Social / Emotional / Behavioral (SEB) Learning

What’s new in the SEB world?

•Early Learning Programs

•Middle Schools

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Alignment with

Student Progress Report

Supporting Document

CONSIDERATIONS Markings are given based on developmental levels of the

student and consideration given to their abilities The behavioral expectations of Personal Best, Active

Listening, etc. are general concepts and are interwoven into all of the Doing Our PARRT lessons, although they are not specifically taught in the curriculum

Schools teach these concepts in a variety of ways (posters, real-life examples, assemblies, pointing out positive examples, feedback to students, using the language building-wide, literature, etc.)

The PARRT common language is interwoven into the student’s entire day and all subject areas

The indicators listed below each behavioral expectation are not intended to be an all-inclusive list, rather some possibilities of what each expectation might look like

Priorities continuing this year…

SEB ART guiding practices in building that focus on positive school climate and culture

Building-wide implementation of Doing Our PARRT lessons

Blending with other building SEB focus areas (PBS, school culture, etc.)

Doing Our PARRT assessment data

More information to come in this area…..

Learning Model

Creating School / Classroom Community TRIBES® Strategies and Energizers Inclusion Activities Strong Relationships Community Circle / Class Meetings Appreciations Celebrations Quality Tools Assemblies Family / Community Involvement Student Input Common Language Newsletters Opportunities for All Students to be Involved

SEB Action Research Teams:

Each building has in place a team of people who oversee SEB school improvement goals and make recommendations for building procedures in this area through the use of the Continuous Improvement model.

Core SEB Classroom

Components Rubric:

Describes 8 core components that should be in place in all elementary classrooms: procedures, class meetings, agenda, common language, problem solving, data driven decision, quality tools, and differentiation strategies.

Common Behavioral

Expectations: 5 behavioral expectations (personal best, active listening, respect, responsibility, and trustworthiness) have been adopted in all of the elementary buildings to help build patterns in student’s brains. These will be regularly shared with families and community members to increase the likelihood of internalization of these traits in our students.

Doing Our PARRT Lessons:

12 core lessons at each grade level designed to help create an atmosphere of respect that will reduce incidents of bullying / harassment in our buildings. These lessons integrate necessary skills, TRIBES, and continuous improvement.

Supplemental and Intensive Instruction:

Students who need more support than the core SEB learning provides may have plans that provide that support through programs such as Second Step, Skillstreaming, BoysTown Social Skills, etc.

Core SEB Building

Components: The same 8 core components that are found in the classroom rubric, are described in this table with sample characteristics that would be in place at a building level.

The Doing Our PARRT lessons are one piece of a larger SEB model in the Cedar Rapids elementary schools.

Support Contact me at any

time with questions, concerns, clarification

Available as needed to support SEB ARTs

Happy to help with curriculum needs, questions, materials

clynch@cr.k12.ia.us 558-1726 ESC @ Kingston /

#402

Questions / Brilliant Observations?