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We are assuming that all staff believe PBIS works.  (bus drivers, janitors, secretaries, paras, teachers, principals)

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We are assuming that all staff believe PBIS works.  (bus drivers, janitors, secretaries, paras, teachers, principals)

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I think the goal is striving to make JCC a safe environment where everyone feels comfortable coming to school and learning and reducing behaviors that interfere with this. 

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I think the goal is striving to make JCC a safe environment where everyone feels comfortable coming to school and learning and reducing behaviors that interfere with this. 

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I think there needs to be a lot more action steps and a better timeline/plan for implementation of an SEL and PBIS type system. This becomes more difficult when every building is in a different spot. Each building probably needs there own action plan given they are all in different places and combining them into one plan probably does not make much sence at this point. 

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I think there needs to be a lot more action steps and a better timeline/plan for implementation of an SEL and PBIS type system. This becomes more difficult when every building is in a different spot. Each building probably needs there own action plan given they are all in different places and combining them into one plan probably does not make much sence at this point. 

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I think that the timelines that are established are assumed. They may or may not be acheiveable.  I think we have also assumed who will be responsible. I dont think any of these assumptions are wrong but I am also not sure what changes something from an assumption to something more concrete. When I read the rest of these comments I am not sure we are listing assumptions here?

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I think that the timelines that are established are assumed. They may or may not be acheiveable.  I think we have also assumed who will be responsible. I dont think any of these assumptions are wrong but I am also not sure what changes something from an assumption to something more concrete. When I read the rest of these comments I am not sure we are listing assumptions here?

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PBIS is a proven model for helping to reduce behaviors. It can be adjusted to any level and is very flexible. SEL is also very important and needs to be in all buildings with an established curriculum.

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PBIS is a proven model for helping to reduce behaviors. It can be adjusted to any level and is very flexible. SEL is also very important and needs to be in all buildings with an established curriculum.

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The goal should be about all students learning in a safe and welcoming environment.

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I think that it would be a good idea for a district team to come up with an SEL plan for the district that is research based. MDE has a great site that they rolled out this year that includes a Implementation Guidance document and more. Maybe Erica Colby's group could work through this....

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The purpose of the Social and Emotional Learning Implementation Guidance is to provide schools with guidance and resources to help schools integrate social emotional learning (SEL) into schoolwide teaching and learning practices, so that students will learn, practice and model essential personal life skills that contribute to academic, vocational, and personal success. Integrating SEL into school helps students learn to: be caring and civil; make healthy decisions; problem-solve effectively; value excellence; be respectful and responsible; be good citizens; and be empathic and ethical individuals.

Collaborating with Experts to Develop SEL Guidance

Guidance Development Process and Contributors
The School Safety Technical Assistance Council formed a work group in 2015 that focused on finding and developing SEL resources. Since these initial efforts, School Safety Technical Assistance Center staff have worked with experts in the field to develop the SEL guidance.

Ensuring Effective SEL Implementation

Great Lakes Equity Center (GLEC) experts provided feedback on the SEL guidance and competencies. To assist schools and districts throughout the nation with implementing culturally responsive SEL, GLEC provides additional guidance. Read the Great Lakes Equity Center SEL Implementation Guidance.

SEL Framework: Five Competencies

The work group selected the Collaborative for Academic and Social Emotional Learning's (CASEL) framework of five Social and Emotional Learning (SEL) competencies that are important for students to possess: self-awareness, self-management, social awareness, relationship skills and responsible decision-making. In the documents that follow, we define each of five SEL competencies separately and outline learning goals under each competency, which set expectations for what students should learn and be able to do for each of the competencies.

Social Emotional Learning
Social Emotional Learning District Implementation and Professional Development Guidance
This guidance will take you through the SEL implementation process from the foundational work to assess capacity and develop plans for implementation to detailed guidance on implementation and assessment.
District Focus
The most effective SEL implementation requires districts and schools to use a strategic, systemic approach that involves everyone from district and school leaders to community partners and families. Everyone needs to work together to ensure students receive the support they need. Successful SEL implementation is not achieved through a stand-alone program or an add-on lesson; it must be a central part of how schools, communities and families value and support the social, emotional and academic development of their children.

This SEL implementation guidance is a suggested framework for comprehensive districtwide SEL implementation using CASEL's Theory of Action framework, which is outlined below.

Develop a vision that prioritizes academic, social and emotional learning.

Conduct an SEL-related resources and needs assessment to inform goals for schoolwide SEL.

Design and implement effective professional learning programs to build internal capacity for academic, social and emotional learning.

Adopt and implement evidence-based programs for academic, social and emotional learning across all grade levels.

Integrate SEL at all three levels of school functioning (curriculum and instruction, schoolwide practices and policies, family and community partnerships).

Establish processes to continuously improve academic, social and emotional learning through inquiry and data collection.

Assessing SEL Practices and Outcomes

Social and Emotional Learning Assessment Guidance
To better understand how district, school, and classroom practices support the social and emotional development of all students, it is important to assess both SEL practices and outcomes. This guide outlines the purpose of SEL assessment as well as the types of SEL assessment such as outcome and process-based assessments.

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The purpose of the Social and Emotional Learning Implementation Guidance is to provide schools with guidance and resources to help schools integrate social emotional learning (SEL) into schoolwide teaching and learning practices, so that students will learn, practice and model essential personal life skills that contribute to academic, vocational, and personal success.

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PBIS is a great framework and training to better understand what truely changes behavior. It can be customized to fit your building, students, and staff.

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Reaserach says that you change student behavior by changing adult behavior. Consequenses are important but that alone doesn't change behavior, especially for the toughest students (they have been and are used to punishment - they need more from all of us).

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What is the expectation for all students at JCC.  What skills should students develop at each grade level to become successful .  What does a portrait of a graduate look like for JCC?

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What is the expectation for all students at JCC.  What skills should students develop at each grade level to become successful .  What does a portrait of a graduate look like for JCC?

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We have set non-negotiables by building.

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We have set non-negotiables by building.

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Consistency and streamlining language and implementation is important K-12. They may vary somewhat according to grade level or building, in order to be age-appropriate, however it is important to have a standard foundation/system.

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Expectations and consequences need to be consistent and meaningful, for all buildings.

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How do we help SEL student needs (in school) when the behaviors stem from tough home life and non-involved or present guardians?

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Consider adding yearly "training" to start the school year as a refresher and for new staff.

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Consider adding yearly "training" to start the school year as a refresher and for new staff.

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If behaviors are not under control, learning is not possible.

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If behaviors are not under control, learning is not possible.

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SEL/Behavior needs to be just as important as academic and athletics.

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Improving behavior and social emotional skills would make every adult and childs day more positive.

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A lot of information in this action plan is for the HS. What about the other buildings?

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Staff buy-in and staff implementation is a concern but SEL should be a non-negotiable.

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Would - in theory - be additional responsibilities for admin to enforce with all staff.

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Would - in theory - be additional responsibilities for admin to enforce with all staff.

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All staff needs to be on the same page, have the same training, and uphold the same non-negotiables.

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All grades and buildings should have SEL curriculum of some sort, especially with the behaviors we all say are concerning.

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A lot of variables must be researched

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I helped with planning so I agree.