Creating a Multi-Tiered Social Emotional Support System Responsive to All Students
Stephen N. Elliott, PhD, Author & Presenter
Multi-tiered systems to support students’ development of core social emotional learning (SEL) skills are most effective when assessment and intervention components are integrated to produce frequent data-based feedback to users and system-wide accountability. The SSIS SEL Editionassessments and highly flexible Classwide Intervention Program (CIP)offers users a powerful set of tools that fit within multi-tiered support systems in both elementary and secondary schools, is culturally responsive, is highly consistent with the CASEL SEL competency framework, and is a “strong” and S.A.F.E.R. intervention.
Participants will learn how to conduct a large-scale screening of students’ social emotional functioning and then observe how to teach two important social emotional learning competencies (i.e., Self-Management and Relationship Skills) using the SSIS SEL CIP units and resources. There will hands on activities and opportunities for questions and sharing insights into ways of improving social emotional services for children and youth.
Objective #1. Learn how to use the SSIS SEL Screener and Progress Monitoring Scales to conduct a classwide or schoolwide universal screening of all students’ and identify SEL skills for improvement.
Objective #2. Learn how to teach an SEL skill unit using the scripts and resource materials of the SSIS SEL Classwide Intervention Program.
Objective #3. Learn how to evaluate the intervention integrity and outcomes for an SEL intervention program.
Objective #4. Understand how to apply the SSIS SEL assessments and intervention components within a multi-tiered student support system.
Intermediate level; it is assume all participants will have a fundamental understanding of social behavior assessments and intervention implementation procedures with groups of elementary or middle school students.
Steve is the Mickelson Foundation Professor in the Sanford School of Social and Family Dynamics at Arizona State University. Steve has authored more than 300 publications (journal articles, books, and book chapters), along with five widely used behavior-rating scales. His research focuses on (a) the assessment of children's social emotional skills and academic engagement and (b) the measurement of students’ opportunities to learn the intended curriculum. He is the co-author of the Social Skills Improvement System (SSiS) and the SSIS Social Emotional Learning Assessments and Classwide Intervention Program (SSIS SEL Edition). Along with Vanderbilt colleagues, he also designed and validated two online assessments: the Vanderbilt Assessment of Leadership in Education (VAL-ED) to evaluate the performance of principals and their influence on students’ achievement and My instructional Learning Opportunity Guidance System (MyiLOGS), a teacher self-report tool for measuring instructional time, quality, and delivery of content standards.
Steve very much enjoys presenting to groups of dedicated educators and psychologists about the assessment of critical social behaviors that matter in the lives of children and how we can improve these behaviors to advance getting along with others and succeeding academically and in one’s community.
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Continuing Education Policy
The Massachusetts School Psychologists Association is approved by the Massachusetts Department of Elementary and Secondary Education to offer contact hours. The DESE requires the completion of a pre-test, which is to be completed prior to the workshop start time. A post-test is also required and will be given at the end of the conference. Participants must attend the ENTIRE CONFERENCE and satisfy state regulations in order to receive 6 contact hours. Each participant is responsible for knowing and meeting the DESE licensure requirements.
CE HOURS: The Massachusetts School Psychologists Association is approved by the National Association of School Psychologists to sponsor continuing education (CE) for psychologists. In keeping with NASP requirements, these are awarded in contact hours only. CE hours will be awarded at the close of the conference. MSPA maintains responsibility for this program and its content.
Arriving more than 15 minutes late or failing to stay for the entire program will result in the inability to obtain a PD certificate. Certificates will only be distributed at the conclusion of the program.
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