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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
● Brenda Story
● Michele Mogen
● Stacy Bender-Fayette