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Sit by Grade Level
Portsmouth Public Schools
Funded by the US Department of Education
Why are we here???
• Students carrying weapons
• Students bullying, threatening, and harassing
other students
• Students physically fighting with each other
• Disrespectful, inappropriate, and disruptive
behavior by students
• Put-downs and name calling by students
Background
• The United States has been deemed the most violent
country in the industrialized world (Fingerhut, 1993)
• More than one-half of juvenile victimizations occur at
school or on school grounds (Elliot, Hamburg, &
Williams, 1998)
• Societal costs of violence in the United States range up
to more than $300 billion annually, accounting for 1%
of the nation’s Gross Domestic Product
Educational System and Violence
• Portsmouth Public School District was ranked among
the top 13 school districts in the state for total number
of conduct-related incidents
• Percent of the population below the poverty line
(16.2%), and the number of children receiving free
and reduced lunch (60%)
• Program services are geared toward elementary and
middle school students because discipline referrals
are highest at this level and academic achievement is
the lowest
Is this behavior new ??
“The children of today now love luxury.
They have bad manners, they show
disrespect for adults, and love to talk,
rather than work or exercise. They
contradict their parents, chatter in front of
company, gobble down their food at the
table, and intimidate their teachers.”
Socrates, 469–399 B.C.
Reasons Children Fail to Act Prosocially
• Lack of modeling
• Lack of practice
• Desired behavior inhibited by emotional responses
• Inappropriate beliefs about aggression
Goal of Grant
• This underserved urban city must equip its schools, teachers, and
families with the requisite skills to circumvent the development of
aggressive tendencies in susceptible youth. Character in Education
targets elementary and middle school students (N=11,000
students)
• Prosocial Behavior
Reducing Violent Behavior
By implementing Character in Education interventions-students, teachers and parents will simultaneously learn
the requisite skills to foster social competence and
prosocial behaviors
Levels of Intervention
Training Goals
•To help teachers understand what it means to use a
social skills approach to youth violence
prevention.
• To provide teachers with a solid grasp of the Second
Step curriculum.
• To prepare teachers to use the Second Step
curriculum with students.
Second Step Staff Training Agenda
1. Welcome and Goals
2. Overview of Curriculum
3. Teaching Strategies
4. Teaching the Curriculum
5. Implementation
6. Questions and Closure
Implementation Planning Worksheet
Logistics
• How long do my lessons take to teach?
• What day (s) of the week will I teach Second Step?
• What time of the day will I teach Second Step lessons?
Transfer of Learning
• How can I integrate Second Step concepts and skills into
other academic lessons?
• How can I involve my students’ families in the Second
Step Program?
What problem behaviors do
you see in your schools?
What skills would you like
your students to learn?
What is social emotional
learning and how is it linked
to academic success?
Focuses on 4 Core Competencies
Empathy
Impulse control
Problem solving
Anger management
Alignment of Second Step Lessons
With Academic SOL
• Second Step lessons address key content elements and
concepts, and core learning strategies identified in the SOL
at each grade level.
• Many grade level content strands are repeatedly addressed
in the lessons allowing for multiple opportunities to apply the
concepts and learning strategies in a variety of different
ways.
• Many grade level content strands are not addressed by the
lessons, therefore suggesting the need to match lessons to
subjects in which the greatest number of SOL are met.
• In addressing SOL, the lessons allow for creativity and
perspective-taking, particularly in subjects such as math and
science.
Alignment of Second Step Lessons
With Academic SOL
Kindergarten
– Social Studies
• K.2; K.3; K.8a,b,c,d,e
– Math
• K.5; K.10; K.1-18 (Problem-Solving)
– Science
• K.1a,b,c,j; K.2a,b; K.4; K.6c; K.9a,b
– English
• K.1a,b,c,e;K.2b,d,f; K.3a,b,c,e,f; K.8a,c
* Refer to table for specificity in alignment and description of
content strands
Alignment of Second Step Lessons
With Academic SOL
Grade 3
– Social Studies
• 3.8; 3.9; 3.10a,c; 3.11a; 3.12
– Math
• 3.23; 3.1-25 (Problem-Solving)
– Science
• 3.1a,j; 3.4a; 3.6c; 3.10a,b
– English
• 3.1a,b,c; 3.2; 3.5a-i; 3.7; 3.10
* Refer to table for specificity in alignment and description of content
strands
Alignment of Second Step Lessons
With Academic SOL
Grade 5
– Social Studies
• No general SOL for Grade 5
– Math
• 5.17a,c; 5.22; 5.1-22 (Problem-Solving)
– Science
• 5.7f
– English
• 5.1a,b,c; 5.2a,b,c,d; 5.3a,b,c; 5.7; 5.8b
* Refer to table for specificity in alignment and description of content
strands
What it means to you
• Second Step Training for all teachers
• Participation in periodic Booster Meetings
• Completion of 3 teacher surveys
• Cooperation with classroom observations
• Implementation of Second Step curriculum
Second Step Timeline
Second Step Staff Training Video
Preschool/Kindergarten–Grade 5
Second Step Unit Titles
Preschool/Kindergarten (25 lessons total)
Unit I: Empathy Training
Unit II: Emotion Management
Unit III: Problem Solving
Grades 1–5 (15-22 lessons)
Unit I: Empathy Training
Unit II: Impulse Control and Problem Solving
Unit III: Anger Management
Grade 6 (15 lessons)
Unit I: Empathy and Communication
Unit II: Bullying Prevention
Unit III: Emotion Management
Unit IV: Problem Solving
Unit V: Substance Abuse Prevention
Lesson Section Breakdown
Preschool/Kindergarten
• Warm-Up: 2–5 minutes
• Story and Discussion: 5–10 minutes
• Pretend and Practice: 5–10 minutes
• Wrap-Up: 2 minutes
Grades 1–3
• Introduction: 5 minutes
• Story and Discussion: 10–15 minutes
• Role-Plays (teacher models and students practice): 10–15 minutes
• Wrap-Up and set up Transfer of Learning: 5 minutes
Grades 4–5
• Introduction: 5 minutes
• Story and Discussion: 10–15 minutes
• Role-Plays (teacher models and students practice): 15–20 minutes
• Wrap-Up and set up Transfer of Learning: 5 minutes
Grade 6
• Lesson Script: 20–30 minutes
• Role-Plays or In-Class Activity: 25–30 minutes
• Closure and assignment of homework: 5 minutes
Lesson Teaching Time Guidelines
Preschool/Kindergarten
20–30 minutes per lesson 25 lessons total
Grade 1
30–35 minutes per lesson 22 lessons total
Grade 2
30–35 minutes per lesson 17 lessons total
Grade 3
30–35 minutes per lesson 15 lessons total
Grade 4
30-35 minutes per lesson 22 lessons total
Grade 5
30-35 minutes per lesson 22 lessons total
Grade 6
50-65 minutes per lesson 15 lessons total
Who Should Implement the Program ?
Highly recommended that teachers be the primary presenters of the
classroom lessons with school counselors and other school staff
playing supporting roles
Advantages include:
•
Teachers knows students best and can teach lessons according to
group needs
•
Modeling appropriate application of skills can occur at opportune times
throughout the day by teachers who know what has been covered in
lessons
•
Teachers establish themselves as primary support people, and
students can easily turn to them at anytime.
•
Allows new norms for classroom and playground behavior
•
Teacher can find ways to integrate Second Step skills into other parts
of the curriculum to enhance learning across the disciplines
What is in the Kit ?
1. Unit Card
2. Lesson Card
3. Additional Materials
Unit Review Activity
Directions
1. Each person in your group should select a Unit Card from
the curriculum
2. Read your card thoroughly, then answer the following
questions
•
•
•
•
What is the goal of your unit?
What key elements are taught in your unit?
What language concepts are taught in your unit?
Which three (3) Transfer of Learning ideas or Extension Activity
Ideas do you like and why?
3. After answering the above questions, browse through your
units lesson cards. Notice the content and flow of the
lessons. After 10 minutes you will share the information
with the rest of your group
Unit Review Activity
1. What is empathy and what does it involve?
2. What is the link between empathy and anger management ?
3. Review ways to calm down (posters)
4. What are the ways the Second Step lesson teach
• Preschool/kindergarten children to calm down
• Grades 1-5
• Grade 6
5. Belly breathing
Second Step Problem-Solving Steps
Preschool/Kindergarten
1. How do I feel?
Grades 1–5
1. What is the problem?
Grade 6
1. What is the problem?
Each person says:
• What happened.
• How I feel.
• What I need.
Restate the problem giving
both points of view.
2. What is the problem?
2. What are some solutions?
2. What are some solutions?
3. What can I do?
3. For each solution, ask yourself:
• Is it safe?
• How might people feel
about it?
• Is it fair?
• Will it work?
3. For each solution, ask:
• Is it safe?
• How might people feel?
• Is it fair?
• Will it work?
4. Choose a solution and use it.
4. Choose a solution and use it.
5. Is it working? If not, what can
I do now?
5. Is it working? If not, what can
I do now?
Thought Bubble Template
(Grades 1–5)
“I have learned through bitter experience
the one supreme lesson to conserve my
anger, and as heat conserved is
transmuted into energy, even so our
anger controlled can be transmuted into
a power that can move the world.”
–Mahatma Gandhi
Social Skills Teaching Strategies
Modeling
•
Warm-up
Coaching and Cueing
•
Warm-up
Storytelling
•
Story and Discussion
Group Discussion
•
Story and Discussion
Role-Play Facilitation
•
Role-Play
•
Pretend and Practice
1.
Wait time
2.
Nonjudgmental responses
3.
Students share idea with a
neighbor
1.
Small and manageable pieces
2.
Fun / Safe (Handout 11)
Transfer of Learning/Transfer of Training
•
Wrap-up
•
Transfer of Learning
(Handout 9)
Social Skills Teaching Strategies
Modeling
•
Warm-up
Coaching and Cueing
•
Warm-up
Storytelling
•
Story and Discussion
Group Discussion
•
Story and Discussion
Role-Play Facilitation
•
Role-Play
•
Pretend and Practice
1.
Wait time
2.
Nonjudgmental responses
3.
Students share idea with a
neighbor
1.
Small and manageable pieces
2.
Fun / Safe (Handout 11)
Transfer of Learning/Transfer of Training
•
Wrap-up
•
Transfer of Learning
(Handout 9)
Providing Effective Feedback
• Paraphrasing
• Reflecting Feelings
• Expanding on
Responses
• Linking Student
Responses
Lesson 5: Making Conversation
Grade 4
Sample Lesson
• What was effective in this sample lesson?
• How is your student population similar or
different?
– How would you modify the lesson based on
your population?
• Pertaining to facilitator
– What skills would you adopt?
– What would you modify or do differently?
Activity
Unit I: Lessons 4, 5
Unit II: Lessons 1, 2
Unit III: Lessons 1, 2
•Take 5 minutes to review your lesson
•Take 15 minutes each to teach your lesson
•Take 2 minutes to wrap-up your lesson (Handout 12A)
Lesson Section Breakdown
Preschool/Kindergarten
• Warm-Up: 2–5 minutes
• Story and Discussion: 5–10 minutes
• Pretend and Practice: 5–10 minutes
• Wrap-Up: 2 minutes
(Handout 6)
Unit Review Activity
Preschool/Kindergarten Units I-III
1. What is the goal of your unit?
2. What key elements are taught in your unit?
3. What language concepts are taught in your unit?
4. Which three (3) Transfer of Learning ideas or
Extension Activity Ideas do you like and why?
(Handout 4A)
Activity Discussion
• What did you learn about how you want to
prepare to teach these lessons?
• How do you think your students will
benefit from this curriculum?
• What concepts/activities can you see the
children really enjoying?
• Implementation Planning –
Handout 14
• Parking Lot
“I have learned through bitter experience the one
supreme lesson to conserve my anger, and as heat
conserved is transmuted into energy, even so our
anger controlled can be transmuted into a power
that can move the world.”
–Mahatma Gandhi