Collaborative improvement innovation so we can really accelerate our ability to move the needle over the next five years. Thank you. I would like to give a warm round of applause to our speakers. Thank you very much. [ applause ] friday night cspans 2014 Campaign Coverage continues with a live debate in the wisconsin governors race. Incumbent republican scott walker is running for a second term against democratic business woman. Real clear politics rates the race a tossup. An average shows Governor Walker ahead by less than half a percentage point. We will take you there live at 8 00 p. M. Eastern on cspan. More now from the National Bullying prevention summit. Speakers examined how to create a School Environment that discourages bullying behavior. The annual summit is part of an effort by the National Government to create a National Bullying strategy. This panel is about 55 minutes. So im going to go ahead and introduce renee and then mark will just be back in a second. So we had originally scheduled to have george with us today but unfortunately george had a death in the family and is unable to join us today. Dr. Renee bradley will be standing in for him. Renee is Deputy Director of research to Practice Division in the office of special education programs. She has served as project officer for the national ta center on positive behavioral interventions and supports for the last 16 years. We are very pleased to have her here today. If everyone can give her a nice big round of applause. [ applause ] good morning. Sorry about the break. I know it is hard to sit. So dont feel like you cant get up and run. Obviously mark did. Im glad i went a little bit earlier. I am glad to be here today. I already disappointed my friend katherine saying george isnt here. I know others are disappointed, as well. I will do my best to represent the work with the center. There is a whole group associated with the National Center funded by the department for 16 years now and just going into the 17th year. It is not only folks working direct directly work with schools. And just within the department of education and also with justice and the Mental Health folks. So there is a lot of information. Im sure the slides are available to folks at some point. Im not going to go through them word by word but we will highlight them as i go through. Theres a lot of information as i said. I wont have time to do all of it justice so i encourage you to go to the pbis. Org site. It has a wealth of information not only information on the Knowledge Base but also tools that you can use to look at fidelity and implementation and blue prints to help you start implementing the program, as well. When we look at a ranging structure were in a point now in time where the attention on social emotional behavioral needs i dont think has ever been greater. I have been 17 years now. I remember it coming up and bubbling up. Right now it seems cross agency that everyone is very concerned about addressing the social, emotional and behavioral needs of children. Our collective history in this area is very strong. And there are lots of practices that we know work. Our challenge now seems to be how do we organize these practices in some kind of structure that schools and communities and Mental Health providers can implement them. We all know that putting one more thing on a teachers plate is almost impossible these days. So how do we help them implement more effective practices in a more efficient way . My job today is to talk about positive Behavior Interventions and support. Talk a little bit about what it is and how it can serve as a foundation or a structure for helping schools to organize their practices in a better way. Pbis was a term that originally appeared in the ida statute. You also may hear it refer to as school wide pbis, multitiered behavior frameworks, multitiered systems of support. What you call it doesnt really matter. Its that the core components that weve identified are implemented within the individual frameworks. So what are we talking about . Were talking about a framework for enhancing the adoption and implementation of a continuum of evidencebased interventions to achieve both academically and behaviorally important outcomes for all students. Sorry. This clicker has a mind of its own a little bit. When were talking about what we want to do, we want to establish the capacity for improving classroom and School Climate. Other objectives that dovetail nicely with the talks this morning and our work on bullying, how we decrease reactive management, maximizing ak dem cademic achievement to a the goals that we want to achieve broadly looking to pull all the different behavioral and emotional social issues together. A lot of people ask what is a positive School Climate . How can you see it when you go into a school. And the question is do you see it, do you feel it . Deb said this morning you walk into a school and you can know by just your first time in the school. Is it a good place to be . Is it a place that you want your children . When you walk into a school that has a positive School Climate what are the things we might see . We might see posters up identifying behavioral responses that are expected of children. We may not see a long line of children in hallway waiting to see the assistant principal for various issues and problems. We may not hear stories of children that feel like they cant participate, attend school. And we also may see students peers telling their other peers what the expected and appropriate behavior is within the School Environment. Its important to look at, before we go into the pbis, look at what were talking about when we talk about effective organizations. And this isnt just our pbis work. It long precedes that. So when we talk about an effective organization, were talking about a group of people whose collective behaviors are towards a certain outcome, and they have a common goal thats maintained by this outcome. And what the thing that are important to include in that would be is there a common language . When we say be responsible, did everyone in the school, adults, children, do they know what that means . When they say be respectful of selfand others, do they know what that means . So establishing a common language. Also, establishing a common vision and values. Our actions should be driven by our vision and values. In order to do that within a schoolwide unit, we need to make sure that most folks in that unit share the same vision and values. We heard earlier about folks having time to talk about it at the dinner table. We also have to give teachers and practitioners time to talk about it as part of their work. Is there a common experience . Are expectations clear . Are concept points consistent . So the vision and all of this is directed by quality leadership. Not just resting solely on the shoulders of a principal or administrator but on a Leadership Team thats established to make sure all of these things function effectively. I want to talk just a little bit about the organization and move into some cycles that we see existing in school. You heard today deb delyle talk about its about changing adult behavior. Michael also said similar comments about changing adult behavior. Lets just look at what kid behaviors may look like in a negative School Climate. So we see such behaviors as noncompliance, noncooperation. We see violent and aggressive behaviors. We would certainly see bullying behaviors likely in this type of environment. What we are very good at identifying the things that kids are doing. What were often not very good at is identifying the things that the adults are doing in that environment. So what are the things that might be seen in the adult behaviors in this environment . You might see more reactive management. You might see more use of scl exclusionary practices, organization, poor leadership, ineffective strategies for delivery of instruction. And what happens here is you see this coercive cycle. One of these kind of leads to the other, and so you get more reactive. And its very difficult to break out of this cycle. Arne duncan when he released the School Discipline guidance earlier this year, one o of the comments he made was, its not just about fixing the kids. Its about changing the adult behab your. What are the adults doing in the context and the environment of schools . What do we do to both prevent the behavior from occurring in the first place and what do we do to respond to that behavior to ensure that it does not continue to occur . So this coercive cycle is something we dont think a lot about. So lets look at the flip side of that, a more positive reinforcement cycle. So in a school thats engaging in implementing a more positive approach to social, emotional and behavioral sections of a childs development, we see more positive than negative comments. We see a challenging academic curriculum. We see kids engaged in the instruction. We see a Safe Learning environment, we see opportunities to learn. The work that weve been engaged in with the pbis center of the last 16 years is trying to address this coercive cycle. So how do we deliberately organize School Environments to foster more positive and preventive approaches to social, emotional, behavioral needs of children . What do we do as adults . This is what school does. So what do we see from the children in this type of environment . The social, emotional and behavioral skills that we all want to see from all of our children. We see more compliance and cooperation, we see more engagement and participation. We see a safe and clean environment, safe and supportive faculty student interactions. So what do we do as adults and what do away want to see . Promoting a positive factors and decreasing the risk factors that exist. So the focus has been for years is looking at this cycle and how can we move it to a more positive approach. How do we as adults behave and organize the environment to promote more positive outcomes . This is an important consideration because when were looking at everyones engaged in change and reform now. Everyones trying to make every school a better place for all of our children. So and what do we know about change . We fwho thknow that change is r difficult, right . And it takes a lot of time and a lot of energy. Its important for us to look at is there any way that we can jumpstart change . Is there any way to make it a little faster or a little less intensive . One of the ideas that were seeing in the schools that were working with looking at School Climate is one of the ways we can do this is to kind of look at where this coercive cycle is and move this coercive cycle from a primarily negativebased cycle to what, a more positive based cycle. Not saying its easy or the silver bullet, but its an observation that weve been making in our schools. Again, were looking at how can we jumpstart the implementation and change that we want to see in schools to create climates that are conducive to supporting the behave yors thiors that we see in our children. So whats it going to take to shift in this direction . If were wanting to look at positive School Climate, i enjoyed the remarks earlier, and there were many of these that were touched on. So we need to be precise, explicit, efficient and we need to implement for sustainability over the long haul. So its not something that we change every year, that its a three to five year commitment, its a priority in the organization and its something that the school and staff agrees to stick to. So you see participatory leadership, you see that were a database decision making, teaching behavior explicitly within schools. This is not unlike what weve seed we have to do for academics for many, many years. So this is taken from response to intervention or multitiered system of support looking at how we promote reading and math within schools. So the same practices that we would expect for reading and math need to be part of how we implement social, emotional and behavioral practices in school so we have a continuum of intervention, content and fluency from the staff and the school on social, emotional and behavioral issues we have teambased interventions, withy universally screen, we provide the services, needs and supports that the students need. When we look at pbis, this triangle is not unfamiliar i dont think there are a few kids that need more support and some kids that need or most intensive effort. The expertise in the school should move to a more directed expertise for students. The students should get our best and not the opposite. Its also important to look within this triangle that not every kid fits everywhere. Is not always in most intensive need or not always in the universal. So this is a young man named malcolm. And if you were to plot malcolms progress in his academic and social life in school, you can see here he does real well with peer interactions and homework and cooperative play, hes pretty good with attendance and technology. His issues are with anger management and problem solving. So when youre looking at this kid, you would set up the delivery of the resources, interventions and supports for this kid based on these needs so wed spend the most time on what . Anger management and problem solving skills. That same triangle can apply to a school. When were looking at School Reform and whole school work, the support is determined by a student need, how intensive we are, not by the students label, their zip code or how they look. You heard someone else bring that up this morning. Same thing with the school. Not all schools need the same thing. So when were working within a school, we would do the same thing with the school. How are they on their basic Mental Health services . How do they do with attendance . How do they do with teacher retenti retention . How do they do with seclusion and suspensions . You plot a school what are their strengths and weaknesses. Then that data helps you plan how to put your resources in place. Thats the thinking behind some of the departments work on differentiated ta that we want all schools to move in this direction but how we help get them there is based on what the schools resources and needs are. Youll also have a slide, and this is an important thing to remember. We have typically not typically, but some of the criticism that has been said about the pbis model is that its a recipe and you have to do this, this and this. And thats not truly accurate because what weve done is looked at the core of the critical components. How those are implemented is up to is flexible and can be customized by a school or a district. So if you look at here weve got primary prevention. Youd want behavior is a priority, social, emotional, behavior. Behavior is a priority. You want consistency in responding to behavior. You want to have some kind of school wide and class Wide Management system in place. But theres no direction or have to about what you choose to do within your given school or district. So what weve done is focused on the core components. It doesnt really matter what you call it. Its that were implementing these core components. If you look through the three tiers weve laid out here for primary, secondary and tertiary intervention, you see pretty generic statements of what you should include. Then its up to the schoolbased team and their data to fill in those and customize that. Dr. Lew did a great job of talking about the three kind of components to move policy forward and Practice Forward that we know works. And this is a kind of implementation structure that weve developed over time with the pbis center. For a long time it was like, oh, you need a great Leadership Team and they can do everything. Then it was like oh, well, you need these coaches here and these other components and then schools and states would be doing a great job with that. And then guess what . There wasnt a lot of funding available or the politicals were not seeing the benefits of what was happening in individual school or district. So we kind of laid out this concept of what are the implementation drivers . And what this slide does for you is it causes you to consider all the Different Things that have to be put into place, both your topdown approach and your bottomup bottomup and topdown approach. And this Leadership Team is really important because theyre kind of like the glue that holds everything together. When youre thinking about implementation, this just gives you an idea about all the multiple components that are involved with that. Another slide that weve recently developed gives you the concept of this just doesnt happen in one place at one level. So what is the state responsibility or the regional or responsibility, what are the districts responsibilities, what are the inhouse School Responsibilities . Why is this importantly . Because the whole thing were trying to do is increase a capacity. So do you have capacity at the state level to address this . Do you have capacity at the district level . Does your school have capacity . So its fine to have external coaches in some part but then we also want to help districts and schools also develop their internal abilities to provide coaching and support to teachers as they implement. So you see that. And im going to have two more slides. This is another graphic that weve found to be really useful in the work weve done. If you look at the top two blue bubbles, thats more on the kind of readiness perspective. If youve studied the Implementation Science Research karen blase and dean fixen have worked a lot on are people really ready to implement change. So setting up your team and agreements, thats part of your readiness ability to get ready to do a new change. And then this bottom triangle really looks at our implementation effort. What are we doing based on our data, how are we customizing the action plans three to five years, the implementations what we really do, and then that feeds into what, evaluation, which then feeds back into how we do it. So theres a Continuous Improvement cycle in our implementation. And the very last slide and comment has to do with learning over years, and weve had these three circles, systems data and practices for a long time educations been great with the practices. Where weve fallen down is organizing those into systems that support and maintain those practices. And basing the choice of our practices on data, not the slickest binder or the greatest salesman, but the data on what we truly need. And then so for years we went on this. Then what we were noticing is that bias was really a factor that we needed to consider. And so were making a concerted effort to look very deliberately at cultural factors that affect our decision and implementation as we go through. So its how do we support culturally valid decisionmaking . How do we support culturally relevant practices . And how do we support culturally knowledgeable staff behavior . So the dwogoal of the multitier framework is for schools to have an information structure that helps direct how adults behave in ways that support the social emotional and behavioral needs of children so they can feel secure and safe and fully engage in the learning to achieve the learning and educational outcomes that we desire for all children. So i think im going to turn it over to marc or sarahs going to introduce marc again. And ill turn it over to him to talk about a more specific effort in this area. [ applause ] thank you so much. I now have the pleasure of introducing dr. Marc brackett who is Senior Research scientist in psychology at yale university. Hes the lead developer of ruler an evidencebased approach to social and Emotional Learning designed for students, School Leaders, teachers, staff and families. He also serves on a wide range of Research Advisory boards including castle and lady gagas born this way foundation. Hes also working with facebook on two projects including a large scale investigation to help decrease bullying and the bullying support center for children, families and schools. Please welcome marc. [ applause ] good morning, everyone. I think my job is to ask you how youre feeling. At least thats what i do every day. So the title of my presentation is Emotional Intelligence our best hope for safe, caring and effective schools. What im hoping to do is take what our former presenter did and really show you what it looks like on the ground floor in a school. So ill talk you through a little bit of our practices, but then really the implementation piece. Number of colleagues that are here in the audience as well as back of the center that i need to appreciate for their hard work. And we have a vision at our center. As you can imagine our center is called the yale center for Emotional Intelligence. So we believe that emotions matter. And we believe they matter a great dealthings, as you can see here and for helping kids and adults to lead healthy lives, to be effective in their work and their families. We do think the world should be a more compassionate place where people get along better. What we do in our center is two things. We do research and we develop approaches to bring these ideas into educational systems. So id like you to take a moment and make this a little bit personal. Weve been talking a lot at you. Im going to ask you to take this a little bit inward now. Can i ask everyone to just get comfortable in his or her seats . Maybe sit up a little straighter. If you want to close your eyes, you can do that. Im sure the department of ed will appreciate that one. And take a nice long inhale, please. And exhale. And please take a moment and think about perhaps one child that you know who may not be having the best year. Perhaps a child in a school, perhaps your own child, perhaps someone elses child. And just grab that Elementary Middle School or High School Student and put them in your mind. Just think about them. Think about what it looks like when they wake up in the morning. How does it feel to wake up in a household . And their commute to school. When they get into school, think about this child. Is that child walking and saying, wow, this is going to be an empowering, inspiring day, i feel connected, valued and appreciated or, ugh, just another day, whos going to hurt me today. Who is going to hurt me today as i go to my locker. Locker rooms, bathrooms, lunch, sitting alone or with someone else . Being talked to or not talked to . Afternoon, after school, back at home. What is it like for this child in the evenings at home . How does this child feel when he or she puts her head on the pillow going to bed and saying, i cant wait to get up in the morning. I cant wait to go back to school . Or i dont want to be there . And with that child in mind, id like you to think about five things. Id like you to thing about that childs attention, memory and learning for information. I can tell you firsthand as a kid, when i was a child at 13 years old, i was bullied pretty horrifically in my middle school. And interestingly enough when i went back to visit my school 15 years later i remembered nothing about my school. Nothing. I remember two things. The locker where my hands were slammed. And i remember walking the halls getting pushed around. Did i remember any content . No. Did i remember any of the positive relationships i had . No. And so we now know from research is that emotions drive our attentional capacities. They drive how our brains operate. And without getting into the details, what we know is that the emotional climates of our schools, the emotions we feel internally impact our ability to learn. They also affect our decisionmaking and judgment. Think about that childs choices. Is that child making healthy choices for him or herself . Think about the child who is experiencing a lot of anger in school. Are they making the best choices . Are they having the best relationships . What is the trajectory for his or her Mental Health . And finally is that child effective . Is that child getting the grades that he or she deserves to get . Likely not. So weve developed a model in our center that we called ruler. And its a model based in theory of emotion aal intelligence tha was developed by my mentors. And Emotional Intelligence is a set of skills. And im just going to talk you through this very briefly. The first is recognizing emotion. Think about that skill in terms of bullying prevention. How many of you believe that many of the perpetrators of bullying are misperceiving other peoples facial expressions and body language . I can tell you from my own experiences, i remember vividly being in a classroom and someone punching me. Now i think back and this was shop. We had shop in my high school. I dont look like a guy who would like shop, do i . And i was desperate to get out of this class. I kept on looking over at the clock, when is this going to be over . And this kid came over and bang, what are you looking at . Right . He misperceived my emotional expression of boredom of being one of anger towards him. The second skill of understanding emotion, knowing the causes and consequences of emotions, why am i angry . Whats the difference between anger and disappointment . Most people think its easy, but when you get to the heart of it, anger is about unfairness and injuz where disappointment is about expectations not being met. Labels emotions, having that sophisticated vocabulary. Knowing the difference between being annoyed, angry, enraged, furious. Knowing the difference between sad, disappointment, hopeless, depair and the positive end between joy, elation and ecstasy. The fourth is expressing emotions. Knowing how and when to express emotions in different context. Right . There are rules in schools about emotions, arent there . Some rules have open rules meaning that teachers are open to expressing positive emotions. Other schools you walk into, as we now know, and you feel a little bit closed. Ill never forget in a school in philadelphia i went to visit. I walked into the school and the administrator says, wait over there. I was like, okay. Welcome. Thank you. And then the principal of the school walked out. And he heard the interaction. And he said, you know, marc, she really needs your skills. And i said, well, you hire this person. So you know, the idea here, right, is that we need to be looking for people in our schools that have these skills. Dont we want to hire teachers that possess these skills . We talk about changing the adults so much. Thats a lot of work. Why dont we select people who have these skills and why not also make sure that these teachers are learning this when theyre being prepared to be teachers. Why are we waiting so long . And the final skill all of you will think is quite important is the regulation of emotion. How many of you believe just basically that your own lives would be better if you had skills to regulate emotions. And how many of you believe that everyone you live with had more strategies yeah, figure that. So what do we know . We know a lot of things about kids who have Emotional Intelligence. We study this in many studies as well as other universities have done this work. We know that kids who are who score higher on tests of Emotional Intelligence, performancebased tests have less anxiety, less depression, theyre less likely to use drugs and alcohol, are less likely to be aggressive and bully others. They have greater leadership skills and more attentive in school and do better academically. Pretty good outcomes. Weve also studied teachers. And guess what . Teachers with greater emotional intelligent are more positive in schools, they get more support from their principals. They also are less stressed and burnt out. We move beyond the study of the teacher and the student to the classroom and now were looking at literally the interactions between and among teachers and students in classrooms using tools the university of virginia called the class where were coding these interactions and showing that that emotional climate of a classroom, that ability to regard a students perspective, that ability to have sensitivity for a students needs, that ability to generate positive emotions in the class room is jrelated to these outcomes and i think you would say these are important outcomes. I ask you all a question now. How many of you believe that youve had a sophisticated emotion education . So no ones hand is raised for those of you who are watching on television. Think about it. How much formal education have any of us received in this area . How many of you learned how to recognize emotions . How many of you had family members who said, honey, lets talk about some researchbased strategies on how to manage your emotions . My father, positive reappraisal . Ill give you positive reappraisal. There was none of that going on in my life. So im going to share with you what we do. I have strong feelings about this work. Obviously for my own personal experiences but also looking at what happens in schools. And weve had the privilege of being in well over a thousand schools now. And as you can see here, you know, my thinking and our centers thinking is we need to move beyond the list on the left. And our previous presenters talked a little bit about that. Monitoring hot spots is okay but what is that really going to do in the longterm . Counting on bystanders. I think about myself as a kid. Would i have had the courage at 13 being an introvert who was kind of a weak ling to really stand up for somebody . Isnt that a lot o to put on a kid . Why are we expecting children to protect other children . That doesnt resonate well with me. I want to be protected as a kid. Think about what we can move to, right, that we know that children have unique needs, that we know that all players have unique skills and weve been talking a lot about that today. All adults need training and obviously we want to shift that culture and climate. So what does it really look like . Well, we have some characteristics that you can just read here on this list. That i think all of you would agree that effective approaches have these characteristics. Theyre based in theory. We think theory is important because in terms of a childs emotional development, i want to know whats going on. What are the expectations that i can have for that child in terms of what strategies i can teach them . Am i going to try to teach a kid in kindergarten about alienation . Probably not. But maybe loneliness and exclusion. What strategies can i expect to teach that child to regulate his emotions that are appropriate for his or her age . Obviously a scaffold to provide that common language weve talked about and the list goes on. So in our approach we have what we call anchor tools that we teach children and adults involved. And we have four primary tools. We call them the Emotional Intelligence charter which helps to build the culture and climate that we want in our schools, a mood meter and we have a tool we call selfregulation and we have a tool we call the blueprint to help build respective taking and interpersonal problem solving skills. Firstly, we want you know that its everybody with a face. If you work in a school, we train you. So if you are at the front desk, we train you. If you work in the transportation department, we train you. If you work in the office, you get skills, too. Actually, yesterday we had a guest speaker in our center talking about how important it was for her secretary to have these skills, like shes reading the facial expression of all the visitors that are coming to meet with her. Shes like, wait a minute. I dont thing youre in the right quadrant of the mood meter to have a meeting with the principal right now. So the chart ser first one. You can see the title says too many rules, not enough feelings. I hated rules as a kid. I broke every rule there was. While rules we need rules for physical safety, what do we do for emotional safety . What do we do to create a healthy, emotional climate in schools . And what we do in our work is we start up with feelings and we ask people first, how do you want to feel working in this school . What are the feelings that you want to have . And we use that as a driver for the behaviors. If you want to feel safe, what does that look like . If you want to feel empowered, what does that look like . If you want to feel supported, what does that look like . This is a high school where they want to feel respected, supported, comfortable and spirited. I thought that was a great word for high school. This is a fifth grade classroom. We want to feel included and confident and respected and appreciated and energized, safe and supported. This is a school that works in spanish. We want to feel [ speaking spanish ] we want to feel happy, we want to feel respected and we want to feel loved. Right . Theyre 4 years old. They want to feel loved. The second tool is called the mood meter. And this is our signature tool because it helps to build that awareness that we all need. How many of you believe that you have a sophisticated emotion vocabulary . How many of you know the difference between jealousy and envy, shame and guilt . Its complicated. We want to build that granularity in our nations children and adults. So what we do through the mood meter, we teach facial expressions, body language, vocal tones and physiology and behavior. Yellow is high energy pleasant emotions like feeling happy and excited, the red is the anger family, the blue is the disappointed and sad families and the green is the calm, content feelings. 32,000 words in the English Dictionary to describe our feelings. Most of us use four. Were in the yellow, great, queer in green, fi were in green, fine and blue, eh, and the red, pissed. You can see here there are lots of words to help us become more gran u la in our selfunderstanding. We also want to teach strategies for how to manage the emotions. What does it look like to get into the yellow . Has anyone here ever woken up as a teacher or anyone in a position where youre kind of down and disappointed . How many woke up that way . And you had to go into the room and be that inspiring teacher or leader . Its not easy. What are the strategies that were doing to do that . We focus so much on anger reduction and stress management. What about the generation of positive emotions. What are we doing to teach adults and children, how to generate or initiate positive emotions in our schools . Of course we also want to make sure that everyone understands that emotions drive how we learn. And teach teachers how to differentiate emotions in their instruction. So take a look at this. Creative writing, yellow. You want to be in that yellow zone. That will help you generate ideas. Its clear from the research, yellow emotions generate inductive reasoning ability. Blue emotion, however, are great for deductive reasoning, for building empathy, for even editing a paper. You want to collaborate, you want to be in the green. You want to write that persuasive essay, i have opportunity to tell you how i really feel about our nations education system. I got to be careful, right . And as you can see im in a place here where i feel strongly that we need to integrate the emotions into our education system. I can say that in the yellow. We need to bring emotions and people are like what is this guy from connecticut . Get him out of here, right . But if i say it in a red or say it in a way that sounds like its an alert, think about it. What are we doing to make sure that our nations educations children are getting the skills they need to navigate their lives. A little bit of an energy in there but not the pleasant energy, an alert energy. Im holding back, just so you know. Here are ways this is used in the classroom from children in special education schools where they have difficulty speaking where they can pull their emotions and faces into an electronic box that says, oh, youre feeling this way, let the class know. Thats an ipad use. Thats a smartboard. Thats a school leader. We even developed an app now where people can download and plot yourself and describe what youre feeling, then shift into different quadrants and choose researchbased strategies to help you manage your emotions effectively. Integrating technology where its useful so you can record and see your report. This is 51 blue which would mean im clinically depressed. Im not, just so you know. It just so happens when i show people this tool, i tend to use the blue as an example. But it would be nice for people to know what percentage of the time theyre spending in each of these different place, wouldnt it . For kids to be aware of that. And how thats shifting their thinking and judgment and decisionmaking and relationships. Right into education, right into the classroom, integrating to the common core state standards. Thinking about a character from a book like schmul from the boy in the striped pajamas, how did they feel . What are the textbased evidence to help you understand that childs emotional life and how that impacted his relationships . The third tool is called the met ta moment. And the metamoment is the tool for building selfregulation. There are six steps to this process. If you take these six steps seriously, it can literally change the way you see the world. First is something happens. How many of you have triggers . Raise your hand. Triggers. How many of you have friends who have tlriggers . How many of you work with people who have too many triggers . We all have triggers. Bullying is usually the result of someone being triggered. A shift in the environment that doesnt resonate with the person and theyre going after. So what we want to do is teach kids about those triggers. What are your triggers . Be aware of those triggers. How is it shifting your thinking, your physiology, are you feeling in your body when youre shifting into that unpleasant place. We have to teach people to stop and breathe. How many of you breathe . Raise your hand. How many of you intentionally breathe when youre feeling stressed . Like two people are raising their hands. So we know that breathing is a tool. Its a tool. It helps us deactivate. It helps us to build a space so that we can choose and use effective strategies. And we have to teach kids that. It doesnt come naturally. I didnt know how to breathe when i was a kid. I knew how to pant. Running away, being fearful. The fourth step is see your best self. Think about that. What does it mean to have a best self . You know, this idea came about as a collaboration with my colleague robin stern who is here today, where we realize that the field of emotional regulation was missing something important, it was missing motivation. You have to want to regulate, dont you . I was very fortunate in my career that i was named the feelings master by my students a few years ago. I started thinking about it, what is a feelings master . What are the attributes of someone who is a master of his or her feelings . I want to be compassionate. Interestingly enough we just got done training a hundred School Leaders yesterday, and the number one best selfadjective that came out of this group was compassionate. They all want to be more compassionate. And when you have the lens of compassion, guess what . You choose more effective strategies to manage your emotions. How could you not . It literally shifts your intentional capacities to being that best self. When you live your life through the lens of compassion, you manage those triggers. This is just examples in a classroom. Finally there is a tool called a blueprint which helps to teach kids to understand its not just about me. Its about us, its about we. And i need to start looking at your emotions in your life not just paying attention to mine. And that helps us resolve conflicts more effectively. To wrap up, i just want to share with you that ive done a number of studies. And in one year we can shift grades by about 11 . We also shift behavior in classrooms as well as School Problems and adaptive skills. The graphs are hard to see, but you have this on your hard drive. And work in new york city in some of the most challenging schools, i was just blown away by the data from the new York City Department of ed. After one year, a 50 reduction in school suspensions. Huge. Think about what that looks like in a class room or a school, that release time that principal has when theres less aggression and suspensions. Weve also shown that implementation matters and it matters a great deal. We have to train teachers to be high quality implementers of this work. What you do is you find the kids emotional conflict goes up and their skills go up. Doing this work longitudinally literally helps teepers become better teachers, making schools and classrooms places where kids want to be literally helps teachers become better teachers. In summary, a few comments. One i think we all agree that children are wired for good. If we dont agree, theres research to support it. But if attachments at home only when attachments at home and school are positive will they thrive. The second thing i want to say is that childrens goodness and ability to reach their full potential is ours to nurture or ours to neglect. And the third is that i hope you see that teaching Emotional Intelligence and social Emotional Learning more productly has great benefits, right . First we want to teach children and adults involved in their lives so we can create that Great Society that we all want with people are healthy, effective and compassionate. I want to make one final comment. This is a call to action. Were here to talk about childrens development, about teacher preparation, about the nation that we want our children to live. And i cant say with a stronger heart that it is our nations responsibility to take seriously the education or i should say the emotion education of its children. Thank you very much. [ applause ] id like to thank marc and renee again for giving such fantastic presentations. So now well have time to take two questions. And i see salinda is over there. Well take your question. I have a question that came in through social media through facebook, its for our first speaker, i believe. Are there examples of consequences teachers can put in place to hold children who bully accountable . Yes. There are examples. And i would encourage them to go to the pbis, www, pbis website as well as the stop bullying. Gov website. The reason im hedging on this topic is im being aware of time and we were supposed to give very short answers. Im not sure that i can give an appropriate short answer to that question. So, marc, if you want to try to give a short answer to that question, but i would encourage them to go to the website. Both of the websites have strategies for practitioners in responding to different types of problem or challenging behavior including bullying, so that would be my guidance. They can contact me directly at the department if they cant find what theyre looking for. Okay. Hi. Question for rene. Ive seen pbis be so transformative in schools. I work in new York City Schools mostly but around the country. Extremely transformative. But the School Climate transformation grants that just came out were really perplexing that they equated it with School Improvement reform efforts. Theyre fundamentally different. Theyre really needed but fundamentally different. Do you see any of those differences with School Climate improvement in the goals of what pbis tries to do and School Climate reform tries to do . I personally dont see a great difference between the two. And im sorry if it appeared that way because i actually worked with safe and healthy students on the rfp for those grants. And you know, katherine talked earlier about theres a lot of areas where we still need a good bit of research. Yeah. And katherine bradshaw, youre on a panel later, too . Right . I hope shell talk then. Shes one of the best researchers thats looked at the randomized controlled trials in the effects of pbis and the implementation of that framework. So i would point you to her research to look at and hopefully shell talk about it some this afternoon. But what were you know, everythings kind of you move over time and transform. And our initial work with the pbis center was to look at children with emotional disabilities, emotional and behavioral disabilities and how we can create environments that were more conducive to them being included in a regular Public School setting. And as we began that work, what became very obvious in looking at how the triangles kind of set up as the basis for the framework, was that if a school was not addressing the social emotional behab youral needs of all the children, it was very difficult to ask schools to put energy and effort and time into addressing those that were most needy. And youll see a good bit of research that looks at similar to what marc was saying, reductions in suspensions, reductions in office discipline referral, reductions in out of school time. And the great thing about seeing those reductions is that it gives teachers and administrators more time to do what theyre supposed to be doing. You know, to address the structural needs, to add in the special emotional work that marcs talking about. So what were trying to do is use some of the Lessons Learned from the pbis work, and were still learning a lot, but to use some of those lessoned learned and move that into a basis for some of the School Climate transformation grants. Hopefully you see more of a connection than not. And the pbis center will be funded this year to help support the School Climate transformation grants. So that will be doing more than just looking at with a children with disabilities perspective and working with all those grantees. If there arent any other questions, im going to go ahead and turn it over to Sharon Burton for the next plenary session. So please, lets give another oh, there is another question . Oh, could you thank you. This is a question for marc. What kind of stlat jes do you have for the significant percentage of children and adolescents that have difficulties in processing language and they cannot recognize social cues . Im not talking about progressive, im just talking about kids with language receptive and expressive developmental delays. Thats a great question. So firstly, our approach is primarily a tier one intervention approach. Using the pbs the rti framework. A universal approach. With that said weve had a lot of experience working with the new York City Department of education specifically in district 75 reaching children who have those kinds of learning difference or needs. And what we found works the best is local adaptations. That working with the technologies that a school has for those children is just the best way to go. So there were some examples of that up there where children had an auditory challenge with speaking, they couldnt share anything verbally, so they built a system where they could take our mood meter and have kids move their facial expressions into the quadrants to communicate effectively. I had a question about in our district were seeing an increase in the number of gangs or crews that are forming at younger ages. And im wondering whether either one of you has used your strategies in dealing particularly with that issue and if you have suggestions for us . I get pushed into that one. We have worked in School Districts where there have been significant, you know, high levels of violence and aggression. And again, this local adaptation piece is so critical, right . You have to understand the culture and the climate of that school. You have to understand the demographics, where are these kids coming from, what are their mindsets around this work. With that in mind, however, there are things, for example, this best self piece that we talk about with one of our tools called the metamoment for selfregulation, some of these kids havent even thought what that means to them. So working with them on a very deep level to try to get that idea sort of ingrained in their lives by thinking about outside role models and other, and having them learn a little bit about shortterm than longterm thinking can make them go away. But theres no magic pill for those kinds of environments. They they require pretty focused interventions. I would add i know i went quickly through a lot of the visuals, but if you look back at the visuals and go to the website, the importance of setting a context thats conducive to the behaviors you want to see, so adults are reinforced, theyre teaching those behavior, theyre reinforcing those behaviors. I was with Elementary School children. A couple years ago in a high school in chicago when theyre changing classes, for me thats like the scariest part of school when all the kids are in the hallways together and most of them are taller than i am in first place. I dont know if it was staged. If it was staged, it was braille ya brilliant. One of the kids got knocked up against a locker in the hallway. And another kid came up and said, man, we dont do that here. And thats the kind you know, when youre establishing a culture and a climate, you know, theres no one thing thats going to do everything. But when you have peers telling other peers what the expected behb behavior is. So its almost like being displaying inappropriate behaviors becomes a not c
comparemela.com © 2020. All Rights Reserved.