SS_Safe_Civil_align

                                        Aligning Safe & Civil Schools and the Second Step Program
                        Safe & Civil Schools / PBIS                 Level / RTI Tier                              The Second Step Program                                                       How They Work Together

Foundations:
                                                                     Schoolwide /
Staff regularly review data on safety, climate, and discipline to       Tier 1                                                                                                 When Foundations and Second Step work in tandem, there are
choose a manageable number of priorities for improvement                                                                                                                       numerous benefits to staff and students. The continuous cycle of
(such as improving behavior in the hallway or improving                                                                                                                        improvement works to create a safe atmosphere as well as a climate
student-to-student respect). Once a priority is agreed on,                                                                                                                     of respect among staff and students. This climate allows students to
                                                                                       The Second Step program teaches skills for learning, self-regulation, empathy,
proposals for addressing that priority are prepared and                                                                                                                        more easily use and practice the social and emotional skills they are
                                                                                       emotion management, friendship, and interpersonal problem solving. When
presented to staff. Proposed implementation follows the STOIC                                                                                                                  explicitly taught in Second Step because they are less likely to be in
                                                                                       the program is taught and reinforced schoolwide, staff and students have the
model described on the back of this chart. Once staff agree                                                                                                                    constant states of agitation and/or distress. When all staff members are
                                                                                       following in common: a language, a set of explicit skills, and a framework for
on a comprehensive plan, that plan is implemented, and data                                                                                                                    familiar with the Second Step language and skills, they are empowered
                                                                                       prosocial norms and expectations.
are collected to determine if the plan is effective. This process                                                                                                              to help students focus on learning, managing their emotions, getting
establishes a cycle of continuous improvement. Over time,                                                                                                                      along with peers, and responding positively to authority figures. This
procedures and lessons are developed on schoolwide behavioral                                                                                                                  further reduces the schoolwide issues addressed by Foundations in
expectations for all students (walking in hallways, keeping hands                                                                                                              regard to safety, climate, and discipline.
and feet to themselves, for example), along with supervisory
expectations for staff.



Classroom Management:                                                                                                                                                          When the CHAMPS approach is implemented, students understand
                                                                     Classroom /                                                                                               what is expected of them and the positive or negative consequences
CHAMPS: A Proactive and Positive Approach to Classroom                  Tier 1         Even if children are able to recite expected behaviors and demonstrate them             of their actions. They are set up for positive relationships with their
Management is based on the STOIC model described on the                                when asked, they may struggle to meet behavioral expectations when they are             teachers and for behavioral and academic success, which reduces the
back of this chart. All teachers learn to establish a classroom                        overwhelmed by strong emotions in the course of the school day.                         likelihood they will become overwhelmed and make negative choices.
STRUCTURE that fits their subject, grade level, and needs of the
students. They learn to directly TEACH and re-teach students                           The Second Step program teaches students explicit self-regulation and emotion           When the Second Step program is also taught, students learn to calm
how to be successful within that structure. Each day, they                             management skills that they can use under stressful conditions. It also teaches         down, think through their choices without simply reacting, and solve
OBSERVE student behavior in order to INTERACT positively with                          a process for solving problems with other students in a positive way.                   problems in a positive way. With the ability to calm down and stay in
students (building relationships and providing encouragement)                                                                                                                  control, students are better able to meet schoolwide and classroom
and to CORRECT misbehavior calmly and consistently.                                                                                                                            behavioral expectations.




Interventions:
                                                                      Individual       Tier 2: Some schools use the Second Step program in small groups and have had
When an individual student does not respond to the                                     measurable success doing so. Because the program is designed as a Tier 1 universal
                                                                      Students /       intervention, the best small-group interventions are those designed to complement
Tier 1 procedures outlined above, staff implement                    Tiers 2 and 3     the classroom program.
individualized, function-based interventions. Classroom                                                                                                                        Though a Tier 1 universal intervention, the Second Step program
teachers are trained to implement early-stage interventions                                                                                                                    complements Tier 3 interventions by teaching the social-emotional and
                                                                                       Typically these Tier 2 interventions pre-teach Second Step lessons in the small group
such as planned discussions and goal setting. If those                                                                                                                         self-regulation skills required for success in the classroom. Individualized
                                                                                       before they are presented to the whole class. Students in the small group are thus
interventions are unsuccessful, a problem-solving team or                                                                                                                      interventions might incorporate or build on elements of the Second Step
                                                                                       introduced to lesson content before they encounter it in the whole class setting.
interventionist (counselor, social worker, or psychologist)                                                                                                                    program as needed.
designs and implements an individualized behavior                                      Tier 3: Although the Second Step program is not a Tier 3 strategy, the core self-
improvement plan. These problem-solving processes and                                  regulation and social-emotional skills taught in the program can inform Tier 3
behavior improvement plans should match the intensity                                  interventions. These skills are foundational to academic and behavioral success.
of intervention to the intensity of student need.
                          Safe & Civil Schools: The STOIC approach to PBIS                                                                        The Second Step Program




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     tructure your classroom for success. The way the classroom is organized (physical setting, schedule, routines   Second Step materials are designed to support a structured classroom environment. All elementary grade kits include posters for
     and procedures, quality of instruction, and so on) has a huge impact on student behavior. Effective teachers    classroom display that reinforce the key skills taught in the Second Step lessons. The Kindergarten and Grade 1 kits include four
     thoughtfully structure their classrooms in ways that prompt responsible student behavior.                       Listening Rules Cards to cue and reinforce effective listening behaviors. The Grades 2-3 kits include four Skills for Learning Cards to
                                                                                                                     cue and reinforce listening, focusing attention, using self-talk, and assertiveness.




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        each behavioral expectations to students. Effective teachers explicitly teach students how to behave         The Second Step program explicitly teaches students skills directly related to social and academic success. These include skills for
        responsibly and respectfully (in other words, to be successful) in every classroom situation—teacher-        learning and for managing emotions. With the ability to listen, focus attention, use self-talk to stay on task, ask for help when
        directed instruction, independent seatwork, cooperative groups, tests, and all major transitions.            needed, and calm down when experiencing strong emotions, students are better able to meet schoolwide and classroom behavioral
                                                                                                                     expectations.




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         bserve and supervise. Effective teachers monitor student behavior by physically circulating whenever
                                                                                                                     The reinforcement strategies that are one of the core components of the Second Step program guide teachers to notice student
         possible and visually scanning all parts of the classroom frequently. Effective teachers also use
                                                                                                                     behaviors and remind students of the skills they have learned, as needed. Each lesson also includes formative assessments so that
         meaningful data to observe student behavior, particularly chronic misbehavior, in objective ways and to
                                                                                                                     teachers can assess individual children’s grasp of Second Step skills over time.
         monitor trends across time.




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    nteract positively with students. Effective teachers focus more time, attention, and energy on acknowledging
    responsible behavior than on responding to misbehavior—what we call a high ratio of positive to negative         The Second Step reinforcement strategies guide teachers to notice and positively reinforce behaviors and skill use with specific
    interactions. When students behave responsibly, they receive attention and specific descriptive feedback on      feedback. The Second Step content provides frequent opportunities for positive teacher-student interactions.
    their behavior.




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        orrect fluently. Effective teachers pre-plan their responses to misbehavior to ensure that they respond in
        a brief, calm, and consistent manner—ensuring that the flow of instruction is maintained. In addition,       The Second Step posters provide helpful visual cues for teachers to address misbehavior with students in teachable moments
        with chronic and severe misbehavior, teachers think about the function of the misbehavior (“Why is the       throughout the day and to remind students of the steps to take to achieve desired behaviors.
        student misbehaving?”) and build a plan that helps the student learn appropriate behavior.