"Reaching the Hard to Reach Students: Building Relationships
Jill Guenther, Emily Arkfeld, & Mackenzie Riedel
Author
04/06/2023
Added
10
Plays
Description
2023 Conference Session
Searchable Transcript
Toggle between list and paragraph view.
- [00:00:00.240]If you are here for Reaching the Hard to Reach Students:
- [00:00:03.960]Relationships, you're in the right place.
- [00:00:06.570]If not, now's your time to leave.
- [00:00:08.982](audience laughing)
- [00:00:09.990]But we are happy that you're here
- [00:00:12.150]and we hope that you take away some good stuff.
- [00:00:23.400]List or SEBL specialist
- [00:00:26.580]with Nebraska Multi-tiered System of Support.
- [00:00:30.270]We have a little team of SEBL specialists.
- [00:00:33.960]We serve the entire state of Nebraska.
- [00:00:36.600]So I serve regions one and two,
- [00:00:38.430]which is at Southeastern part of the state.
- [00:00:40.800]And I was a school psychologist prior to this role.
- [00:00:45.660]Perfect. And I am Jill Guenther, as you can see up there.
- [00:00:48.900]So currently I serve regions three and four.
- [00:00:52.200]That is ESU 1, 7, 8 and then 9, 10, 11, and 17.
- [00:00:55.830]We are super excited that we are adding to our team.
- [00:00:59.370]So we have two more SEBL specialists joining us.
- [00:01:02.580]My background was a speech language pathologist
- [00:01:04.950]and then special education leadership.
- [00:01:09.990]Bring this down a bit here.
- [00:01:13.196]And I'm Emily Arkfeld. I'm the third of soon to be five.
- [00:01:17.130]Yes. So really exciting.
- [00:01:18.990]Currently serving region five, ESU 13, 15, and 16.
- [00:01:22.050]So the panhandle.
- [00:01:23.280]And my background is through school,
- [00:01:25.320]social work and community mental health.
- [00:01:28.530]All right, we're gonna start off with our objectives
- [00:01:32.280]'cause that's good practice.
- [00:01:34.290]So we're gonna talk about social emotional behavior
- [00:01:36.720]learning, talk about its importance,
- [00:01:39.180]explore those five CASEL competencies,
- [00:01:43.290]and give you lots of relationships.
- [00:01:46.170]Hope maybe. Maybe some resources too to leave with today.
- [00:01:50.850]And then we'll talk about identifying ways to layer
- [00:01:53.670]on some supports for those kiddos that need a little extra.
- [00:01:58.500]So be respectful, be responsible, be safe.
- [00:02:01.680]You do you, we're all adults here.
- [00:02:03.510]If you need to stand up to learn, go for it.
- [00:02:06.150]If you need to go to the bathroom to take a phone call,
- [00:02:09.660]we are welcome to movement.
- [00:02:11.250]So take care of your needs.
- [00:02:14.250]We always like to start off with welcoming
- [00:02:16.230]inclusion activities.
- [00:02:17.520]This is part of CASEL's, the Collaborative for Academic,
- [00:02:20.280]Social and Emotional Learning.
- [00:02:21.900]There are three signature practices,
- [00:02:24.090]just some ways that you can integrate
- [00:02:26.190]some connection within your everyday practice.
- [00:02:30.450]So today we're gonna do this or that.
- [00:02:33.300]And so I'll say something
- [00:02:35.640]and you can identify which one you would prefer,
- [00:02:39.240]which I left my list on the table.
- [00:02:41.054](audience laughing)
- [00:02:42.865]So the first one, the springtime is around the corner.
- [00:02:45.180]It's grilling season.
- [00:02:46.980]So if you would rather grill
- [00:02:49.050]or eat a cheeseburger or a burger of some sort,
- [00:02:52.650]you can stand up or put your hands straight up in the air,
- [00:02:56.220]if you don't wanna move.
- [00:02:57.300]Or you can sit down, if you would rather eat brats.
- [00:03:01.290]Or you can put your hands in front of you.
- [00:03:02.940]So burgers up, brats down.
- [00:03:08.220]Got a lot of burger people in here.
- [00:03:10.797]I'm on that side.
- [00:03:13.170]All right.
- [00:03:14.340]The weather maybe not today,
- [00:03:16.860]is usually sunny in the springtime.
- [00:03:20.340]Would you rather go outside and relax on your patio
- [00:03:24.360]after work, or would you rather go for a little stroll?
- [00:03:30.360]Stand up for relaxing on the patio,
- [00:03:34.470]strolling in front.
- [00:03:37.680]We got, all righty.
- [00:03:41.610]Patio furniture is gonna make its way outside soon.
- [00:03:45.540]Okay.
- [00:03:47.400]Lemonade, this or ice tea, that.
- [00:03:51.690]Lemonade up, tea down.
- [00:03:56.100]All right.
- [00:03:56.933](audience murmuring and laughing)
- [00:04:00.150]Lemonade.
- [00:04:01.080]I am pregnant and I've been craving lemonade
- [00:04:04.770]like no other this winter, so.
- [00:04:07.440]I mean may husband made homemade lemonade
- [00:04:10.470]couple months ago.
- [00:04:12.390]Okay, sunrise up, sunset down.
- [00:04:17.940]Got a couple early risers, but mostly those late night.
- [00:04:22.830]Okay.
- [00:04:24.450]All right, one last one.
- [00:04:26.370]Shorts and a long sleeve, or pants and a short sleeve.
- [00:04:32.910]Shorts and a long sleeve.
- [00:04:36.180]Okay, awesome.
- [00:04:39.900]Okay, thank you all for partaking.
- [00:04:45.030]This is just one example.
- [00:04:46.590]Some of the examples we'll go through today.
- [00:04:48.390]You could also incorporate
- [00:04:50.130]as a welcoming inclusion activity,
- [00:04:53.040]but just something fun to kick us off.
- [00:04:56.790]So social, emotional, behavior learning. What is it?
- [00:05:00.930]Nebraska MTSS defines it as the systematic process
- [00:05:04.920]of fostering social and emotional skills among students
- [00:05:09.210]and adults,
- [00:05:10.800]in order to create those safe and supportive environments
- [00:05:14.070]that result in positive behavioral and mental outcomes,
- [00:05:17.910]mental health outcomes for all.
- [00:05:21.210]But a little bit less formally.
- [00:05:23.790]I like to talk about 'em as kind of those everyday skills,
- [00:05:27.510]those life skills, social skills,
- [00:05:29.790]that you need to navigate life successfully.
- [00:05:32.760]Our kids need them to navigate their lives,
- [00:05:34.770]but our adults need them too
- [00:05:36.450]in order to be successful people in their jobs
- [00:05:41.370]and their personal lives, and in their professional lives.
- [00:05:45.120]These skills ebb and flow.
- [00:05:47.310]We learn 'em throughout the day, throughout the lifetime.
- [00:05:50.790]We're never really a hundred percent competent
- [00:05:54.090]in our SEBL skills because as we experience life,
- [00:05:57.600]we grow in our social and emotional abilities.
- [00:06:01.710]I kinda like to describe them as ab muscles.
- [00:06:03.900]We all have 'em.
- [00:06:05.310]Sometimes they look different on other people
- [00:06:07.920]than they might look on you.
- [00:06:10.740]And we have that picture of the flower on the side there
- [00:06:12.930]because a lot of times when we see behaviors,
- [00:06:17.190]we see the kid doing the thing
- [00:06:20.160]or the adult doing the thing that we might not desire,
- [00:06:23.610]but you don't always see those missing skills.
- [00:06:25.890]And so sometimes when we see behaviors,
- [00:06:28.410]it's occurring because of those missing social
- [00:06:31.290]and emotional skills.
- [00:06:32.760]But if they had that skill we might not see that behavior
- [00:06:36.240]or that flower that's above ground.
- [00:06:39.900]The CASEL five competencies,
- [00:06:42.030]Nebraska MTSS spaces our work off of that.
- [00:06:44.880]And so they are self-awareness, self-management,
- [00:06:48.780]relationship skills, social awareness
- [00:06:51.450]and responsible decision making.
- [00:06:53.670]We'll go through each of those competencies
- [00:06:55.380]and give some resources later on.
- [00:06:58.080]But this is just another visual,
- [00:07:00.060]combining that social emotional learning
- [00:07:01.860]or that SEL and behavior.
- [00:07:04.200]We really believe that that those social emotional skills
- [00:07:08.340]are related to the behavior.
- [00:07:09.840]They should really go together.
- [00:07:11.400]They've kind of been separated in the past
- [00:07:14.490]but currently in literature
- [00:07:16.500]and research they're really coming back together
- [00:07:18.360]'cause people are seeing how they're connected.
- [00:07:21.780]So you might have PBIS expectations
- [00:07:24.420]or college and career readiness.
- [00:07:26.700]Those things that we want our kids to do
- [00:07:29.670]really relate to the skills that they have
- [00:07:32.250]in order to show the things that we want.
- [00:07:36.300]Unless you have really great vision,
- [00:07:37.890]you might not be able to see this.
- [00:07:41.340]But- so each of those competencies, what is self-awareness?
- [00:07:44.640]What is self-management?
- [00:07:45.900]You can kind of think of it more as a construct,
- [00:07:48.570]but what are some of those skills that go along with it?
- [00:07:51.240]So we broke it down,
- [00:07:52.860]we'll go through each one a little bit more.
- [00:07:55.110]But an example of self-awareness might be your interest
- [00:07:58.470]or your strengths and your limitations.
- [00:08:00.810]Responsible decision making might include
- [00:08:03.090]problem solving skills.
- [00:08:04.530]So some of those things that you might be able to
- [00:08:07.230]more easily identify with
- [00:08:09.930]and incorporate into your lessons or your practice.
- [00:08:14.820]These skills,
- [00:08:16.140]like I mentioned in our definition aren't just for kids,
- [00:08:19.290]but really for adults and for people in the community.
- [00:08:23.010]Employers are consistently saying that they want
- [00:08:26.910]their peoples to have social
- [00:08:29.670]and emotional behavioral learning skills.
- [00:08:32.580]So this is a chart that CASEL made.
- [00:08:34.500]They have a couple briefs on college and career readiness,
- [00:08:38.370]but some of those skills that employers want
- [00:08:40.650]align directly to those CASEL competencies.
- [00:08:44.430]So they want their employees to be able to analyze
- [00:08:47.850]and solve complex problems, work together as a team,
- [00:08:51.510]meet deadlines,
- [00:08:52.830]have proper communication via email and face-to-face.
- [00:08:57.090]All the things that you and I probably do in our jobs
- [00:08:59.940]that we've learned that our kids also need to learn
- [00:09:03.090]in order to be successful in their careers.
- [00:09:06.900]Research has shown that students that have strong
- [00:09:09.420]social, emotional, behavior learning skills
- [00:09:11.700]tend to have better cooperative team member, teamship.
- [00:09:18.808](laughing)
- [00:09:19.641]There are better self-advocates.
- [00:09:21.840]They tend to work well with their peers,
- [00:09:24.810]more likely to graduate from college,
- [00:09:27.480]go to college if that's their choice,
- [00:09:28.980]graduate from high school.
- [00:09:31.050]Obtain stable employment
- [00:09:32.520]and become caring people in our society.
- [00:09:34.980]Our kiddos that come to school every day
- [00:09:37.530]are going to become the adults that live in our community.
- [00:09:40.860]And so when they have these skills,
- [00:09:43.440]they're more likely to be those people that we want
- [00:09:45.990]to live in our community,
- [00:09:47.520]and to care and to foster the place that we call home.
- [00:09:51.720]They're also less likely to have some of those
- [00:09:54.570]negative interactions or risk factors,
- [00:09:57.630]less emotional distress, less conduct problems,
- [00:10:00.840]less reliance for the public assistance
- [00:10:04.440]and less contact with law enforcement.
- [00:10:07.950]And although you may have heard there's some discourse
- [00:10:12.210]and some negativity around social, emotional, learning,
- [00:10:15.030]overall people want it for our kids.
- [00:10:18.870]96% of administrators believe that social, emotional,
- [00:10:22.200]learning is just as important as academics.
- [00:10:25.380]90% of principals think it's critical in schools.
- [00:10:29.130]Teachers like it, and teachers also see positive effects
- [00:10:32.640]for workforce readiness, attendance, success in life.
- [00:10:36.600]And we don't have this slide up here,
- [00:10:39.090]but when you survey kids who are in high school
- [00:10:41.970]or who are recent high school graduates,
- [00:10:44.520]they also say that learning some of these skills
- [00:10:47.190]equates to being more ready to go to college
- [00:10:50.520]or to get a career after they graduate
- [00:10:54.300]or complete their schooling.
- [00:10:58.050]So, I mentioned we're gonna dive into those competencies,
- [00:11:01.740]I'll start and then we'll pass it off.
- [00:11:04.680]So we'll dive into self-awareness first.
- [00:11:07.830]So self-awareness, when you think of it,
- [00:11:10.230]I think this is the easiest one to kind of identify
- [00:11:13.800]what you might think it is.
- [00:11:15.000]So interest, your strengths and limitations, your identity,
- [00:11:18.720]your thoughts, emotions, behaviors, feelings.
- [00:11:22.530]Really kind of getting to know who you are,
- [00:11:24.540]what matters to you, why does it matter to you?
- [00:11:27.900]Where are some areas you might grow?
- [00:11:30.630]What are your thought patterns?
- [00:11:31.800]How are you able to recognize your feelings?
- [00:11:34.710]And then kind of figure out what those mean to you.
- [00:11:39.360]Some ways we can tap into self-awareness for ourselves
- [00:11:42.690]and our students are through these feeling wheels.
- [00:11:47.040]So a lot of times we like to say that we're happy,
- [00:11:49.980]or sad, or angry,
- [00:11:52.110]but there's so many words that we can use in vocabulary
- [00:11:55.740]to describe how we're feeling.
- [00:11:57.300]So you might be happy,
- [00:11:59.970]but you could also look in that yellow category
- [00:12:02.370]and identify a different word
- [00:12:03.990]that might mean what you're feeling,
- [00:12:05.940]just a little bit more specific.
- [00:12:07.530]So maybe instead of you're feeling happy,
- [00:12:09.720]maybe you're feeling powerful,
- [00:12:12.210]and you could describe why.
- [00:12:13.890]This could be used as an activity in your classroom.
- [00:12:17.370]And we've done it where you can like drop a pin,
- [00:12:19.530]you can ping where you're at,
- [00:12:21.570]and then you can kind of get a lay of the land.
- [00:12:23.640]How are your kids doing when they walk in the room today?
- [00:12:27.540]It can be a good tool to use for students
- [00:12:31.590]who might have some big feelings,
- [00:12:33.330]they don't know how to identify it,
- [00:12:34.767]you can show it to 'em.
- [00:12:36.390]Of course you'll might have to teach 'em
- [00:12:37.593]what some of these feelings mean.
- [00:12:39.510]But then just broadening that vocabulary
- [00:12:41.730]to help them broaden their awareness of themself
- [00:12:45.120]and their feelings.
- [00:12:46.260]The one on the right is kind of the opposite way.
- [00:12:49.290]So you'll see on the outside wheel there's some words
- [00:12:53.190]like calm, energetic, heart racing, some of those things.
- [00:12:57.990]So they might identify their feeling they're having
- [00:13:00.960]and then they move inwards to kind of identify that feeling.
- [00:13:04.410]So their heart's racing up in the top orange.
- [00:13:08.460]And so then that might mean they're scared,
- [00:13:10.620]or anxious, or insecure and embarrassed.
- [00:13:15.630]And so a way again to identify what are those feelings
- [00:13:19.350]and then what might be associated with
- [00:13:21.597]like the physical feeling that my body is having.
- [00:13:24.660]So that's linked on the bottom corner
- [00:13:27.720]for you to take away from the slides.
- [00:13:31.350]We oftentimes talk about our triggers.
- [00:13:33.900]We all have them, we also have happiness triggers,
- [00:13:37.320]things that make us happy, that bring us joy.
- [00:13:40.110]So yes, identifying some of those negative things
- [00:13:43.440]that might irritate us or set us up.
- [00:13:46.200]But what are some of those happy things?
- [00:13:47.940]What makes us happy? What brings us joy?
- [00:13:50.850]And how can we reflect on that?
- [00:13:52.320]So when we need that, we know kind of what to go to.
- [00:13:56.670]So you could do this as an activity,
- [00:13:58.590]there's a little worksheet there.
- [00:14:01.050]But then to foster those relationships,
- [00:14:04.800]you can have students talk about it with themselves,
- [00:14:07.440]with you as the adult,
- [00:14:09.090]kind of building that relationship with the kid.
- [00:14:11.130]And then if they're having a moment you're able to say,
- [00:14:13.920]hey, remember when we talked about
- [00:14:15.780]some of your triggers or some of those happiness triggers,
- [00:14:19.170]and then kind of bring that in.
- [00:14:21.150]And then building upon that knowledge that you had
- [00:14:23.100]to build up that relationship.
- [00:14:27.450]This is a one pager from I'm determined
- [00:14:29.880]they have some good resources, if you haven't been there.
- [00:14:33.900]So this one is just strengths, interest,
- [00:14:36.150]preferences and needs, you know,
- [00:14:37.950]just kind of a worksheet style.
- [00:14:40.860]But giving the students the opportunity to self-reflect
- [00:14:44.670]on their strengths, interest, preferences and needs.
- [00:14:47.520]And really just a place to think about and put it down.
- [00:14:50.940]And then as the adult understanding
- [00:14:53.520]and reading through what are their strengths, interest,
- [00:14:56.340]preferences and needs, and how can you incorporate
- [00:14:58.650]that into your relationship,
- [00:15:01.770]your conversations, and maybe even your lessons.
- [00:15:09.030]And then we talk a lot about
- [00:15:11.490]social, emotional, behavior learning.
- [00:15:13.440]We don't want it to be viewed as one extra thing
- [00:15:16.710]that you have to do.
- [00:15:18.030]Your points are so full,
- [00:15:19.620]but you're already doing a lot of this already
- [00:15:22.410]in your class.
- [00:15:23.670]You come in, you greet your students,
- [00:15:27.390]and we work through problem solving.
- [00:15:29.790]When the students having a hard time,
- [00:15:31.470]you have conversations with them,
- [00:15:33.360]you encourage 'em to work in groups.
- [00:15:34.830]We're already doing some of this,
- [00:15:36.540]so how can we do it a little bit more intentionally,
- [00:15:39.270]a little bit more explicitly,
- [00:15:41.100]so the students are realizing I'm targeting this skill
- [00:15:44.550]even though you might not realize it.
- [00:15:47.490]So this is very explicit example.
- [00:15:50.970]But scenario for the adult,
- [00:15:54.120]when the adult gives directions
- [00:15:55.680]and the student ignores them,
- [00:15:57.360]their patience, tolerance decreases
- [00:15:59.550]and their frustration increases.
- [00:16:02.010]So that is the adult saying,
- [00:16:03.930]hey, like I'm noticing
- [00:16:06.450]I'm getting a little irritated right now
- [00:16:08.070]because you're not listening to me,
- [00:16:10.890]probably wouldn't say it like that, but.
- [00:16:13.330]And then a student example,
- [00:16:14.550]when I don't understand directions,
- [00:16:15.960]my body becomes tense and my hands get sweaty.
- [00:16:18.420]Again, the student being able to identify that
- [00:16:21.390]is the self-awareness skill.
- [00:16:23.370]But there has to be some teaching in order for the adult,
- [00:16:27.630]but the student too, to identify when my hands get tense,
- [00:16:31.230]that means maybe I don't understand the directions
- [00:16:34.200]and I notice my hands getting tense when that happens.
- [00:16:36.990]So there's some teaching that goes along with it,
- [00:16:39.690]but then making it a little bit more explicit
- [00:16:41.850]so they're realizing.
- [00:16:45.900]And then how can you explicitly communicate
- [00:16:47.970]that in your lesson?
- [00:16:49.440]So this is an example from a math lesson.
- [00:16:52.170]There's lots of different things you could pick from,
- [00:16:54.810]but this would be fractions in math.
- [00:16:57.660]We learned a lot about fractions today.
- [00:16:59.370]Let's do a fist to five check-in.
- [00:17:01.170]So both you and I can understand
- [00:17:03.660]of how you're feeling about the new information.
- [00:17:05.820]Then you have your kids do their fist to five
- [00:17:07.918]and they're being able to self-identify
- [00:17:10.080]how am I feeling with this content.
- [00:17:12.180]And then you as a teacher can say,
- [00:17:13.740]hey, like how are my kids feeling?
- [00:17:15.870]Do a lot of them understand it? Are they still confused?
- [00:17:18.570]Do I need to go back and maybe touch on some stuff?
- [00:17:21.660]So just an example of bringing that
- [00:17:23.700]in a little bit more explicitly.
- [00:17:35.490]All right, thanks Mackenzie.
- [00:17:36.720]We'll see how this goes.
- [00:17:38.280]All I can keep thinking about is how I don't think
- [00:17:40.320]my husband would ever make me homemade lemonade.
- [00:17:43.050]I just keep thinking about that. (laughing)
- [00:17:47.340]Alright, so we're moving into self-management,
- [00:17:49.620]that's that second competency.
- [00:17:51.210]So Mackenzie gave some great examples of self-awareness,
- [00:17:54.750]really thinking about what that is,
- [00:17:58.260]some resources around that.
- [00:18:00.000]And you heard her say, just being intentional,
- [00:18:02.790]being explicit.
- [00:18:04.080]You'll hear us say that multiple times throughout this
- [00:18:07.440]and as we're sharing some of those resources,
- [00:18:09.360]'cause it's not one more thing on the plate.
- [00:18:11.520]It really is what every one of you are doing,
- [00:18:14.190]and really what we want each and every one of the students
- [00:18:16.920]that we work with to ultimately have those skills.
- [00:18:19.350]And honestly adults as well, right,
- [00:18:21.210]just to be productive, good human beings
- [00:18:25.140]and be successful beyond.
- [00:18:28.080]And so this is that web that you saw at the beginning
- [00:18:30.900]where it was kind of small, right?
- [00:18:32.760]This is just kind of expanded on,
- [00:18:34.470]just to show some of those additional skills
- [00:18:36.960]as we're thinking about self-management.
- [00:18:39.090]And so you saw the building motivation, the setting goals,
- [00:18:42.120]the planning and organizing,
- [00:18:43.440]the confronting bias, and then regulating emotions.
- [00:18:46.740]And what we've done is just kind of expanded
- [00:18:48.480]on each one of those things.
- [00:18:49.860]Now obviously these webs are not an end all be, all right?
- [00:18:52.950]Every single skill is not listed up there
- [00:18:55.080]under self-management.
- [00:18:56.430]But just kind of to get us thinking about
- [00:18:58.410]what does self-management mean?
- [00:19:00.420]What are some of the skills that fall
- [00:19:01.950]within that competency?
- [00:19:03.630]So hopefully that helps give you guys just a better idea.
- [00:19:07.170]So each time we go through the competency,
- [00:19:09.990]you guys will see a web like this
- [00:19:11.400]where it's just that expanded piece.
- [00:19:13.620]Tell me if I'm like giving feedback
- [00:19:16.230]because it sounds like it.
- [00:19:18.330]Okay, so some different resources around self-management.
- [00:19:22.890]As we're thinking about some of those pieces
- [00:19:25.080]that fall within the competency of self-management.
- [00:19:28.080]These are some great tools, some great resources
- [00:19:30.120]to really be able to explicitly practice those things.
- [00:19:34.050]Not only us as adults,
- [00:19:35.580]but with our students as well,
- [00:19:37.440]to really get them thinking
- [00:19:38.760]about being aware so that self-awareness of their thoughts,
- [00:19:43.290]feelings, emotions.
- [00:19:45.090]But then when I'm feeling that way, what do I do about it?
- [00:19:47.910]How do I manage those things?
- [00:19:50.310]And so these are some just great tools,
- [00:19:52.410]resources around that.
- [00:19:54.570]We have a few just kind of mindful strategies
- [00:19:57.690]linked in, some different grounding techniques,
- [00:20:00.240]thinking about imagery.
- [00:20:02.580]We also have kind of that flipping the script,
- [00:20:05.070]so those positive affirmations.
- [00:20:06.750]So 101 positive things to say to yourself.
- [00:20:09.390]A great one to be able to just kind of,
- [00:20:11.490]maybe print some of those off,
- [00:20:12.840]write 'em on the board every now and then.
- [00:20:15.000]Just those good reminders for those positive affirmations.
- [00:20:19.050]All of those pieces also to be able to help students
- [00:20:23.910]really kind of distract those feelings, right?
- [00:20:26.760]Distract the brain so that our body can really regulate
- [00:20:31.770]some things around that.
- [00:20:33.090]So the coloring page, we have that top one up there.
- [00:20:37.590]So the virtual calming room,
- [00:20:39.480]if you click on that, lots of great links within there.
- [00:20:42.900]So there are some different animal calming videos.
- [00:20:48.210]There are just some like ocean sounds, storms,
- [00:20:52.140]things like that, so a great tool there.
- [00:20:54.540]And then the hidden pictures is also another one.
- [00:20:57.240]So any of those things to really help students
- [00:21:00.150]find what works for them for those self-management skills.
- [00:21:03.960]And obviously what works for one
- [00:21:06.090]might not work for the next, right?
- [00:21:09.360]These are some other great tools.
- [00:21:10.470]I'm sure you guys maybe use some of these,
- [00:21:13.350]have seen some of these things before.
- [00:21:15.120]But really thinking about helping to identify,
- [00:21:18.570]again that self-awareness, how I'm feeling,
- [00:21:20.700]but then in response,
- [00:21:22.440]what do I do about those feelings?
- [00:21:24.300]How do I manage those emotions?
- [00:21:26.580]And so a couple visuals like that.
- [00:21:28.560]Things I can do when I'm upset,
- [00:21:30.810]really talking about what is upset, what is frustrated,
- [00:21:33.127]what is overwhelmed, what does stress mean?
- [00:21:37.200]But then what are some different things
- [00:21:38.640]that I can identify as tools, or resources,
- [00:21:41.130]or strategies that I can go to when I'm feeling that way.
- [00:21:43.980]And so that's just one example there where they can list out
- [00:21:46.860]some of those pieces as a good reminder,
- [00:21:49.020]a good visual to be able to turn to.
- [00:21:51.420]Like, oh hey, yep,
- [00:21:52.388]I'm gonna select that virtual calming room.
- [00:21:56.670]I know that I can go and listen to music,
- [00:21:58.410]or I can go for a walk or whatever it might be.
- [00:22:01.200]So these are just some other great examples
- [00:22:04.020]of some strategies to help with that self-management.
- [00:22:09.900]Thinking about that growth mindset as well.
- [00:22:12.210]So you saw on a couple slides back that 101 positive things
- [00:22:15.570]to say to myself,
- [00:22:16.830]thinking about those positive affirmations.
- [00:22:19.530]These are again some great resources.
- [00:22:21.720]So if you guys have the PDF pulled up,
- [00:22:24.360]all of these links are live or should be in the PDF.
- [00:22:28.050]So we wanted to give you guys lots of resources
- [00:22:30.840]that you can come back to make some notes,
- [00:22:32.970]like hey, I could use this one with student A
- [00:22:35.880]or I could use this one in my class.
- [00:22:37.680]So definitely hoping that you guys
- [00:22:40.200]take away a ton of resources
- [00:22:41.670]to be able to take back to your colleagues
- [00:22:43.140]and be able to use in your classrooms from here.
- [00:22:45.420]A couple just great growth mindset and reframing thoughts,
- [00:22:49.140]activities linked in here.
- [00:22:51.060]Emily, anything to add about these two at all?
- [00:22:56.130]Going once, going twice.
- [00:22:58.367]No, I think the only thing I-
- [00:23:01.683]Just on that reframing one,
- [00:23:03.150]one of the things and Mackenzie can jump in too,
- [00:23:04.920]'cause I think we talked about.
- [00:23:07.020]Just helping kids recognize that,
- [00:23:08.850]like their thoughts are not facts,
- [00:23:10.800]and so helping them make that assertion that like,
- [00:23:13.470]just because I'm thinking this thing
- [00:23:14.700]doesn't mean it needs to be a fact,
- [00:23:16.290]'cause then that's when it gets to just, you know,
- [00:23:18.390]flip over and over and over in their brains.
- [00:23:20.310]And so helping them stop and identify
- [00:23:22.050]and then maybe changing that thought
- [00:23:24.360]to something a little bit better to help them
- [00:23:25.830]move on in some regulation.
- [00:23:29.340]Okay.
- [00:23:30.720]Perfect. And then these are just some examples.
- [00:23:33.150]So again, to get us thinking about what does this look like,
- [00:23:35.400]what does this sound like in the classroom?
- [00:23:37.230]Like how do I model these skills as the adult?
- [00:23:42.000]Because it's good for us to be able to practice
- [00:23:43.920]and be aware and know these tools and strategies,
- [00:23:46.980]and be able to then model them for our students as well,
- [00:23:49.200]so that we can teach them, right?
- [00:23:51.180]And so each competency will have a slide like this,
- [00:23:53.940]like Mackenzie mentioned,
- [00:23:54.960]just to kind of get us thinking in that way.
- [00:23:57.570]So the adult example here,
- [00:23:58.860]so what I noticed that patient's tolerance decreasing,
- [00:24:03.090]I can step out of the room,
- [00:24:04.770]walk to a different area in the room, take a deep breath.
- [00:24:07.800]So really listing out those things like,
- [00:24:10.050]hey, I feel this way but I'm going to do this
- [00:24:13.320]to help cope with this.
- [00:24:15.750]And so a great just kind of adult example there,
- [00:24:18.090]the student example.
- [00:24:18.960]So when my body becomes tense,
- [00:24:20.880]my hands are sweaty, I can count to 10,
- [00:24:24.120]I could use a fidget, I could ask for help.
- [00:24:27.900]So again, just those things to kind of model
- [00:24:30.870]some of those strategies for self-management.
- [00:24:36.510]It could look like for homework completion.
- [00:24:38.760]So you saw one of the skills that falls
- [00:24:40.830]within that self-management,
- [00:24:42.510]it's really thinking about goal setting.
- [00:24:44.640]We had problem solving on there as well.
- [00:24:47.070]So when you set a goal,
- [00:24:48.120]you'll use your self-management skills
- [00:24:49.830]to help you stay organized,
- [00:24:51.090]and be able to keep track of when those assignments are due.
- [00:24:53.940]That's a great way, probably something
- [00:24:56.430]that we all are doing with our students, right?
- [00:24:58.380]But a great way to really show,
- [00:25:00.210]hey, this is a self-management skill,
- [00:25:02.550]this is how we're really working on some of those pieces,
- [00:25:05.790]is maybe using a planner, using a visual,
- [00:25:09.030]outlining the completion date for those assignments.
- [00:25:15.120]That brings us into the next one.
- [00:25:16.500]So our third competency is that responsible decision making.
- [00:25:20.940]And so again,
- [00:25:22.260]really thinking about some of the problem solving.
- [00:25:24.450]So thinking about the goal setting that we're doing
- [00:25:26.190]with self-management,
- [00:25:27.270]and you'll see they all kind of intertwine
- [00:25:29.370]and intermix each of the competencies
- [00:25:31.290]and they really build off of each other as well.
- [00:25:33.600]But problem solving,
- [00:25:34.620]being able to make those responsible choices,
- [00:25:37.260]being able to set those healthy boundaries,
- [00:25:39.300]and really knowing what is a boundary,
- [00:25:41.820]and how do I set and communicate those boundaries to others.
- [00:25:45.930]And then being able to evaluate consequences.
- [00:25:48.150]So thinking about pros and cons, right?
- [00:25:51.030]The goods and bads of making different choices,
- [00:25:54.690]those all fall under responsible decision making.
- [00:25:57.300]Some just different resources
- [00:25:58.920]around responsible decision making.
- [00:26:00.660]So self-care and making good choices,
- [00:26:05.040]especially for us as adults.
- [00:26:06.300]But again, modeling those things for our students.
- [00:26:08.970]I know self-care has kind of become like a trigger word
- [00:26:11.550]for us as educators, right?
- [00:26:12.840]We hear that and we're like, oh yeah,
- [00:26:14.160]don't tell me to take care of myself, right?
- [00:26:16.372]I don't have time for that.
- [00:26:18.390]But really thinking about how we can build those things
- [00:26:21.930]into our every day,
- [00:26:23.190]and how we can model those things for our students as well.
- [00:26:26.220]And so that first link that hundred strategies for self-care
- [00:26:29.580]or wellbeing or whatever you might want to call it.
- [00:26:33.300]Some things that we can maybe intentionally build
- [00:26:35.160]into our each and every day.
- [00:26:37.260]Again, if we're not doing those things for ourselves
- [00:26:40.470]and we're not identifying those happiness triggers,
- [00:26:42.960]like Mackenzie talked about earlier,
- [00:26:44.910]and building some of that time in for ourself,
- [00:26:47.550]we're not going to be there to support our students,
- [00:26:50.550]be there for our family, our friends, our colleagues,
- [00:26:52.800]things like that.
- [00:26:53.880]And so that is just a great resource
- [00:26:56.340]that just kind of gets us thinking about
- [00:26:58.020]maybe just some things outside of the box
- [00:27:00.270]that we can maybe build in to our everyday routines.
- [00:27:05.040]This is also just a nice visual
- [00:27:07.140]because it really represents that self-care
- [00:27:08.910]can really be so many different things.
- [00:27:11.430]What self-care is for me might be very different
- [00:27:13.950]than what self-care is for Emily.
- [00:27:15.960]And it gets us thinking about maybe some of those things,
- [00:27:18.360]like even just going outside and being in the sunshine
- [00:27:22.680]for a few minutes can be self-care.
- [00:27:25.140]Maybe just having dinner one night a week with your family
- [00:27:29.550]or a good friend, that can be self-care.
- [00:27:32.370]It doesn't have to be some of the things
- [00:27:33.780]that we immediately kind of go to or think about,
- [00:27:35.970]like bubble baths and getting a manicure
- [00:27:38.010]or whatever it might be, right?
- [00:27:39.540]Can be so many different things.
- [00:27:41.640]That work-Life balance resource is another great one
- [00:27:44.460]when you're thinking about setting boundaries
- [00:27:46.950]and kind of that self-care piece.
- [00:27:48.330]It comes from UNL and I think it just does a nice job
- [00:27:51.120]of some of those pieces to just really be able to build
- [00:27:55.140]into our everyday lives.
- [00:27:57.210]And then the balancing your boundaries is a great one,
- [00:28:00.180]it's broken down by some different categories.
- [00:28:02.610]So thinking about boundaries around mind,
- [00:28:07.110]boundaries around body, boundaries around work,
- [00:28:11.580]boundaries around spiritual,
- [00:28:13.650]and gets us thinking about some of those things
- [00:28:16.440]that maybe we do a really good job
- [00:28:19.950]setting boundaries in that particular area for ourselves
- [00:28:23.190]and maybe some areas for growth, right?
- [00:28:26.580]We do that activity with a lot of educators,
- [00:28:30.510]just kind of to get them thinking about
- [00:28:32.280]what does setting boundaries mean?
- [00:28:34.470]How can I maybe set some personal boundaries,
- [00:28:37.530]some work boundaries, to really work on that
- [00:28:41.130]responsible decision making, just competency, right?
- [00:28:45.030]So that's just a good resource there.
- [00:28:47.220]And then we also have a couple of problem solving,
- [00:28:49.500]and then pros and cons resources linked in,
- [00:28:52.230]as that falls under that
- [00:28:53.190]responsible decision making as well.
- [00:28:55.740]You guys may be familiar with Jill Kuzma.
- [00:28:58.050]She always has a lot of great things on her site.
- [00:29:00.750]So the big, medium, little, problems visual,
- [00:29:03.480]a great just tool resource as you're talking about
- [00:29:06.210]problem solving,
- [00:29:07.800]and being able to identify those big medium little problems.
- [00:29:11.070]And then the pros and cons sheet there as well.
- [00:29:15.090]Continuing on with kind of thinking about I statements
- [00:29:19.140]and setting boundaries.
- [00:29:20.730]We have linked in a couple different resources there.
- [00:29:23.760]That first one, I absolutely love that resource.
- [00:29:26.730]It really does a nice job of giving students that language
- [00:29:31.140]and to really get them thinking about
- [00:29:32.460]what does setting a boundary mean?
- [00:29:34.920]Why is that important to me?
- [00:29:37.860]And it has some great just sentence starters
- [00:29:40.410]for that as well.
- [00:29:41.880]Are we able to pull that one up?
- [00:29:45.240]The first one?
- [00:29:48.930]Now we'll probably mess up technology
- [00:29:50.520]and then I'm gonna regret saying that.
- [00:29:52.830]Okay, so this is what that first one looks like,
- [00:29:54.780]and I really just love how it's broken down by the I feel.
- [00:29:58.920]And then having that win because-
- [00:30:01.020]and then stating those needs.
- [00:30:02.460]If you scroll down, it has a few,
- [00:30:05.824]yes, keep going.
- [00:30:08.820]A few just, yes, examples there where they actually have
- [00:30:11.850]one filled in, and I feel like that's just a great tool
- [00:30:15.270]to be able to use with students,
- [00:30:16.590]as we're thinking about, like,
- [00:30:17.670]how do I develop these statements,
- [00:30:19.350]and it gives them those sentence starters as well.
- [00:30:21.900]There's also some different scenarios on there,
- [00:30:24.480]which would be a great just group or class,
- [00:30:27.480]small group activity,
- [00:30:29.640]where you could really kind of practice
- [00:30:30.930]some of those I statements too.
- [00:30:34.290]Thanks Fanna.
- [00:30:36.587](laughing)
- [00:30:40.620]All right. And then some group problem solving.
- [00:30:42.420]So this is just another example of a way
- [00:30:44.760]to really be intentional about addressing
- [00:30:46.620]some of those problem solving skills.
- [00:30:48.360]Something that we work on a ton with students, right?
- [00:30:51.990]How to work through different problems
- [00:30:54.000]in group settings with with friends in the classroom.
- [00:30:58.920]And so here it's just kind of broken down by some like rules
- [00:31:02.070]or norms as we're working through problem solving scenarios.
- [00:31:05.940]And then just some pieces there on the other side.
- [00:31:09.840]So the group chooses a place to go for a class trip,
- [00:31:13.200]they must choose a gift for someone.
- [00:31:14.970]So some different scenarios where you could kind of work
- [00:31:17.100]through what that can look like
- [00:31:19.587]and what that can sound like.
- [00:31:22.830]I also really like that one just on like the teamwork
- [00:31:26.250]and it just cover-
- [00:31:27.240]well, I like about so many of these, it's a lot,
- [00:31:29.160]it covers lots of the competencies.
- [00:31:30.720]But all of those rules, so you can't interrupt the speaker.
- [00:31:33.360]So you have to have, you know,
- [00:31:34.560]good listening skills
- [00:31:35.520]and you cannot judge or criticize others,
- [00:31:38.070]and everyone has to have a voice.
- [00:31:39.300]So I really like how it lays out those specific rules
- [00:31:42.180]for that one.
- [00:31:43.013]Absolutely. Good point.
- [00:31:43.950]And you could always just kind of keep that running list
- [00:31:46.320]because things always happen, right,
- [00:31:47.700]on the playground or during passing periods
- [00:31:49.980]with our secondary students.
- [00:31:51.450]Kind keeping that running list
- [00:31:52.950]of how do we work through some of those different problems
- [00:31:55.230]that seem to happen a lot,
- [00:31:56.340]but let's talk through them like, oh,
- [00:31:58.260]you didn't just have this problem yesterday,
- [00:32:00.120]but what if you did.
- [00:32:03.780]Responsible decision making.
- [00:32:05.040]So what, again, what can that look like
- [00:32:07.320]what can that sound like.
- [00:32:08.430]So maybe it's during a class novel,
- [00:32:10.020]maybe you're reading to Kill a Mockingbird as a class
- [00:32:13.650]and you are really being intentional
- [00:32:15.090]about talking about making those constructive judgments,
- [00:32:18.120]discussing with that open mind,
- [00:32:20.460]and those skills are really what?
- [00:32:22.560]Make up that responsible decision making.
- [00:32:26.460]That brings us to relationship skills.
- [00:32:28.200]So building those relationship skills,
- [00:32:31.500]obviously very important.
- [00:32:33.180]All of these competencies are so very important,
- [00:32:36.180]but relationship skills is really what
- [00:32:37.800]a lot of them are built on, right?
- [00:32:39.210]If we don't have those relationships with our students,
- [00:32:41.220]if we don't have those relationships with our colleagues,
- [00:32:43.680]it makes other pieces really difficult.
- [00:32:46.590]And so that teamwork, that conflict resolution,
- [00:32:49.050]being a good friend, communication, and again,
- [00:32:50.940]you'll see how we've just kind of expanded
- [00:32:53.340]on those web of skills to kind of get us thinking
- [00:32:56.010]about some of those other things that fall
- [00:32:57.990]within relationship skills.
- [00:33:00.960]Mackenzie mentioned the CASEL three signature practices
- [00:33:03.960]at the beginning.
- [00:33:04.793]So when we were doing that spring, this or that,
- [00:33:07.230]that was an example of that welcoming inclusion activity.
- [00:33:10.200]So they have the three signature practices
- [00:33:13.230]or that welcoming ritual, that engaging practice,
- [00:33:15.570]which kind of falls in the middle, right, of our lessons.
- [00:33:18.330]And then optimistic closure, so kind of that wrap up.
- [00:33:21.870]And we've linked in a lot of different just examples
- [00:33:25.140]for each of those three signature practices
- [00:33:27.330]of some things that could be easily incorporated,
- [00:33:29.760]whether it is bell work at the secondary level,
- [00:33:33.360]maybe it's during a morning meeting or restorative circle,
- [00:33:37.020]could just easily be incorporated during those times.
- [00:33:40.530]But also just as an engagement
- [00:33:42.690]or like a brain break activity,
- [00:33:45.330]during maybe a tough lesson,
- [00:33:46.530]or you see that students are really struggling,
- [00:33:48.720]or we have some yawners in the back, right?
- [00:33:52.890]Some things that we could really incorporate
- [00:33:55.320]so that in the end it's really going to help them
- [00:33:59.010]be able to better focus.
- [00:34:01.440]So we've linked in quite a few different
- [00:34:03.780]just engaging practices.
- [00:34:05.670]And then for the welcoming inclusion activities,
- [00:34:08.910]welcoming ritual, we have three slide decks.
- [00:34:12.780]So they're actually linked on this slide,
- [00:34:14.970]but then they're also linked on this one.
- [00:34:16.380]But we wanted to give you just a screenshot
- [00:34:18.180]of what that looks like.
- [00:34:19.800]So one of our colleagues actually puts these together.
- [00:34:21.960]She has three years worth of these
- [00:34:24.060]welcoming inclusion slide decks.
- [00:34:25.380]So if you click on that slide deck,
- [00:34:27.060]it will give you one slide for each day of the school year
- [00:34:30.390]for three full years.
- [00:34:32.868]Yeah, yeah.
- [00:34:34.020]Okay.
- [00:34:34.853]A great resource and something that obviously
- [00:34:37.650]could be used in a variety of different ways.
- [00:34:40.680]But as you're looking up here,
- [00:34:41.970]how many different skills can you think
- [00:34:43.800]that you could target with just this slide
- [00:34:45.840]that you see here?
- [00:34:47.190]Tons, right?
- [00:34:48.630]You might not use the whole slide,
- [00:34:50.160]you might just use maybe one question,
- [00:34:52.590]maybe students get to choose
- [00:34:54.120]which question they're answering.
- [00:34:55.770]But so many great ways that this could be incorporated
- [00:34:58.920]throughout the day.
- [00:35:00.210]Not just maybe as that welcoming ritual
- [00:35:03.450]or welcoming activity,
- [00:35:04.680]but even just kind of throughout the day.
- [00:35:06.420]And so each slide really kind of has the same major pieces
- [00:35:11.100]but they're switched up.
- [00:35:12.210]So a great tool for you guys to take back
- [00:35:14.910]and share with your colleagues.
- [00:35:16.500]No, don't play the video.
- [00:35:18.738](audience laughing)
- [00:35:20.220]This is another one.
- [00:35:21.120]So thinking about building those relationships,
- [00:35:24.180]tons of resources here as well,
- [00:35:26.280]as we're thinking about how do we really increase
- [00:35:30.540]or encourage that communication,
- [00:35:32.130]not only with our students but with families,
- [00:35:34.560]with caregivers, even with the community.
- [00:35:37.230]How do we engage all of those stakeholders, right,
- [00:35:40.530]in our students' education.
- [00:35:42.720]And so here are just a few different just resources
- [00:35:45.960]around that as we're thinking about building relationships.
- [00:35:48.690]Especially at the beginning of the school year
- [00:35:50.910]student interest surveys can be huge, right?
- [00:35:52.860]But even just doing them,
- [00:35:54.270]like at the start of second semester
- [00:35:55.920]or a couple times throughout,
- [00:35:57.090]because sometimes those interests change
- [00:35:59.130]or they evolve a little bit,
- [00:36:00.990]but it gives us tons of great information
- [00:36:03.660]about our students.
- [00:36:04.530]Having them fill it out, having maybe families
- [00:36:06.630]or caregivers fill them out.
- [00:36:08.280]So we've linked in a couple of those.
- [00:36:09.870]We've also linked in a few just like good news
- [00:36:13.710]or positive notes home, to again,
- [00:36:16.740]really just kind of engage families,
- [00:36:18.630]be able to communicate, hey, this is what's going on.
- [00:36:21.330]Maybe some of you are PBIS schools,
- [00:36:24.030]you maybe have something similar,
- [00:36:26.430]but these are just some great resources,
- [00:36:28.260]some great tools to be able to just increase
- [00:36:30.270]that communication,
- [00:36:31.380]and really share the great things
- [00:36:33.120]that are going on in the classroom.
- [00:36:38.250]We also have an open house parent survey.
- [00:36:40.560]So if you do an open house at the beginning of the year
- [00:36:43.710]or at the beginning of a new semester,
- [00:36:46.170]as just kind of a meet and greet with teachers
- [00:36:48.090]or a meet and greet with staff,
- [00:36:49.710]that is another great resource you guys could change it up,
- [00:36:53.280]you know, edit it to fit your needs,
- [00:36:55.050]but just another tool to be able to take away
- [00:36:57.960]to be able to gain some of that information
- [00:37:01.110]and build those relationships.
- [00:37:04.080]This is, so the friendship spotlight game.
- [00:37:06.270]Just another example of a way to really think about
- [00:37:08.640]building relationships, but helping students
- [00:37:10.650]to build those friend relationships as well.
- [00:37:15.930]So might do something like the red, yellow, green,
- [00:37:19.200]so some signs of a maybe bad relationship,
- [00:37:23.790]maybe some warning signs in a friendship.
- [00:37:26.460]And then the green, some good signs in a friendship.
- [00:37:29.070]So we do have some scenario cards
- [00:37:31.560]as a great just resource linked into this one as well.
- [00:37:35.130]Just an activity to really work on
- [00:37:38.460]what does building relationships,
- [00:37:40.170]building friendships look like.
- [00:37:44.130]Team puzzles.
- [00:37:45.570]This is another just great example as we're thinking about
- [00:37:49.350]that collaboration, that communication, group work.
- [00:37:53.970]And so maybe it's a puzzle,
- [00:37:55.590]maybe it's like a jigsaw activity,
- [00:37:58.140]where you are building some information
- [00:38:00.570]around a large topic, you're breaking students up
- [00:38:03.180]and they each kind of have a piece
- [00:38:04.530]that has to come together.
- [00:38:06.180]Or it could be with an actual puzzle like you see here,
- [00:38:10.470]really building that and building the communication
- [00:38:13.950]and collaboration skills.
- [00:38:15.570]So a great example to really be intentional
- [00:38:17.850]in building those skills.
- [00:38:21.210]This one. So solving conflict reflection.
- [00:38:23.820]So as it's just kind of shown here,
- [00:38:27.750]really thinking about how do we build those skills
- [00:38:30.930]of conflict resolution,
- [00:38:32.610]working through different problem scenarios.
- [00:38:34.980]And so these are some great reflection questions here
- [00:38:37.950]as well as just another takeaway
- [00:38:40.260]that could be easily utilized
- [00:38:43.290]when you're working with students.
- [00:38:44.783]Mackenzie, anything to add with this one at all?
- [00:38:48.671](Mackenzie indistinct murmuring)
- [00:39:03.900]Perfect.
- [00:39:06.000]What can it look like or sound like?
- [00:39:07.470]Maybe it's during a science lab,
- [00:39:09.840]a great way to really be intentional about,
- [00:39:12.510]hey, we're working on some of those communication
- [00:39:14.760]or some of those relationship skills.
- [00:39:16.800]So working on a lab,
- [00:39:18.300]everyone has their just kind of assigned role,
- [00:39:21.390]and you're talking about how this really gives us a chance
- [00:39:23.970]to be able to communicate together as a group,
- [00:39:26.130]really work on those collaboration
- [00:39:27.750]and relationship building skills.
- [00:39:30.330]And then that brings us to social awareness.
- [00:39:32.730]So the final competency here,
- [00:39:34.980]and really thinking about some of those things,
- [00:39:37.440]some of those pieces that fit within social awareness.
- [00:39:41.520]So empathy, that awareness of culture,
- [00:39:44.160]being able to combat isms
- [00:39:45.870]and understanding other perspectives.
- [00:39:47.700]So really thinking about that empathy
- [00:39:49.590]and knowing and understanding, you know,
- [00:39:53.790]just kind of taking away of what I do,
- [00:39:56.430]what I say, how that can impact those around me.
- [00:40:02.130]So, gratitude is a great way to really encourage
- [00:40:07.230]some of that empathy,
- [00:40:08.310]some of that opportunities to practice
- [00:40:11.727]the social awareness skills.
- [00:40:13.350]So as you can see up there, so many different benefits.
- [00:40:15.450]If you look up gratitude,
- [00:40:18.030]it will list out the numerous,
- [00:40:22.260]just benefits of practicing gratitude,
- [00:40:25.170]not only for others but for yourself as well.
- [00:40:29.040]Really helps to build happiness, self-esteem,
- [00:40:34.110]health benefits.
- [00:40:35.310]So we wanted to include just some resources around gratitude
- [00:40:38.850]because it's something that I feel like a lot of times
- [00:40:43.470]we're not intentional with teaching our students.
- [00:40:46.740]So skills of gratitude.
- [00:40:48.090]So we wanted to include some virtual notes of gratitude
- [00:40:51.510]in there, some journal templates as well.
- [00:40:54.960]So really thinking about what does that mean?
- [00:40:57.450]How can we really engage in practicing
- [00:41:00.660]some of those acts of kindness?
- [00:41:04.200]And speaking of that,
- [00:41:05.670]we have a couple calendars here as well.
- [00:41:07.980]So this one actually comes from random acts of kindness
- [00:41:10.410]that we've linked in.
- [00:41:11.640]There's a lot of other gratitude calendars out there.
- [00:41:15.480]So greater good in education is one,
- [00:41:18.300]the random acts of kindness is one,
- [00:41:20.220]and then action for happiness.
- [00:41:22.200]So if you have not checked out those three,
- [00:41:24.900]they are just great tools.
- [00:41:26.010]They have calendars for each month
- [00:41:27.600]and they have kind of just a little prompt
- [00:41:29.880]on each day for every month.
- [00:41:32.340]How many of you guys guys have used
- [00:41:33.570]or seen one of these types of calendars?
- [00:41:37.200]Couple of you?
- [00:41:38.610]A great tool that could just be hung,
- [00:41:40.710]maybe in the classroom,
- [00:41:42.300]maybe in the front office of the school,
- [00:41:44.520]maybe even something like in the teacher's lounge
- [00:41:46.830]and doing a challenge within the classroom,
- [00:41:49.920]even doing a challenge among the staff, right?
- [00:41:53.520]But some great just resources on there as well.
- [00:41:56.400]Classroom service projects are a great way
- [00:41:58.170]to also practice that social awareness piece
- [00:42:01.440]and kind of aligns with that gratitude as well.
- [00:42:03.960]And then we have a ton of other just journal prompts
- [00:42:06.210]linked in there, divided out by different grade levels.
- [00:42:09.480]Obviously you could adjust and edit,
- [00:42:12.600]but we do have them divided out by like
- [00:42:14.460]some staff gratitude journal prompts
- [00:42:17.220]and then lower elementary
- [00:42:18.870]and then like middle school, high school journal prompts
- [00:42:22.500]around gratitude as well.
- [00:42:25.860]A couple activities, resources,
- [00:42:28.980]some things that could easily be just incorporated.
- [00:42:31.860]So talking about perspectives,
- [00:42:33.780]building off those empathy skills,
- [00:42:35.760]so around social awareness.
- [00:42:37.260]So what's the tint of your glasses?
- [00:42:38.910]The directions for that activity are also linked in here.
- [00:42:41.820]And a ton of just different reflection questions
- [00:42:44.760]to really get us thinking about,
- [00:42:46.110]so maybe it's a book that you're doing this activity
- [00:42:48.000]with a book that you're reading in class,
- [00:42:49.650]and you're talking about different characters perspectives,
- [00:42:53.190]talking about empathy as it relates
- [00:42:55.500]to what's going on with those characters in the book.
- [00:42:58.050]So this is a great activity that can really target
- [00:43:01.050]some of those social awareness skills.
- [00:43:04.830]And then what does it look like or sound like?
- [00:43:06.360]So maybe as doing a story problem.
- [00:43:08.730]Someone might see it differently than you did.
- [00:43:10.680]Think about how and why that is.
- [00:43:13.080]When we talk about different strategies and perspectives,
- [00:43:16.230]we're working on those skills of social awareness.
- [00:43:22.410]And I'll turn it over to Emily.
- [00:43:28.050]Okay. I'm terrified of this thing.
- [00:43:31.470]All right, I am gonna bring us home,
- [00:43:33.060]we'll get you out of here on time,
- [00:43:34.380]we'll probably have some time for questions.
- [00:43:36.630]I hate going last 'cause I just stand there
- [00:43:38.267]and think about all the things I wanna say
- [00:43:39.510]and then I get up here and I forget them all.
- [00:43:40.950]So I'm gonna do my best.
- [00:43:43.830]Okay, so we are Nebraska MTSS.
- [00:43:46.230]We believe when we do things in a systematic way,
- [00:43:49.710]especially through a multi-tier support.
- [00:43:52.560]It is best for sustainability,
- [00:43:54.000]it is best for outcomes for our staff, for our educators,
- [00:43:57.030]for our students.
- [00:43:59.280]And so we wanna start with this reminder
- [00:44:00.750]that we are tiering our supports,
- [00:44:02.610]we don't tier our students.
- [00:44:03.780]Our students are not tier two students,
- [00:44:05.610]they are not tier three students, but we are,
- [00:44:08.460]the adults in the building are tiering their supports
- [00:44:13.020]to meet the needs of those students.
- [00:44:14.790]So we like this visual because it shows,
- [00:44:17.070]you can have a student who is, gosh,
- [00:44:19.560]they are like rocking it in social skills and communication.
- [00:44:23.340]They might need a little extra help in some written
- [00:44:25.980]expression, and then they're reading fluency,
- [00:44:28.260]they really need that intensified support.
- [00:44:30.120]So this is not one student
- [00:44:31.200]that is just a tier three student...
- [00:44:34.440]So I think it's a clicker.
- [00:44:37.350]But they will vary on their needs.
- [00:44:39.510]And so we tier our supports to meet
- [00:44:41.550]and our interventions to support those needs.
- [00:44:45.240]So at that tier one,
- [00:44:46.380]and really I think a lot of the resources we give today
- [00:44:48.810]are those tier one supports
- [00:44:51.780]and things you can be doing for all students.
- [00:44:54.690]You can intensify them as you go.
- [00:44:56.970]You know, some of those like big problem,
- [00:44:58.170]if you have a kiddo who's really struggling,
- [00:44:59.610]maybe that's something you're working just on with them.
- [00:45:03.270]But what this is, so thinking about tier one,
- [00:45:05.430]this is what we as adults, as the educators in the building
- [00:45:08.430]are doing to support all of our students.
- [00:45:10.890]So we're building those relationships with students
- [00:45:12.750]and families.
- [00:45:13.800]That is like Jill said, at the heart of everything we do.
- [00:45:16.687]It is why you guys are here today,
- [00:45:18.390]it is why you do the work that you do.
- [00:45:19.979]You care about the relationships,
- [00:45:21.750]you care about your students and your families.
- [00:45:23.190]And so that is,
- [00:45:24.210]I know just like the keynote speaker said yesterday,
- [00:45:26.580]that is who you are as people.
- [00:45:29.700]Communicate those predictable routines and expectations.
- [00:45:32.070]Again, these are things that are good
- [00:45:34.170]for all of our students.
- [00:45:35.820]This is going to benefit everybody.
- [00:45:38.310]Creating those homerooms or advisory groups.
- [00:45:40.710]How are we developing our extracurricular
- [00:45:42.360]and enrichment activities in clubs?
- [00:45:44.670]Integrating that social,
- [00:45:45.660]emotional, behavioral learning instruction.
- [00:45:47.130]Mackenzie said, these are all things you're doing
- [00:45:49.590]in your classrooms,
- [00:45:50.423]in your support of your students every day.
- [00:45:53.490]How do we just make it more explicit in what we're doing?
- [00:45:56.640]So it's not one more thing on our plate,
- [00:45:58.260]it really is just how we do business in our buildings.
- [00:46:01.470]Practicing that culturally responsive teaching,
- [00:46:03.480]providing differentiation of learning,
- [00:46:06.000]promoting those safe and predictable environments,
- [00:46:07.710]goes back to those routines and expectations.
- [00:46:09.840]When we have routines, expectations,
- [00:46:12.630]predictable environments, it promotes that safety,
- [00:46:15.660]emotional and physical safety for everyone,
- [00:46:18.480]and those modeling those SWBL skills.
- [00:46:20.400]Again, if we don't practice them,
- [00:46:22.230]foster them, know them,
- [00:46:24.390]we can't really say, do as I say, not as I do anymore.
- [00:46:28.380]Like we really have to model that for our students.
- [00:46:35.315]We, really like this quote,
- [00:46:36.960]I think we use this one a lot,
- [00:46:38.550]but just that reminder that "Your success
- [00:46:40.530]as an educator is more dependent on positive, caring,
- [00:46:43.410]trustworthy relationships
- [00:46:44.700]than any skill, idea, tip or tool."
- [00:46:46.560]Those definitely have their place.
- [00:46:48.210]Absolutely, we need those, we need best practices,
- [00:46:50.550]we need research based interventions.
- [00:46:52.770]But if we aren't putting those in place with that foundation
- [00:46:54.990]of those relationships, they're not going to matter.
- [00:46:58.860]And so do we put that link in there?
- [00:47:01.440]That brighten, okay.
- [00:47:02.760]It might not be in there.
- [00:47:05.310]But this reminder of these different ways
- [00:47:08.040]to brighten up students day.
- [00:47:08.940]And honestly I would like to hear from you guys
- [00:47:11.880]'cause I hear our three voices all the time.
- [00:47:13.650]So what do you guys do?
- [00:47:15.120]What are you doing just at the basic level
- [00:47:17.940]to build some of those relationships with your students
- [00:47:19.950]and colleagues in your buildings?
- [00:47:22.170]If I get like three responses from this giant group,
- [00:47:25.590]that would be fantastic.
- [00:47:30.174]Yeah?
- [00:47:31.264]Our staff plays this game.
- [00:47:34.163](speaking faintly)
- [00:47:46.758]Love it.
- [00:47:47.910]We have people on Zoom.
- [00:47:49.470]Okay, so the answer was,
- [00:47:50.640]so for the colleagues they have-
- [00:47:51.870]sorry, I should've given you the microphone.
- [00:47:53.280]They do poker chips and if you find a poker chip,
- [00:47:55.080]you get a chance to do a random act of kindness
- [00:47:57.060]for someone in the building.
- [00:47:58.110]So there's a big wheel that gets spin.
- [00:48:00.300]You can re-spin if you want to,
- [00:48:01.650]but it seems like maybe buy a coffee,
- [00:48:03.480]maybe cover a class, free things that you can do
- [00:48:06.720]to help support that colleague.
- [00:48:09.390]And I saw a hand.
- [00:48:12.432](audience laughing)
- [00:48:15.690]Yeah, so we are, ooh, special ed kit in the resource.
- [00:48:19.380]So we have a small amount of time with our kids,
- [00:48:21.540]but it's still like obviously important
- [00:48:23.490]to build relationships.
- [00:48:24.450]So like the first few minutes, (laughing)
- [00:48:28.170]the first few minutes up there,
- [00:48:29.190]there we might like set a little timer
- [00:48:30.750]and like you get to talk about whatever you want.
- [00:48:32.580]Tell me all about the baseball game last night, you know,
- [00:48:34.656]for the first three minutes and then we're gonna work.
- [00:48:36.480]So still getting their interest
- [00:48:38.780]in building that relationship in our small 20 minute window.
- [00:48:42.090]Perfect. Thank you.
- [00:48:42.923]And we'll go a little bit more into some of those check-ins
- [00:48:44.670]and interesting things too.
- [00:48:45.503]Okay, one more person.
- [00:48:48.210]Be brave.
- [00:48:49.830]I got long wait time.
- [00:48:54.187]Yes?
- [00:48:59.100]If you know about like things from home,
- [00:49:00.930]ask him how things at home are,
- [00:49:02.430]like one of my little guys has a snake,
- [00:49:04.830]so I ask him about his snake
- [00:49:06.630]and if it ate that day or not,
- [00:49:08.940]and he loves to tell about that.
- [00:49:12.300]Perfect. Thank you.
- [00:49:13.255]It really is the little things.
- [00:49:15.600]Our kids know they are, it's like they're smart.
- [00:49:19.320]They know if someone is interested in them or not.
- [00:49:21.420]You can try to fake it, but man,
- [00:49:23.070]they can see through that so fast.
- [00:49:25.140]And so yes, when you remember just these little pieces
- [00:49:27.840]and ask them about that, it goes so far
- [00:49:29.880]in building those relationships.
- [00:49:31.080]And when and when they are having a hard day
- [00:49:34.830]or you're having a hard day or a hard month,
- [00:49:37.170]if you can just like get your-
- [00:49:38.820]okay, I'm gonna regulate myself,
- [00:49:40.530]I'm gonna ask this question about their snake
- [00:49:42.480]and then like it just improves it,
- [00:49:45.480]just enough maybe to like turn days around.
- [00:49:48.000]So fantastic. Thank you.
- [00:49:51.810]Again, this is like what all of you guys are doing
- [00:49:53.940]and fighting for, and advocating for, fantastic.
- [00:49:56.490]For this reminder that inclusion
- [00:49:58.590]from this National School Climate Center.
- [00:50:00.907]"Inclusion is a set of best practices
- [00:50:03.000]and shared values that meaningfully support the diversity
- [00:50:05.670]that every person brings to the school."
- [00:50:10.230]And I think this is a great reminder
- [00:50:12.868]that diversity is a wonderful thing.
- [00:50:15.030]We want that in our classrooms,
- [00:50:17.280]we want that in our buildings,
- [00:50:18.330]we want that in our community.
- [00:50:19.410]We do not want everyone to act in neurotypical ways
- [00:50:21.960]that's boring.
- [00:50:22.793]Like let's get some of this fun
- [00:50:24.567]and these special interests,
- [00:50:26.250]and include them into our classroom and make kids,
- [00:50:28.920]all kids feel connected and that they belong,
- [00:50:31.500]and that they are wanted there, and that they are valued,
- [00:50:33.660]and their interests are valued.
- [00:50:35.310]So, and then on that,
- [00:50:40.260]sure you guys, again, all had some lesson on this.
- [00:50:43.140]Historically we started with exclusion,
- [00:50:45.720]we worked our way up,
- [00:50:46.770]and now we are really focusing on inclusion
- [00:50:50.040]in the classroom.
- [00:50:50.873]So how do we do that?
- [00:50:51.990]Differentiation, accommodation, scaffolding.
- [00:50:55.320]Making sure that all kids have are encouraged
- [00:50:59.160]and are engaged in the classroom
- [00:51:01.770]in the best way that they can be.
- [00:51:02.940]And so their clear and consistent evidence that inclusion
- [00:51:05.370]provides benefits for students
- [00:51:06.810]with and without disabilities.
- [00:51:08.880]And some of the research that we have come across is that
- [00:51:12.900]this is we want inclusion and this is great,
- [00:51:14.880]but also it needs to come with some disability
- [00:51:17.460]and neurodiversity awareness and acceptance also.
- [00:51:20.340]We can't just say we're doing in inclusion
- [00:51:23.940]if we're not really teaching everyone
- [00:51:26.190]about all of the kids that are in the class,
- [00:51:28.800]and how that might translate out into the community
- [00:51:31.140]and into life.
- [00:51:33.000]So some ways, again, to build those relationships.
- [00:51:36.540]You guys kind of touched on these, these student check-ins.
- [00:51:39.000]This is a lot of words and we know that,
- [00:51:41.310]but I think it shows a great snapshot of all of-
- [00:51:44.040]snapshot of all of the different ways you can do this.
- [00:51:48.690]So yes, is it the first two minutes
- [00:51:50.340]they walk into the 10 minutes you have with them.
- [00:51:53.490]And you can talk with them,
- [00:51:55.950]we have a bunch of panorama morning messages,
- [00:51:58.290]all of those are sample questions you can use.
- [00:52:02.550]This is a snapshot of one of those I believe.
- [00:52:04.800]So can you do it if you are in the classroom with them,
- [00:52:07.860]can you do a morning meeting, closing circle?
- [00:52:11.700]A pre-meeting before one-to-one student conferences
- [00:52:13.980]or IEPs in preparation for a returning from extended break.
- [00:52:17.880]Our breaks are hard sometimes on our students,
- [00:52:19.980]so how do we prep them for that
- [00:52:21.870]and how do we bring them back from that?
- [00:52:23.197]And so we like this whole,
- [00:52:24.810]just all of these different ways
- [00:52:27.150]you can use these check-ins.
- [00:52:28.380]And then also I'll get to that, again,
- [00:52:32.130]all the things in my brain.
- [00:52:34.620]And then our extracurricular activities.
- [00:52:37.500]Again, research shows that when we are including students
- [00:52:41.490]with disabilities,
- [00:52:42.510]students who are neuro divergent
- [00:52:44.190]and our students who are not neurotypical
- [00:52:46.170]or don't have disabilities.
- [00:52:47.880]When we do that in our extracurricular,
- [00:52:49.350]it provides that safe structured place for them
- [00:52:51.450]to build those relationships, have those shared interests,
- [00:52:54.510]get to know one another, practice all of those skills.
- [00:52:57.960]So the more we can do that and make those inclusive,
- [00:52:59.940]the better as well.
- [00:53:04.020]This- so this is comes from that first link,
- [00:53:07.860]but this is just that.
- [00:53:10.964]It's a visual.
- [00:53:12.450]Helping- okay.
- [00:53:15.270]Helps us make sure we're gathering information
- [00:53:17.880]on all of our students.
- [00:53:18.840]Do we know things about all of our students?
- [00:53:20.670]And so if you are in a classroom,
- [00:53:22.310]if you are a resource teacher,
- [00:53:23.520]whatever this might look like, whatever your caseload is,
- [00:53:25.620]your students in your class are having these kinds of lists.
- [00:53:28.770]So I think the green is like family things
- [00:53:32.910]about this student.
- [00:53:33.900]And the blue is interest and the purple
- [00:53:37.320]or the pink is academics.
- [00:53:40.350]So jotting things down about these kids as they come up
- [00:53:42.450]that you find out about them.
- [00:53:43.410]So what do I know about CJ?
- [00:53:46.470]He has an older brother who's in high school,
- [00:53:49.050]he likes to go fishing with his dad
- [00:53:50.940]and his- has some difficulty determining theme.
- [00:53:55.830]And so when you are jotting these things down
- [00:53:57.630]so you don't have to remember them at the end of your day
- [00:53:59.430]because a million things happen during your day,
- [00:54:01.980]keep post-its, keep your binder,
- [00:54:03.180]jot 'em down, stick 'em in there.
- [00:54:04.710]And then when you flip through, if you're like, gosh,
- [00:54:06.570]I have however many sticky notes that is on CJ,
- [00:54:11.280]but on James I have two,
- [00:54:13.260]I really need to make an effort in getting to know
- [00:54:15.480]James a little bit better.
- [00:54:16.830]And so that it's, you know,
- [00:54:18.240]you have some equality
- [00:54:19.230]and you are knowing things about your students.
- [00:54:21.990]And then again, so student interest surveys,
- [00:54:24.240]Jill talked about that, we've linked in a folder here.
- [00:54:27.120]And then using those interests in your instruction.
- [00:54:29.970]And I think Mackenzie talked about that
- [00:54:31.590]at the beginning also.
- [00:54:32.700]But if you have a student,
- [00:54:34.770]an autistic student who loves trains,
- [00:54:37.050]doesn't just have to be a motivator.
- [00:54:38.580]Like let's build that into the lessons that we're doing.
- [00:54:41.340]And if they really wanna get up there
- [00:54:42.780]and teach a lesson about it,
- [00:54:44.070]great, fantastic, let's let them do that.
- [00:54:45.840]So how do we build all of our student interests
- [00:54:48.240]into what we do with them in the day?
- [00:54:52.620]And then we're gonna have to tier some of our supports
- [00:54:57.150]and our interventions for our students.
- [00:54:58.500]So here is just some example of those.
- [00:55:01.470]And really what we do at tier two
- [00:55:04.287]and tier three is just intensifying in duration in-
- [00:55:12.450]I can't come up with the other.
- [00:55:13.800]Thank you, intensity and duration.
- [00:55:16.020]So anything we're doing at that tier one.
- [00:55:18.120]We talked about, we can do that more explicitly,
- [00:55:20.790]more intentionally, more often.
- [00:55:23.100]But maybe it's doing something like a circle of friends,
- [00:55:25.680]maybe it's getting a student hooked up with peer mentoring.
- [00:55:29.250]Being a student aide in the classroom,
- [00:55:30.930]again, so many of these things foster those competencies
- [00:55:33.900]that we spent so much time talking about.
- [00:55:36.000]A two by 10.
- [00:55:36.833]So two minutes a day with one student for 10 days,
- [00:55:40.050]just talking about whatever they wanna talk about.
- [00:55:41.870]It is not your agenda,
- [00:55:43.110]it is not talking about problems that you've seen,
- [00:55:45.480]it's not a reward, it's not a consequence,
- [00:55:47.190]but just is this time with this student
- [00:55:49.170]to build that relationship.
- [00:55:51.090]Check in, check out and check and connect.
- [00:55:52.710]And we have an example of those on one of these slides.
- [00:55:56.910]This is great.
- [00:55:57.743]This is from West-Ed Building Relationships,
- [00:55:59.370]and these are tier two resources that they give.
- [00:56:04.590]And I like these.
- [00:56:05.423]So like that banking time one, again,
- [00:56:07.230]it's not a punishment, it's not a reward, it's just time.
- [00:56:10.590]One-on-one, intentional time with a student
- [00:56:12.810]to get to know them and let them talk about
- [00:56:14.340]what they want to talk about.
- [00:56:16.290]The talk ticket.
- [00:56:17.123]If you have a student who is able to do
- [00:56:18.930]some self-regulation skills,
- [00:56:20.520]but is maybe too shy or has a hard time
- [00:56:23.790]asking for like, or expressing their needs,
- [00:56:26.310]they can have a talk ticket and they can turn in
- [00:56:28.710]that ticket with you if they need to talk about something.
- [00:56:30.810]And so using it in a more planned way
- [00:56:35.190]instead of just interrupting a lesson or something.
- [00:56:37.530]But like they can turn in that talk ticket
- [00:56:39.060]and they know that you'll then talk with them
- [00:56:40.890]when you have the availability.
- [00:56:45.087]The helper kind of on that,
- [00:56:47.139]and student aid kinda on that peer mentoring
- [00:56:49.350]and student aids.
- [00:56:50.430]The secret code, so a student who maybe
- [00:56:52.530]does struggle to self-regulate, is there a code,
- [00:56:54.840]you guys probably, does anybody do some of these?
- [00:56:57.750]Like having secret codes or tickets or things like that?
- [00:57:00.840]Yeah. Okay.
- [00:57:01.980]So great ways to, again,
- [00:57:04.020]identify maybe this student has some extra needs
- [00:57:06.000]and I need to spend some more time on this relationship.
- [00:57:08.160]Or maybe I need to put some things into place
- [00:57:10.290]so that they feel they can self-advocate
- [00:57:12.420]a little bit better if they're not able to
- [00:57:14.850]do that expressively, you know?
- [00:57:19.200]Okay, so this, (laughing)
- [00:57:21.270]it's a Friday.
- [00:57:22.800]This is our check-in checkout example.
- [00:57:24.630]And when you're doing this at tier two,
- [00:57:26.910]it really should be fairly standardized.
- [00:57:29.730]So if you are a PBIS school,
- [00:57:31.650]if you have your expectations, so this is be safe,
- [00:57:33.690]be respectful, be responsible.
- [00:57:35.790]So for students who are on check-in and checkout,
- [00:57:37.800]pretty standardized,
- [00:57:38.700]this would be the form you would use
- [00:57:40.890]as you move up to tier three, that might change.
- [00:57:43.350]So if a student has specific goals,
- [00:57:45.000]they're working on a behavior plan
- [00:57:48.150]or whatever that might look like,
- [00:57:49.200]you can build those into it as well,
- [00:57:51.720]and so then it's more specific to their needs.
- [00:57:54.330]And then the check and connect a little bit more,
- [00:57:57.360]it's a longer term,
- [00:57:58.740]I think it's two year commitment with one student,
- [00:58:01.650]but really spending time looking at their attendance,
- [00:58:04.230]looking at their academics, and then connecting with them.
- [00:58:07.407]And so again, tier two is pretty like basic.
- [00:58:10.320]If you're gonna go to tier three,
- [00:58:11.430]you're doing some more specific
- [00:58:12.900]and intensive interventions with that student.
- [00:58:15.480]And then you're also working again with families
- [00:58:17.370]like Jill talked about,
- [00:58:18.960]really working with your school staff.
- [00:58:20.310]I mean all you guys are already working with school staff
- [00:58:22.770]and having conversations.
- [00:58:24.210]And then referring to resources.
- [00:58:28.170]Oh my, okay.
- [00:58:29.310]Student led IEPs and conferences.
- [00:58:31.419]If you can, giving the kids the ability to self-advocate,
- [00:58:36.690]the autonomy to really work through some of these things.
- [00:58:39.010]And so we all, this is a nice continuum up here about,
- [00:58:43.050]you know, hopefully we are not holding IEPs
- [00:58:45.240]without our student present at some point of the IEP,
- [00:58:48.360]all the way up to the student leads
- [00:58:49.890]and directs all aspects of the process.
- [00:58:53.460]And so can we find our kids somewhere
- [00:58:55.440]in here to give them some of that autonomy,
- [00:58:57.120]especially as they're moving towards transition
- [00:58:59.010]and things like that.
- [00:59:00.390]And then student led conference,
- [00:59:01.470]this is probably more of an elementary level one,
- [00:59:03.510]but it's a nice guide.
- [00:59:05.100]This is just the first page of the checklist.
- [00:59:06.960]And then there are other pages as well
- [00:59:08.580]to help students put together like a student-led conference
- [00:59:12.120]and do that with their parents.
- [00:59:15.600]And then tier three, again,
- [00:59:16.980]we are just increasing our intensity and duration,
- [00:59:19.470]but we can also do things like person-centered planning
- [00:59:22.260]and those student led IEPs that we talked about.
- [00:59:24.990]Having a behavior intervention plan,
- [00:59:27.390]putting in those wraparound supports.
- [00:59:30.030]Maybe they need a peer buddy
- [00:59:31.170]or a targeted social skill support or group.
- [00:59:34.050]And then if we're doing a two by 10
- [00:59:35.607]and that's like, it's kind of working,
- [00:59:37.350]but maybe we need to up it,
- [00:59:38.460]we can do five minutes with that student for 10 days
- [00:59:40.830]and see how that goes and if that helps as well.
- [00:59:45.090]This is a self-assessment link
- [00:59:48.210]on these teaching practices over here.
- [00:59:51.390]So if you want to kind of just do a self-reflection of like,
- [00:59:55.050]how am I ending this year?
- [00:59:56.790]Are there places where maybe I have some room for growth
- [00:59:59.400]for next year before I come back?
- [01:00:01.890]You can take that self-assessment
- [01:00:03.240]and take a look at how am I doing with warmth and support.
- [01:00:06.510]Am I providing that safe,
- [01:00:08.670]warm, inviting, accepting space for my students?
- [01:00:14.580]Am I doing youth centered problem solving?
- [01:00:16.230]All of those things over there.
- [01:00:17.610]And so can give you an idea of like,
- [01:00:19.050]gosh, I'm really rocketing here,
- [01:00:20.067]but maybe I have some growth there.
- [01:00:25.680]So just really kind of closing with this,
- [01:00:27.520]'When we prioritize those relationships
- [01:00:29.730]and focus on the quality of connections with kids,
- [01:00:32.670]we see over and over again the teachers feeling
- [01:00:34.380]more effective and the kids being more engaged,
- [01:00:36.540]learning more, and also feeling more effective."
- [01:00:38.670]And I think that teachers feeling more effective piece
- [01:00:41.520]is a really large part of this
- [01:00:42.840]because it's so easy to get frustrated,
- [01:00:45.960]or feel burnt out, or disappointed that maybe
- [01:00:49.020]you're not making the progress
- [01:00:50.070]with the student that you want to do.
- [01:00:51.510]So when we really just slow down
- [01:00:54.000]and focus on those relationships,
- [01:00:55.590]if that's two minutes you have with them one time a week
- [01:00:57.900]or you have six hours with them every day,
- [01:01:01.200]it can help you if you do it with the competencies
- [01:01:04.980]and some of those self-management and self-awareness things,
- [01:01:07.590]and it definitely helps our students.
- [01:01:12.180]So these are the things we talked about today.
- [01:01:15.330]Mackenzie went over them so nicely at the beginning.
- [01:01:19.530]And then there's a summary of what we talked about.
- [01:01:21.090]So also before we send you off,
- [01:01:23.490]we are coming up on the end of our coffee connects.
- [01:01:25.440]We do monthly coffee connects at two times
- [01:01:30.150]07:30 and 08:30.
- [01:01:31.680]So that 7:30, 8:30 Central Time,
- [01:01:33.420]so that we can hit some of our mountain time people
- [01:01:35.220]or people when they get to school.
- [01:01:36.780]And we talk about all things social, emotional,
- [01:01:38.910]behavioral learning.
- [01:01:41.010]We've gone over the competencies
- [01:01:42.450]and done resources like we did today.
- [01:01:44.370]We've done more system things.
- [01:01:46.620]And so you can attend those,
- [01:01:48.180]but we also have on our NEMTSS YouTube channel,
- [01:01:51.090]we have all of the recordings of them with the slides
- [01:01:54.150]and the links and a lot, lot, lot of resources.
- [01:01:59.130]It's getting like huge.
- [01:02:00.330]But that's all accessible for everyone free.
- [01:02:03.210]Share it with people if you think
- [01:02:04.440]they might be useful.
- [01:02:07.110]These are other upcoming trainings we have.
- [01:02:11.101]We have our April office hours.
- [01:02:12.270]If you just wanna come and be like,
- [01:02:13.410]hey, I saw you at the autism conference,
- [01:02:14.970]I have some questions about this,
- [01:02:16.770]come and ask us that.
- [01:02:18.240]We have a PTR and PTRYC training.
- [01:02:20.190]Our Coffee Connect and Tier2- Beyond Check-in Checkout,
- [01:02:23.370]and then our Coffee Connect in May.
- [01:02:27.630]And so I just- yep.
- [01:02:30.000]I'm gonna give you,
- [01:02:30.833]just like as you walk out and onto this last session,
- [01:02:34.350]just think about, reflect on what is maybe one relationship.
- [01:02:37.260]So whether that's with a colleague
- [01:02:38.340]or with a student that you're-
- [01:02:39.720]or a loved one that you're intentionally
- [01:02:41.940]going to nourish this week,
- [01:02:44.010]and see if you can identify like the first step
- [01:02:46.380]to do with that.
- [01:02:48.960]Does anyone have questions?
- [01:02:55.410]Okay, our emails and stuff are on there,
- [01:02:57.390]so please reach out if anything comes up.
- [01:02:58.772](audience applauding)
The screen size you are trying to search captions on is too small!
You can always jump over to MediaHub and check it out there.
Log in to post comments
Embed
Copy the following code into your page
HTML
<div style="padding-top: 56.25%; overflow: hidden; position:relative; -webkit-box-flex: 1; flex-grow: 1;"> <iframe style="bottom: 0; left: 0; position: absolute; right: 0; top: 0; border: 0; height: 100%; width: 100%;" src="https://mediahub.unl.edu/media/20652?format=iframe&autoplay=0" title="Video Player: "Reaching the Hard to Reach Students: Building Relationships " allowfullscreen ></iframe> </div>
Comments
0 Comments