- with all parties