Social Emotional Learning

We use the phrase "Social Emotional Learning (SEL)" interchangeably with "behavior MTSS." Everything that happens in a school (e.g., classroom management, PBIS, restorative practices, group work) falls under the SEL umbrella if it helps students and staff build their SEL competencies:

SEL standards badges

 

SEL websiteCross-District SEL Website

The SEL website was established in the spring of 2020 as a "virtual calming room" shared between our member districts. It contains parent- and student-facing resources and is linked directly from our member districts' websites. It is also the home of Be Good People, an SEL curriculum developed by SCRED staff that is now used internationally.

 

Tier 1Tier 1

Tier 1 = core, universal. The instruction, supports, procedures, etc. that all students in the school experience. The resources below are applicable to staff working at any level of the MTSS framework (including SpEd) because Tier 1 is the foundation.

  • SEL Classroom Guide The "ultimate classroom management resource." An idea board for continuously improving your craft around engagement, relationship building, and more.
  • Integrated SEL Instruction Get ideas for how you can intentionally optimize academic routines (e.g., peer feedback rituals, group work, etc.) to support SEL.
  • Be Good People Curriculum Our free, locally-developed, K-12 SEL curriculum. All schools in our member districts offer explicit SEL instruction in their core, and over half of them use Be Good People in this capacity. Other curriculums used at tier 1 in our districts include Second Step.
  • More Tier 1 Topics Check out tools and info. concerning discipline systems (e.g., major/minor charts, example restorative consequences), threat assessment, suicide and self-harm risk assessment, and more.


tier 2Tier 2

These are supplemental "plug and play" intervention programs that work similarly for all students receiving them. Because of this predictability, we can easily match interventions with student needs, and the intervention should be rapidly accessible. 


tier 3Tier 3

These interventions are intensive and individualized. This means that the student receives instruction/support more often, for longer periods, and the intervention is increasingly customized to address each student's unique needs.

  • Interventions with Data Collection Guidance Guidance on planning Tier 3 behavior interventions and collecting useful progress monitoring data. When our standard "plug and play" Tier 2 interventions are not sufficient, we need to intensify and individualize.
  • Curriculums Browse an index of SEL curriculums, many of which are freely available, to help you plan an effective scope and sequence of instruction for your Tier 3 intervention.


SpEdSpecial Education

Special Education could be referred to as "Tier 3 on steroids" because it's conceptually the same thing as Tier 3, but with a few important distinctions (e.g., funding, due process protections, ability to modify expectations).

Service Delivery / Behavior Support Plans (BSP)

  • SpEd Interventions Guidance on planning individualized, function-based behavior interventions.
  • Curriculums Browse an index of SEL curriculums, many of which are freely available, to help you plan an effective scope and sequence of instruction for your SpEd intervention.
  • IEP Goal Examples + Data Collection Tools A comprehensive index of templates that each come with a matching progress monitoring forms.
  • Behavior Support Plans Why and how do we write BSPs?

Functional Behavioral Assessments (FBA)

Manifestation Determination

Restrictive Procedures

  • Restrictive Procedures Guidance Requirements when using CPI holds, including documentation requirements.
  • Crisis Prevention Institute (CPI) Each of the schools in our member districts has a team of staff who maintain certification in CPI's Nonviolent Crisis Intervention program, a combination of verbal de-escalation and physical intervention skills.

Placement Changes

  • Placement Changes What should I do and who should I wrap in when I'm seeing a concerning pattern of student behavior that may necessitate a change in placement to a more restrictive setting?

 


Related Topics

Check out our pages on Assessment and Data-Based Decision Making to learn more about how we collect and use assessment data.


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