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Copy of Positive School Culture through Inclusive Practices at Leataata Floyd Elementary School

An overview of inclusive practices, PBIS, and SEL at Leataata Floyd Elementary School in Sacramento, CA.
by

Michelle Blanton

on 27 November 2013

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Transcript of Copy of Positive School Culture through Inclusive Practices at Leataata Floyd Elementary School

The Way of the Panther
Teaching the
Expectations
Establishing
Rules and Expectations
Positive and Negative Examples
Taught
in Context
Students know The Panther Way!
Changing Adult Behavior
Students Liking School
Consistency
POSITIVE Focus
Tier 1 Supports:
Teach, Model, Reinforce SEL Competencies
Second Step - Social Skills Curriculum
Rules and Expectations Taught and Reinforced
Strong PBIS Team - Staff Buy-in
Restorative Circles
Tier 2 Supports:
Social Skills Groups
Check-In, Check-Out
SST Process
Use of Data
Restorative Mediation
Tier 3 Supports:
Individual Supports
Access Referral
For More Info:
Leataata Floyd Elementary School
401 McClatchy Way
Sacramento, CA 95818

contacts:
Michelle Blanton
SEL Training Specialist
michelle-blanton@scusd.edu

RaeAnne Barrett
Support Teacher
raeanne-barrett@scusd.edu
Reinforcing the Expectations
Create a committee or team
Forum for Discussion
Model for Others
Teach Social/Emotional Skills Explicitly
Create a Common Vocabulary
Forum for Discussion
PBIS - Positive Behavioral Supports and Interventions
Adults who have the ability to recognize, understand, label, express, and regulate emotions are more likely to demonstrate patience and empathy, encourage healthy communication, and create safe learning environments. (Brackett, Katella, Kremenitzer, Alster, and Caruso, 2008)

Emotional skills of teachers influence student conduct, engagement, attachment to school, and academic performance. (Baker, 1999; Hawkins, 1999; Schaps, Battistich, & Solomon, 1997; Sutton & Wheatley, 2003; Wentzel, 2002)

Teachers skilled at regulating their emotions report less burnout and more positive affect while teaching. (Brackett, Mojsa, Palomera, Reyes, & Salovey, 2008)

School leaders with strong SEL competencies build and maintain positive and trusting relationships among members of the school community. (Patti and Tobin, 2006)
Adult SEL Competence & Learning
SEL - Social Emotional Learning
Positive School Culture through

INCLUSIVE PRACTICES

School-wide,
Every Time, Every Space!

Explode the Practices!
Second Step Curriculum
Class
Meetings
Every Space
Every Time
Personal Assessment and Reflection
Moving Beyond Management and Discipline
Inclusive Practices
PBIS+
SEL
Targeted Intervention
Demographics:
Approx - 300 students
65% African-American
Highest EL Population -
Marshallese
100% low SES
30 students with IEPs
SCUSD
Priority School
Weaving our Story
UDL
Co-Teaching
Daily 5
Guided Reading
Setting Expectations
Modeling and Practicing Expectations
Rewarding and Recognizing Students
Analyzing Data
Providing Appropriate Supports
Explicit Skill Instruction
Skills Modeled and Practiced by ALL staff
Constant Reflection
Embedded into Academics
Based on Data
Small Groups
Student Centered
Flexible/Fluid
Ongoing Collaboration
Staff Meetings
Grade Level Meetings
Committees/Teams
Specific Skill Support-Professional Learning
Informal Communication
Full transcript