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Bemidji Regional Interdistrict Council

Social Emotional Learning and Mindfulness: A Collaborative Journey

MASE Best Practices ConferenceMay 10, 2018Presenters:

Brenda Story, Executive Director and Director of Special Education Michele Mogen, Assistant Director of Special Education

Stacy Bender-Fayette, Social Emotional Learning SpecialistDionne Daly, OM Yoga Instructor & Mindfulness Specialist

Presentation ObjectivesParticipants will understand:● how to write Mindfulness / Social Emotional

Learning (SEL) into a professional development -Coordinated Early Intervening Services (CEIS) plan.

● the impact of integration of Mindfulness/Emotional Learning (MEL) and SEL on classroom culture and students.

● how to build capacity for resilience for all learners

Bemidji Regional District Council (BRIC)

Why we got started….

● BRIC member districts were cited for 3 consecutive years of disportionate status

● Based upon Disciplinary Incident Reporting System (DIRS) data

● Notification in March● 15% of Federal Budget - Part B funds (611

and 619) set aside for Coordinated Early Intervening Plan (CEIS)

What are we going to do with this money?

● CEIS - the process is set up to address K-3, general education

● Sample plans reviewed focused on hiring staff (paras) or purchasing curriculum

● BRIC focused on addressing systemic practices and bringing about a change in the culture of member schools regarding discipline

Impacting staff and students

Year 1 focus ● Training:

○ Administration perception regarding suspensions

○ Staff becoming more sensitive of student needs

● Implementation: ○ Assistance with dealing with behavior and

collection and utilization of data for programming decision making

Impacting staff and students

Year 2 focus ● Training:

○ All staff on the impact of adverse childhood experiences

○ Administration on alternatives to suspension

● Implementation○ Weekly Mindfulness practice with

identified students with high behavior needs

○ Bi-monthly Social Emotional Learning instruction in K-1

Why did we target specific ages / groups of students? ● Youth in special education are almost 5 ½

times more likely to be suspended or expelled than general education students.

● Approximately half of preschool children who display challenging behavior prior to kindergarten maintain inappropriate behavior patterns well in into elementary school years.

● There are two clear developmental periods where self-regulation skills increase dramatically due to underlying changes in brain architecture--early childhood and adolescence-- suggesting particular opportunities for intervention.

Developing the CEIS plan

Special Considerations:● Member districts with unique student

populations● Innovation -

○ Focus on collaboration ○ Culturally sensitive○ Ongoing supports and training throughout

the plan year (avoiding the spray and pray model)

○ Identifying and accessing quality resources

CEIS Plan - Year 1 (2016-17)● Training:

○ Staff - all identified staff in specific districts or assignments participated in The Nurtured Heart Approach (NHA) training in the fall of 2016.

○ Administration - Principals and Deans of Students met quarterly with consultant Wendy Loberg for training on alternatives to suspension and expulsion.

CEIS Plan - Year 1 (2016-17)● Implementation:

○ BRIC hired a full time Behavior Specialist / Consultant to support staff in member districts with the implementation of NHA, CPI De-escalation and Zones of Regulation interventions.

○ BRIC contracted with a consultant to provide staff with regularly scheduled support in data collection strategies and data analysis for making IEP program decisions

CEIS Plan - Year 2 (2017-18)

● Training:○ All BRIC member district staff invited to

participate in ½ day training on Adverse Childhood Experiences (ACES) and Trauma-Sensitive Schools training.

○ Principals and Deans of Students provided continued training in alternatives to suspension and expulsion with a focus on engagement and learning rather than discipline.

CEIS Plan - Year 2 (2017-18)

● Implementation:○ Grades K-1 in all member districts

provided Social Emotional Learning, lesson embedded professional development and learning.

○ Targeted staff and students provided weekly, guided Mindfulness experiences.

BRIC’s goalsWe are looking for evidence that the culture is changing:● Decrease in suspension rates overall, but of

Native American students with disabilities specifically.

● Decrease in the use of restrictive procedures.● Decrease in the number of office referrals for

behaviors stemming from dysregulation.● Decrease in avoidance (absenteeism, visits to

the nurse’s office)● Increase in staff and students utilizing

self-regulation and coping skills.● Increase in Mindfulness practices creating

calm brains ready to learn!

Collaboration with Community Based Professionals

Social Emotional Learning - Stacy Bender-Fayette

Trauma Sensitive Schools WorkshopObjectives:● Adverse Childhood Experiences

(ACE) Study. ● Implications of historical trauma.● Effects of toxic stress and adverse

experiences on brain and nervous system development.

● Learn how to interact and support people who have experienced ACEs.

● School discussion about ways to be more trauma sensitive.

Why teach SEL...

● An 11% average gain in standardized test scores

● An increase in positive classroom behavior

● Improved attitudes about self, others, and the school

● Stronger sense of community ● Better ability to cope with stressors

CASEL.org – Collaborative for Academic, Social and Emotional Learning.

SEL in Schools

● Ten 30-minute SEL lessons at elementary level

● Job-embedded professional development

SEL Lesson Topics

Grades K-1:● Circle Training● Positive decision-making ● Respectful Listening● Energy Regulation● Self-control● Identifying feelings● Empathy● Our Amazing Brain● Managing Anger● “I” Statements

Helping Students Learn how to Self-Regulate

Taken from: medicalxpress.com

Brain Hand Model

Amygdala “Guard Dog”

Prefrontal Cortex “Wise Owl”

Flip your lid!

Adapted from Dr. Dan Siegel’s Work

Calming the Amygdala

Results

Results

Collaboration with Community Based Professionals

Mindfulness / Emotional Learning - Dionne Daly

Mindfulness/Emotional Learning Plan (MEL)

Plan of Action:● Set up meeting with administration,

teachers, counselors and paras● Developing a plan: locating a room,

set up day and time, length of session consistency daily, duration

● Types of students assigned: Special Education students with significant behavioral needs

● Materials: towels/beach towels, scarf, socks and notebooks

All teachers and paras required to attend with identified students

Mindfulness/Emotional LearningBreath-Body- Mind

Breathing Tools:● Learning to breathe● Breathing practice: 4-6-7 ● Is the breath soft, hard and/or

smooth● Body awareness with breath● Benefits: Enhances

concentration, peak performance, and personal relationships

Mindfulness/Emotional LearningBreath-Body- Mind

Yoga Tools:● Learning to move + feel + accept● Yoga Practice: mindful stretching,

walking, standing, balancing, twisting and strengthening

● Benefits: restore/strengthen the body, release toxins/stress, reduce physical ailments

● Mind● Body● Stress

Yoga Practice - Laporte +Blackduck + Cass Lake

BalanceCulture

Strength

Mindfulness/Emotional LearningBreath-Body- Mind

Mind Calming Tools● Learning to think + respond● Mind practice: Journaling with weekly theme ● Is the mind aggravated, tired, bored or

mourning● Mind awareness with breath● Benefits: Reduce stress/anxiety/burn out, calms

the mind, improve concentration, increase acceptance, become responsive rather than reactive

STRESS

What I learned in Mindfulness?* Calmer Better choices* Less outbursts Improved home behavior* More loving Understand death* Sleep well Accept their pain* Feel stronger Understand their anger* Thankful for what they have Can see a future

The Power of Mindfulness in the Classroom

Teachers/Guidance Counselors Comments:* Self regulated kids * Calmer* Less outburst * Balanced/Controlled* Focused * Ready to LEARN

Please teach Mindfulness to all teachers…..WE need this!

QUESTIONS

Contact Information

● Dionne Daly

dionnesomyoga@gmail.com

● Brenda Story

bstory@bric.k12.mn.us

● Michele Mogen

mmogen@bric.k12.mn.us

● Stacy Bender-Fayette

stacy@peacemakerresources.org