Social-Emotional Learning: Providing Mental Health …Social‐Emotional Learning: Providing Mental...

Social‐EmotionalLearning:ProvidingMentalHealthSupportsforALLstudents

OvercomingBarriersStacyAlvey,KarenColeman,MegganHaesche,LuisMendez,TaraZomouse

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 1

IdentifyingtheBarriers

Usingtheprovidedquestions,discussthebarriersfacedwithimplementationofSocial‐EmotionalLearningsupportswithinyourSELPA. FocusyourdiscussionaroundprovisionandimplementationofTierOneinterventionsandsupports.

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 2

DiscussionQuestions

On a scale of 1‐5 (1=very low, 5= extremely comfortable), howwould you rate your district’s general confidence and/or level ofcomfort with supporting teachers and/or providing direct supportto students with Mental Health/social‐emotional needs (i.e. SELcurriculum, interventions, understanding of student needs)?

How do you feel this affects consistency and fidelity ofimplementation?

How do you think this affects reactivity to behavioral incidents? Forexample, lack of proactive implementation of SEL/Mental Healthsupports; rather, people reacting to incidents and requestingERMHS/ERICS or change of placement?

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 3

IdentifyingBarriers

Whatarebarriersinsupportinguniversalsocial‐emotionallearning? Teacherpreparednessandunderstanding

Whatbarrierswerefacedininitialstagesofimplementation? Lackofoverallunderstandingofsocial‐emotionallearningneeds,implicationsfortheclassroom,howtouseTierOnesupportsintheclassroom

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 4

Addressingbarriers:Knowtheguidingframework

CDEhasadopted“GuidingPrinciples”forSELimplementationinCalifornia Asastatewearestillatstep1!

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 5

Addressingbarriers:Knowtheguidingframework

AdoptthewholechilddevelopmentastheGOALOFEDUCATIONWhereisyourdistrict/school‐site?

Visionstatement

Budgetarydecisions Staffing

Professionallearning

School‐widepolicies

Curricularadoptioncriteria

Instructionalpractices

Instructionalquality

assessment

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 6

Addressingbarriers:Startsmall UsebroadtrainingstoincreaseteacherawarenessanddecreaseconcerninimplementingSELcurriculum/strategies AdverseChildhoodExperiences(ACEStudy)TrainingforEducators:We’reallaffected. HelpingTraumatizedChildrenLearn PowerPointfocusedonchildrenwhohaveexperiencedtrauma,implicationsfortheclassroomandbehavior,anduniversalsupportsthatcanbeimplemented.

AdaptedFrom:HelpingTraumatizedChildrenLearn,AntelopeValleySELPA

Shareresources

Providegeneralpsycho‐educationalprofessionaldevelopment

Identify“earlyadopters”

FocusonenvironmentalTier1supports

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 7

AddressingtheBarriers:IdentifyingResourcesandSupports

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 8

AddressingtheBarriers

Usingtheprovidedquestions,discusshowyourSELPAshaveaddressedthebarriersfacedwithimplementationofSocial‐EmotionalLearning.

FillouttheguidednotespagewithdetailsabouthowyourRegionalImplementationTeamwillshareresources.

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 9

DiscussionQuestions

Has your SELPA provided general information about mental healthdisorders to teachers? Implications for the classroom, etc.?

Has your SELPA provided other supports regarding social‐emotional needs to teachers/staff?

Can any resources be shared with the Regional ImplementationTeam?

If not, what steps could be taken to begin discussion about theseneeds? What PENT resources would help facilitate thisconversation?

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 10

Addressingbarriers:Overcomingteacherbuy‐in

Shareresources

Providegeneralpsycho‐educationalprofessionaldevelopment

Identify“earlyadopters”

FocusonenvironmentalTier1supports

Takethe“mystery”outofwhatTier1lookslike CreatingSafeandSupportiveLearningEnvironments PowerPointfocusingonTierOneSELSupportsthatcanbepresentedtoteachersonhowtocreatesupportiveclassrooms AdaptedFrom:CreatingaSafe&SupportiveLearningEnvironment:

UniversalTier‐OneclassroomSupportsfortheMentalWellnessofallStudents.TaraZomouse,M.Ed.,BCBA,NCED

UseEnvironmentalChecklisttobuildpositivefeedbackandgiveconcretenextsteps

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 11

ResourcestoSupportTierOneImplementation

MinnesotaAssociationforChildren’sMentalHealth– FactSheets Cleardescriptionsofmentalhealthdisorders,theirsymptoms,implicationsandresourcesforchildren. https://www.macmh.org/

ChildTraumaToolkitforEducators Factsheetsregardingtraumainchildrenandimplicationsforpreschool,elementaryandhighschoolstudents. NationalChildTraumaticStressNetworkSchoolsCommittee.(October2008).ChildTraumaToolkitforEducators.LosAngeles,CA&Durham,NC:NationalCenterforChildTraumaticStress.

Social‐EmotionalLearningResources ListofwebsiteresourcessupportingSocial‐EmotionalLearning

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 12

QuestionsandAnswers

PENT Forum 2019 www.pent.ca.gov

Section 6: SEL N-Slide 13