Be Be Good! Good! WHA WHAT IS T IS SECURE? SECURE? SECURe is - - PowerPoint PPT Presentation

SECURE

SOCIAL, EMOTIONAL, AND COGNITIVE UNDERSTANDING AND REGULATION

Created by Success for All, University of Michigan, and Harvard University

Be Be Good! Good!

Focus thinking Manage own behavior

Build positive relationships Understand and deal with feelings

WHA WHAT IS T IS SECURE? SECURE?

SECURe is a school-wide program designed to build students’ ability to:

Learn

To succeed in school and life, students must learn how to learn, independently and together.

• Participate as a member of a team.
• Teach others new skills.
• Exercise leadership.
• Work with diverse groups of people.

BASIC COMPETENCIES YOUNG PEOPLE NEED…

“to hold a decent job and earn a decent living.”

– U. S. Department of Labor

Be Be Good! Good!

SECURE GOALS

SECURe aims to… By …. Improve learning Teaching skills such as focusing attention and managing emotions Foster engaged learners Providing tools for positive climate Build students’ ability to solve problems and face challenges Using routines and activities that build cognitive, social, and emotional skills Increase students’ social and behavioral outcomes Teaching strategies for building relationships, making good decisions, maintaining mental health

• Extends cooperative learning to promote self

regulation

• Includes a focus on cognitive regulation

(attention, memory, planning, etc.)

• Has a stronger focus on emotional skills
• Integrates self regulation with academic

learning

• Lessons support the structures used

throughout the school building, day, and year

SECURe: Moving Beyond GAT

“Chilly” “Betty” “Dilly” “Owlivia” “Buster”

SECURE COMPONE SECURE COMPONENTS NTS

Classroom and school structures

• Brain Games
• Problem-solving and conflict

resolution

• Emotion management
• Cooperative learning

Skill lessons

• Teaching core SECURe

concepts

• Introducing routines
• Using a variety of formats

such as reading, role plays, games Ongoing assessment and progress monitoring

• Daily routines
• Daily introductory lessons for team-

building and cooperative learning

First two weeks

• Daily routines
• Weekly skill lesson
• Weekly Class Council
• Home Connections
• Extend and Connect

Rest of the school year

OVERVIEW OF SECURE PROGRAM

Monday Tuesday

Wednesday

Thursday Friday Daily Practice 5-10 Min. Daily Practice 5-10 Min. Daily Practice 5-10 Min. Daily Practice 5-10 Min. Daily Practice 5-10 Min. Skill Lesson 60 Min. Skill Lesson 60 Min. Skill Lesson 60 Min. Skill Lesson 60 Min. Skill Lesson 60 Min.

INITIAL SCHEDULE: TWO WEEKS

Monday Tuesday

Wednesday Thursday

Friday Daily Practice 5-10 Min. Daily Practice 5-10 Min. Daily Practice 5-10 Min. Daily Practice 5-10 Min. Daily Practice 5-10 Min. Skill Lesson 30 Min. Class Council 30 Min.

REGULAR SCHEDULE: YEAR LONG

• Thinking and Cognitive Skills(Brain Tools)

– Working Memory (Memory); Attention (Focus); Inhibition (Stop and Think)

• Emotional Management

– Feeling Identification; Emotional Regulation; Behavior Control; Empathy/Perspective Taking

• Interpersonal/Social Skills

– Social Problem Solving; Reading and Responding to Social Cues; Pro-social Behavior

Skills promoted by SECURe

• Thinking and Cognitive Skills(Brain Tools)

– Working Memory (Memory); Attention (Focus); Inhibition (Stop and Think)

• Emotional Management

– Feeling Identification; Emotional Regulation; Behavior Control; Empathy/Perspective Taking

• Interpersonal/Social Skills

– Social Problem Solving; Reading and Responding to Social Cues; Pro-social Behavior

Skills promoted by SECURe

 Sustains attention on a task using multiple

strategies  Ignores distractions when doing a task  When appropriate, switches attention easily from

• ne task to another, or from one part of a task to

another  Uses listening skills during team discussion and active instruction in classroom in order to take in, store, retain, and access information

Thinking and Cognitive Skills : Attention/Focus

• Remembers and can manipulate information
• Plans and carries out multi-step tasks
• Engages in goal-directed behavior, both

independently and when directed to do so  Remembers and follows complex commands with multiple steps  Paraphrases and/or summarizes content across areas

Thinking and Cognitive Skills: Working Memory

 Can inhibit inappropriate behavior (e.g., talking out

• f turn) and respond with appropriate behavior

(e.g., raising hand)  Stops and considers multiple options when confronted with a decision  Utilizes a variety of self control techniques to meet the demands of the situation, for example learning in class setting (including self talk)  Waits when necessary and uses appropriate strategies to cope with waiting

Cognitive Regulation: Response Inhibition/ Stop & Think

Content Area Supporting Structures

• Focus: Attention
• Memory: Working

Memory

• Stop & Think:

Response Inhibition

• Brain Games
• Active Listening

Signal

• Cognitive

Regulation Signals

• Think-Pair- Share

Thinking and Cognitive Skills in SECURe

• Use daily as sponge activity to build cognitive regulation

skills

• Introduced during Daily Routines
• Played multiple times a day

– During breaks, down time, transition time, lunch, etc.

Brain Games

• Active Listening Posture
• Active Listening Signal
• Talking Stick
• Chip In
• Cognitive Regulation Signals

Active Listening/Cognitive Signals

• Thinking and Cognitive Skills(Brain Tools)

– Working Memory (Memory); Attention (Focus); Inhibition (Stop and Think)

• Emotional Management

– Feeling Identification; Emotional Regulation; Behavior Control; Empathy/Perspective Taking

• Interpersonal/Social Skills

– Social Problem Solving; Reading and Responding to Social Cues; Pro-social Behavior

Skills promoted by SECURe

• Feeling i

eeling iden dentifica tification tion

Recognizing and labeling feelings oneself and

• thers
• Emotion

Emotion regula gulation tion

Using strategies to manage emotional reactions (including intensity and duration)

• Beha

Behavior vior cont control

• l

Learning and incorporating expectations for appropriate social behavior

• Empa

Empathy thy/per /perspec spectiv tive e taking aking

Understanding another person’s emotional state and point of view.

Emotional Management

• Feeling i

eeling iden dentifica tification tion

Recognizing and labeling feelings oneself and

• thers
• Emotion

Emotion regula gulation tion

Using strategies to manage emotional reactions (including intensity and duration)

• Beha

Behavior vior cont control

• l

Learning and incorporating expectations for appropriate social behavior

• Empa

Empathy thy/per /perspec spectiv tive e taking aking

Understanding another person’s emotional state and point of view.

Emotional Management

Content Area Supporting Structures

• Feeling Identification
• Emotion Regulation
• Behavior Control
• Feelings Tree
• Feelings

Thermometer

• I Messages
• Stop and Stay Cool
• Think it Through

Sheets

Emotional Emotional Mana Manageme gement in nt in SECUR SECURe

Feelings Tree & Thermometer

Feeling I feel Behavior when you Request I would like

“I” MESSAGE

“I” MESSAGES: FIRST PART

Feeling?

“I” MESSAGES: SECOND PART

Specific Behavior?

“I” MESSAGES: THIRD PART

Clear Request?

• 1. Draw or write about your problem:
• 2. How do you feel? (Please circle)

• 3. What do you want to do? (Please circle)

Think it Through Sheet

• Thinking and Cognitive Skills(Brain Tools)

– Working Memory (Memory); Attention (Focus); Inhibition (Stop and Think)

• Emotional Management

– Feeling Identification; Emotional Regulation; Behavior Control; Empathy/Perspective Taking

• Interpersonal/Social Skills

– Social Problem Solving; Reading and Responding to Social Cues; Pro-social Behavior

Skills promoted by SECURe

• Reading and Responding to Social Cues

Interpreting cues from the social environment. Includes reading, interpreting, and encoding social cues

• Pro-social Behavior

Interacting effectively with others and developing positive relationships

• Social Problem Solving

Generating and acting on effective strategies/ solutions for challenging interpersonal situations and conflicts

Interpersonal/Social Skills

• Lose - Lose
• Win - Lose

Goal Win – Win! DECISION MAKING OUTCOMES

• Reading and Responding to Social Cues

Interpreting cues from the social environment. Includes reading, interpreting, and encoding social cues

• Pro-social Behavior

Interacting effectively with others and developing positive relationships

• Social Problem Solving

Generating and acting on effective strategies/ solutions for challenging interpersonal situations and conflicts

Interpersonal/Social Skills

Interpersonal Skills in SECURe

Content Area Supporting Structures

• Reading and

Responding to Social Cues

• Social Problem Solving
• Pro-social Behaviors
• Conflict Solvers

Board/Bag

• Hurdles to Solutions
• Cooperative Goals
• Peace Path
• Class Council

Conflict Solvers

Interpersonal/Social Skills in SECURe

Content Area Supporting Structures

• Reading and

Responding to Social Cues

• Social Problem Solving
• Pro-social Behaviors
• Conflict Solvers

Board/Bag

• Hurdles to Solutions
• Cooperative Goals
• Peace Path
• Class Council

Peace Path

• Thinking and Cognitive Skills(Brain Tools)

– Working Memory (Memory); Attention (Focus); Inhibition (Stop and Think)

• Emotional Management

– Feeling Identification; Emotional Regulation; Behavior Control; Empathy/Perspective Taking

• Interpersonal/Social Skills

– Social Problem Solving; Reading and Responding to Social Cues; Pro-social Behavior

Overview of Key Elements

Two Parts

Fir First st Two W

• Weeks:

eeks:

• Daily Routines
• Introductory lessons

for team building and cooperative learning skills

• Daily Routines
• Weekly Skill

lesson

• Weekly Class

Council

Organization of SECURe

Year ear-Long Long Pr Procedur

• cedures:

es:

• Brain Games
• Cooperative Challenge
• Cool Kid

Daily Routines

Skill Lessons

Content

• f

Lesson Instructional Process Structure

• f

Lesson

• Active Instruction
• Team Work
• The “Big Q”

SKILL LESSO SKILL LESSONS NS

CY CYCL CLE E OF OF EF EFFE FECT CTIVE IVE INST INSTRUCT UCTION ION

ASSESSMENT

• Monitor
• Assess

PARTNER/TEAM PRACTICE

• Prompt
• Reinforce

ACTIVE INSTRUCTION

• Teach
• Model
• Guide Practice

CELEBRATION

• Recognize
• Celebrate

• Unit 1: Building a SECURe

Community and Teambuilding

• Unit 2: Friendship
• Unit 3: Empathy/Thinking

about Others

• Unit 4: Brain Game Aim
• Unit 5: Hurdles on the Path to

Teamwork

• Unit 6: Thinking Through Hard

Situations

• Unit 7: Review

UNIT UNIT TOPICS: OPICS:

THE CONNECTION WITH COOPERATIVE LEARNING

Cooperative Learning Gotchas

• Think-Pair-Share
• Is a three step process
• Limit whole group debriefing
• Random Reporter
• Team discussion, support and preparation is

crucial

• Talking Stick
• Used in small groups only – not for whole

class debrief.

• Team Points
• Use team points all day every day. Hit or miss

reinforcement is not motivating.

The Power of Team Points

Monday Tuesday Wednesday Thursday Friday Cooperative Challenge/ 2 pts Cooperative Challenge/ 2 pts Cooperative Challenge/ 2 pts Cooperative Challenge/ 2 pts Cooperative Challenge/ 2 pts Skill Lesson Big Q/ 2 pts Team Huddle 1 pt Team Cooperation Goal Pts awarded throughout the day/ 3+ pts Team Cooperation Goal Pts awarded throughout the day/ 3+ pts Team Cooperation Goal Pts awarded throughout the day/ 3+ pts Team Cooperation Goal Pts awarded throughout the day/ 3+ pts Team Cooperation Goal Pts awarded throughout the day/ 3+ pts Total

Super Team: Within 3 Points below the highest scoring team Great Team: Within 3 Points below the lowest Super Team score Good Team: Within 3 points below lowest Great team score. Example: Highest Team has 30 Points Super Team is 28-30 Points GREAT Team is 25-27 Good Team is 22-24

TEAM REWARDS

• Class Council
• Home Connections
• Extend and Connect

Other Supporting Structures

• Review and Goal Setting

– Class Strengths – Goal Review – Class Concern/Goal Setting

• Celebration

– Teacher Affirmation – Cool Kid Certificate – Weekly Team Awards

Class Council

• Activities for parents to do with children to reinforce

SECURe skills

• One home connection a week
• Send home Monday, return on Friday

Home Connections

• Extending throughout

the classroom

• Extending throughout

the school day

• Extending beyond the

school

Extend and Connect

SECURe Progress Monitoring

Quarterly Benchmarks

Monitor student growth in SECURe skills Monitor implementation

• f SECURe

structures, teacher instruction and student engagement

Quarterly Snapshots

Than hanks ks fo for Part articipating!! icipating!!!

You’re all CO COOL KID IDS!

SECURE IS AN EXCITING OPPORTUNITY!!!