Social and Emotional Learning and IEP Development

Presenter: Jess Nichols

Date: October 10, 2018

Leadership Conference

DPI’S Vision: Helping All Kids Succeed

•Keeping kids healthy, safe, supported, and encouraged in schools

•Promoting engaged learning to motivate all kids

• Inspiring and empowering our educators to teach

•Fixing the broken school funding system

Every child is a graduate, college and career ready.

To do so, we’re focused on what matters most:

DPI’s Vision Cont’d

Keeping kids healthy, safe, supported, and encouraged in schools

●Growing mental health supports for kids across all parts of the state

●Supporting and expanding community learning centers as safe

environments for extended learning

●Ensuring every child has access to summer learning opportunities and

nutritious meals

●Enhancing school safety measures that address bullying, racism, and

harassment

Wisconsin School Mental Health Frameworkhttps://dpi.wi.gov/sites/default/files/imce/sspw/pdf/mhframework.pdf

What non-technical skills do these jobs require?

Why Does it Matter?

http://worknet.wisconsin.gov/worknet/joblist_highgrow.aspx?menuselection=js

SEL in Wisconsin PK-12 Schools

● Helps children:○ succeed in school and life○ manage their feelings○ build healthy relationships○ navigate social environments○ develop the skills needed to

prepare them for the world

What is Social and Emotional Learning?

Social and Emotional Learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions..

Updated District Theory of Action16 key activities

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Build foundational support and plan

Strengthen adult SEL competencies

and capacity

Promote SEL for students

Use data for continuous

improvement

• Develop a shared vision and plan for SEL• Promote collaboration among school and district leaders around

SEL, academics, and equity• Communicate SEL as a district priority• Align resources for SEL

• Develop central off ice expertise• Design and implement a professional learning program for SEL• Strengthen adult social-emotional competence• Promote equitable learning environments

• Adopt and implement PreK-12 SEL standards or guidelines• Adopt and implement evidence-based programs and practices• Develop and strengthen family and community partnerships• Integrate SEL with academics, district priorities, and policies

• Planning for improvement (Plan)• Documenting and assessing (Do)• Data reporting and reflecting (Study)• Action planning and sharing (Act)

Competencies vs Standards

Wisconsin WMELS and PK-Adult Competencies:

• Emotional Development

• Self-Concept

• Social Competence

https://dpi.wi.gov/sites/default/files/imce/sspw/SEL-Competencies-Guide-web.pdf

Wisconsin PK-Adult SEL Competencies

• Developed from the Wisconsin Model Early Learning Standards and SEL standards created by Madison Metropolitan School District.

• Presented in grade bands: 4k-5k, 1-3, 4-5, 6-8, 9-10, 11-Adult.

• Maintains the WMELS framework

• Presented developmentally moving from the early learning standards.

• Addresses all 5 Competency Domains identified by CASEL

• NOT mandated. Local decision making regarding implementation.

Find 2!

Looking through the SEL Competencies for your grade band:

• Find 2 you are already doing

• Find 2 you do sometimes

• Find 2 you do not do at all

Create Environments that Promote SEL

Figure is reprinted from Yoder, N., & Gurke, D. (2017). Social and emotional learning coaching toolkit(Figure 1, p. 2). Washington, DC: American Institutes for Research. Retrieved fromhttp://www.air.org/sites/ default/files/downloads/report/Social -and-Emotional-Learning-SEL-Coaching-Too lkit August-2017. pdf

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SEL Implementation Traininghttps://www.wishschools.org/

Fall of 2018-Online Training Modules

• Positive Action• BARR• PATHS• Second Step• School Connect• WI Standards for Information &

Technology Literacy• ASCA Mindsets and Behaviors• WCSCM Standards

Alignment with WI SEL Competencies

https://dpi.wi.gov/sspw/mental-health/social-emotional-learning

What is a CCR IEP?

CCR IEP = College and Career Ready IEPAn Individualized Education Program (IEP) developed to :

• meet the unique disability-related needs of a student

and

• help ensure the student graduates ready for further education, work, and living in the community

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Standards and Expectations

Alternate Academic Achievement Standards

(Essential Elements )for students with the MSCD

Social and Emotional Learning

Competencies

Early Learning Standards

(WMELS)

Wisconsin Academic Standards

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Students with IEPs

• Often report difficulties with social relationshipsBlake, J. J., Lund, E. M., Zhou, Q., Kwok, O.-m., & Benz, M. R. (2012)

• Disability may impact social and emotional development

o Autism

o Emotional Behavioral Disability

o Language/Communication

• May be over supported by adults

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Functional Skills

• Are those skills or activities that are not considered academic or related to a child’s academic achievement

• May include:o Everyday living, school, work and play habits

o Health-enhancing physical activity

o Transitioning across settings and activities

o Organization

o Social and emotional skills

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Relationship Between Academic and Functional Skills

Achievement GapsMay Affect Self

Efficacy, Motivation, and Adult/Peer Relationships

Functional Gaps May Affect Access to

Instruction and Understanding

“How” to Engage with Instruction

Academic Standards SEL Competencies

Connection Between Reading and Behavior

• Integrating behavior supports in reading instruction produces larger gains in literacy skills (Stewart, Benner, Martella, & Marchand-Martella, 2007).

• Improving the social behavior of students results in more minutes spent in academic instruction (Putnam,

Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002).

• High quality instruction engages students and leads to reduction in problem behavior (Sanford, 2006; Preciado, Horner,

Baker, 2009).

• Students who have difficulty with reading may find ways to escape or avoid reading activities (McIntosh, Horner, Chard,

Dickey, & Braun, 2008).

The Power of Beliefs

CCR IEP 5 Beliefs• High Expectations

• Culturally Responsive Practices

• Student Relationships

• Family and Community Engagement

• Collective Responsibility

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CCR IEP 5 Step ProcessBack to Basics

Understand achievement of grade-level academic standards and

functional expectations to identify the student’s strengths and needs.

Identify how the student’s disability affects academic achievement and

functional performance(and summarize disability related needs)

Develop ambitious and achievable goals that close

achievement gaps and support the unique strengths and needs

of the student

Align specially designed instruction, services, supports,

and accommodations needed to support the goals and ensure

access to the general curriculum

Analyze progress towards goals to evaluate what works and what is

needed to close the student’s achievement gaps

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College and Career Ready IEP5 Step Process

April 2018

UnderstandAchievement

Identify Effects of Disability

(and disability related needs)

Develop GoalsAlign Services

Analyze Progress

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Step 1Understand Achievement

Understand achievement of grade-level academic standards and functional expectations to

identify the student’s strengths and needs

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Step 1 Key Ideas

• Identify and document student strengths in relationship to improving student outcomes

• Understand early childhood/grade-level academic standards and functional expectations (to identify areas of strength and concern)

• Document current performance compared to standardsand expectationso Consider skills needed to access, engage and make progress in

general education curriculum, instruction, other school activities and environments

o Consider multiple sources of dataApril 2018 34

Step 2: Identify Effects of Disability on Access and Achievement

Identify how the student’s disability

affects academic achievement and

functional performance

Step 2 Key Ideas

Step 2 has three parts:

• Document of observations of the effects of the student’s disability on access, engagement and progress

• Analyze root causes

• Synthesize and summarize disability-related needs

Linking Steps 1 and 2

Step 1 Step 2

Current Levels

“What”

Reporter

Effects

“How”

Observer

Root Cause Analysis

“Why”

Analyst

Disability-Related Needs

“Summary”

Synthesizer

Linking Steps 1 and 2Step 1 Step 2

Current Levels Effects Root Cause Analysis

Disability Related Needs

What is the student’s performance in relation to preschool/grade level academic achievement and functional expectations?

How is the disability observed in its effect on access, engagement, progress?

Observations of the disability that may explain current levels

Includes review of special factors and parent concerns

Why is the student having difficulty with access, engagement, progress?

Dig deeper-Explore effects

Clarify specific areas of concern

Identify factors that influence the effects

Synthesize and Summarize

Areas/skills student will need to develop or improve so effects of disability are addressed

CCR-IEP 5-Step Process Chart and SEL

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What did you notice…

• How did the SEL competencies help you better describe a student’s current levels?

• Did the SEL competencies support your understanding of the effects of the disability in Step 2?

• Were you able to identify specific SEL needs based on the effects and outcome of the analysis?

• Did the SEL competencies serve as a useful tool to identify a skill baseline and develop a realistic and achievable goal?

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Step 3: Develop Ambitious and Achievable Goals

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Develop ambitious and achievable goals that close

achievement gaps and support the unique

strengths and needs of the student.

Step 3 Key Ideas

• IEP goals address “why” (i.e. root causes) the student is not meeting early childhood/grade-level standards or expectations

• IEP goals address student specific disability-related need(s) that will improve access, engagement and progress toward standards and expectations (i.e., effects)

• IEP goals are measurable, ambitious and achievable

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Components of IEP Goals

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Baseline

Level of Attainment

Procedures for Measuring Progress

The “measure” in measurable goals should align all of the following

Goal Statement

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Align specially designed instruction, services,

supports and accommodations needed to support the goals and

ensure access to the general curriculum.

Step 4: Align Special Education Services

September 2017

Step 4 Key Ideas

• Services are aligned to address disability-related needs and support goal attainmento Reduce barriers and support access, engagement, and progress in early

childhood/grade level standards-based curriculum and instruction, other activities, and environments

o All disability-related needs must be addressed by services

• Services may include supplementary aids and services, specially designed instruction, related services, and program modifications & supports for personnel o Specially designed instruction must be included

o If a disability-related need affects reading, there must be at least one goal and service to support that need

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• Based on the student’s unique needs

• Service statements must clearly describe the LEA’s commitment of resources to parents and all involved in developing & implementing IEPoEach IEP service statement should be clear about type of

service to be provided and amount, frequency (or conditions), location and duration

• Least Restrictive Environment (LRE) requirements considered when making decisions about the location of services

Guidelines for All IEP Services

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Step 5: Analyze ProgressTowards Goals

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Analyze progress towards goals to evaluate what

works and what is needed to close the student’s achievement gaps.

Step 5 Key Ideas

• The IEP team analyzes the student’s progress towards the IEP goals to inform future IEP development

• The IEP must be reviewed periodically, but at least annuallyo The IEP must state when IEP progress will be reported to parents

(e.g., quarterly, concurrent with general education report cards, etc.)

• When the student is not making sufficient progress towards IEP goals, the IEP should be reviewed and revised, as appropriate

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CCR-IEP 5-Step Process Chart and SEL

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