Social Emotional Work Group

Here are the minutes from today’s meeting (thanks to Ginna Oliver for taking notes).

SEWG Minutes, 11-19-09

Also note that materials from Annette Hahn’s coaching training are posted on a separate page , and I’ve also posted the Early Childhood Program-Wide PBS Benchmarks of Quality.  You can access both from the Forms & Documents link above.

The next Social Emotional Work Group meeting is scheduled for Thursday, January 21, 2010, from 10:00-3:30 in Eugene.

Hello all.  As we develop our guide and look for some kind of vision or guiding statement, I thought it may be useful to share the Los Angeles SD Behavior Policy as I think it’s really succinct:

“Every student, pre-school through adult has the right to be educated in a safe, respectful and welcoming environment. Every educator has the right to teach in an atmosphere free from disruption and obstacles that impede learning. This will be achieved through the adoption and implementation of a consistent school-wide positive behavior support discipline plan for every school in LAUSD. All school level plans will include: teaching school rules and social emotional skills; reinforcing appropriate student behavior; using effective classroom management and positive behavior support strategies by providing early intervention for misconduct and appropriate use of consequences.”

Posted by Tim Andrews

Here’s a training option which may be a good match for some teachers and service providers:  TACSEI (The Technical Assistance Center on Social Emotional Intervention) and CSEFEL (the Center for Social Emotional Foundations for Early Learning) have announced a distance learning opportunity entitled “Promoting Social and Emotional Competence for Preschool Children” through the University of Illinois.  Basically, this is an opportunity to be guided through the CSEFEL “modules” by a knowledgeable instructor.  The class is available for credit, CEUs, etc. and begins in January.  More information is available at http://education.illinois.edu/programs/online/csefel/ .

[Thanks to Ginna and Kelly for the prompt]

When interfacing with school-age behavior service providers, we often hear about the Level-Two intervention Check-In, Check-Out, which involves students checking in and checking out with a positive adult and is implemented with students who need more practice and feedback on their behavior to be successful in schools.  Is an adaptation of this system in preschool settings appropriate?  According to Leanne Hawken, one of the program’s designers, “I think we need more data/research before we know how effective and developmentally appropriate it is.”  The following links include a research article from the Journal of Early and Intensive Behavior Intervention from 2007 describing an effort to adapt CICO for preschoolers.

Preventing Severe Problem Behavior in Young Children:  The Behavior Education Program

Figures and Tables-BEPPreschool

Here’s a link to an article about an interesting study describing the long-term impact of adverse childhood experiences (ACE):

Traumatic childhood takes 20 years off life expectancy

The ACE Study (which is really a research group with many studies related to adverse childhood experiences) was mentioned several times at the PBS & The Brain conference on October 1st, and their findings and models are very interesting and relevant to early childhood positive behavior support.  Their website can be accessed here:

The ACE Study

(Thanks to Pam for prompt…)

Use the following link to download the new, updated version of the Pre-SET:

Pre-SET 3.2 Manual

The new version includes revisions to the protocol, new interview/information collection forms, and a manual for using these tools. If you have any feedback or questions, please post them in the Comments section below.

Here are the minutes from today’s meeting (thanks to George Cocores for taking notes).

SEWG Minutes, 9-17-09

The next meeting is scheduled for Thursday, October 29, 2009, from 10:00-3:30 in Eugene.

There was a discussion surrounding the need to collect statewide data connected to ECPBS in order to make data-based decisions and to show progress in our efforts to implement behavior support systems.  This could include child outcomes, teacher outcomes, and classroom assessment.  We generated the following list of data tools we know about, may be using, or may wish to look at:

Do you know of others to add to this list?  Let us know if there are other tools you are using or which you think we should discuss.  Please use the Comments section to suggest other tools, to discuss the merits of the tools listed above, and to provide any feedback to the group you may wish to contribute.  This will be an agenda item at the September 17th meeting.

At our July 31st meeting, the group developed a framework for our proposed ECPBS Implementation Guide.  It’s posted here in pdf and Word (.doc) form for your convenience and/or editing.

ECPBS Implementation Guide.doc

ECPBS Implementation Guide.pdf

Please use the Comments link to share feedback and input with the group, to ask questions, and/or to let the group know of an area you may want to contribute to as we work on the guide at our September 17th meeting.

Hi, all.  The notes from today’s meeting can be viewed or downloaded at sewg-meeting-6-4-09.  Thanks to George for the notes.  Our next meeting will be Friday, July 31, 2009 from 10:00-3:30 at EC Cares in Eugene.

The Southern Oregon PBS Conference will be held October 14 & 15, 2009 in Ashland.  Click on the image below to view or download the flyer.

Hearings are taking place in the House Committee on Education and Labor regarding restraint and seclusion special education students.  Here’s a link to key points regarding the issue (thanks Alan Garland for the tip):

Key Points

Here’s a video report:

http://www.cbsnews.com/video/watch/?id=5024609n

And here are two articles discussing the issue:

Restraint can dispirit and hurt special-ed students

GAO- Schools restrain, confine disabled children

Reading the issues involved and the rules being proposed, I think we can all be proud of the considered, sensitive, child-centered approach of the Safety First curriculum.

– Gerry

UPDATED 6/19/09: A parent at a SOESD EI Council meeting this week brought up this topic, and shared the following report from NPR:  Report:  Discipline Methods Endanger Disabled Kids (thanks Pam for tip)

From Sharon Thornagle:

Here is a PBS evaluation tool for leadership teams and some sample Action Plans for school-age.

District Leadership PBS Assessment

PBS District Action Plan Example

David Douglas 3-year plan

David Douglas PBS Goals

Bethel 05-06 Action Plan

WESD Action Plan Progress

The Parent Program that I referred to at the meeting on Thursday can be found at this website: 
The Chicago Parent Program of Rush University
It is quite affordable and the parts that they showed at the Young Child with Special Needs Conference in Vegas looked promising.

The other website I mentioned was :
Head Start Center for Inclusion
The website is new and not yet loaded with many resources.  It has a few training and a few printable teacher resources on it right now.

Marian Aikin
LBL ESD ECSE Specialist

From Pam Arbogast: Here’s what I think I said I’d send for the blog. The Literature PowerPoint is posted as a pdf to make it quicker/easier to access, but if anyone wants to use it for training I could send them the PowerPoint file.
Noisy Nora, Big Al and the Knufle Bunny (participant handout)
Book Lists (by topic):
Attachment
Friendship
Initiative
Problem Solving/Conflict Resolution
Respect/Self-Esteem
Self-Regulation

Hi everyone – Here is the planning form I passed around at the SEWG meeting on Thursday. Ginna

action-plan

sewg-meeting-4-30-09

Materials from the recent TACSEI webinar, Using a Response to Intervention (RTI) Framework to Promote Young Children’s Social Development: The Teaching Pyramid Model are available for viewing at this link. The webinar can also be downloaded as a podcast (this link) so it can be viewed as a slideshow with the audio discussion from the webinar using iTunes or other programs.

The webinar is interesting, and could be the basis of a group discussion. Please use the comments section to post your thoughts…

– Gerry

In case you haven’t seen it, the State Implementation of Scaling-up Evidence-based Practices (SISEP) Center and the National Implementation Research Network (NIRN) have recently released the following summary briefs on implementing and scaling up evidence-based practices in education:

* Scaling up evidence-based practices in education

* Intensive technical assistance

* Readiness for change

* Implementation: The missing link between research and practice

[Forwarded from Elizabeth Benedict Steed]

Hi, all.  You can view and/or download the minutes from January’s meeting at sewg-minutes-1-29-09    Thanks to George Cocores for the notes.   Our next meeting will be Thursday, April 30, 2009, from 10:00-3:30 at Lane ESD in Eugene.  – Gerry

Hi, all.  At last week’s SEWG meeting, Kelly Carter mentioned a tool they developed for helping staff engage in positive, constructive problem solving during conflict and/or stressful situations.  Several people expressed an interest in this “staff solution kit”, so it is presented here (staff-solution-kit) for your viewing and/or downloading.  – Gerry

Hi all. I wanted to let everyone know that I will be teaching a course at PSU this summer on EC PBS. The course will be one week long and is 3 credits. It will be available for graduate or undergraduate credit. It will run the week of Aug. 18th. This would be a great opportunity for any staff who are needing to move from initial licensure to continuing or for anyone who would like to learn more about EC PBS. Spread the word! — Tim Andrews

Hi, all.  You can view and/or download the minutes from today’s meeting at sewgnotes5-1-08.pdf.    Thanks to George Cocores for the notes.   Our next meeting will be Thursday, July 17th, from 10:00-3:30 in Eugene.  – Gerry

This is the first entry in a new category suggested by Pam called “Success Stories.”  This is a place to share anecdotes about positive change we see happening.  This could also be a place to share data…).   Here’s an example:  

Susan from Head Start brought a solution box out to the CJ Head Start. She said all the Head Starts were going to have them! I added the timer and ring of little emotion cards from our box, and the rest is the same. Plus a page of introduction and direction. This was especially good news  because…… W, one of our students, just transferred to the Merlin Center. He had been using the solution box here in CJ, and I was hoping they had one in Merlin. Not having adequate words to defend his toys when an adult was not present, he would go and get the solution box and carry it over to me. I asked him what kind of help he needed and he would bring me to the child he needed solutions with. We could then all discuss it, and come up with a solution! So hopefully he will be able to continue this problem solving strategy in Merlin. Another little snapshot- O wanted a turn on the computer. He came to me and said “We need the solution box. We need the timer.” Problem solved! –Jill Gruenberg, Teaching Assistant  SOESD Early Childhood Services. 

Editorial comment –this story comes from a site that is not officially implementing PBS, but there has been “spillover” from other sites and staff trainings.  -Pam 

Some recent emails have made reference to the Teaching Pyramid Observation Tool for Preschool Classrooms (TPOT).  It is a work in progress (note that it is still referenced as a “Research Edition”).  I’m posting the protocol in its current form, along with the manual and some supporting documents, in this folder.  This gives us an opportunity to review this tool before our meeting on May 1st.  It’s my understanding that the authors would like to limit dissemination, so please do not distribute these materials without first obtaining permission from the authors.   – Gerry 

Hi, everyone.  You can view and/or download the minutes from today’s meeting at se-group-3-7-08.pdf.    Thanks to George Cocores for the notes.  I will be following up on my blog-related tasks soon.  Our next meeting will be Thursday, May 1st, from 10:00-3:30 in Eugene.  – Gerry

Here is an article about the TCIT model (Teacher Child Interactive Therapy) being used in Jackson County in a couple of Head Classrooms. The TCIT model has been developed by the Cheryl McNeil, PhD who developed the PCIT model (Parent Child Interactive Therapy) for working with families.  The article can be found here: Teacher-Child Interactive Therapy  I will continue to look for particular information regarding the tools used for assessing mastery and pass them on to you as well.  Kelly Carter

Hi, everyone.  Notes from last Thursday’s meeting are available to download from this post (se-group-1_24_08.pdf).  I know they were already sent out via email, but I posted them here as an example of how we may be able to share documents.  This could allow us to work on projects and exchange edits, updates, etc.  Thanks to Judy Newman at EC Cares for the notes…  – Gerry 

Welcome to our new blog, hosted by Edublogs.org. This initial post is meant to show an example of how this technology works.  The text you are reading now is a Post. By clicking on the word Comment(s) below each post, you can read other people’s comments and add a comment of your own.  Try it!  Further instructions on how to create a Post will be forthcoming.  I will add the ability to post once I understand how this system works. – Gerry