Meeting the Social-Emotional Needs of all Students Through a Multi-Tiered System (Series Begins Jan. 23, 2024) (Registration Closed) – The Massachusetts Partnerships for Youth, Inc.

This course closed on 07/16/2024.

For this webinar series, participants will automatically be enrolled in all 5 sessions.

REGISTRATION CLOSED

Speaker

Noelle Colbert, M.Ed.
Julie B. Cullen, LICSW, Ed.M.

Description

Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life. SEL is the process through which young people and adults acquire and apply the knowledge, skills, and attitudes to develop and manage emotions and achieve personal and collective goals, feel, and show empathy for others, and establish and maintain supportive relationships, and make responsible and caring decisions.

To receive PDPs and CEUs, participants must attend all 5 sessions and successfully pass a quiz following Session 5. Following the live webinar, registrants will be emailed a link to view the recorded webinar. The recording will be made available for 7 days after each session.

Effective core SEL instruction is the responsibility of everyone involved in a school community. We know from the research that and education that promotes SEL has a positive impact on a wide range of outcomes, including academic performance, healthy relationships, mental wellness, and more. In this session, participants will leave with an understanding of the CASEL competencies and how they relate to core SEL instruction, identify, and analyze effectiveness of current SEL instruction, and review researched based tier 1 SEL curriculum and methods to embed instruction.

Self-regulation is an essential SEL skill set for social-emotional development. A regulated student is available to learn; a dysregulated student is not. Embedding self-regulation practices into classrooms will support students’ ability to form healthy relationships, make responsible and caring decisions, and achieve goals. In this session, participants will develop a toolbox to support student self-regulation including how to take effective breaks, understand key components of effective classroom management systems, and behavior responses that support student/teacher.

Well implemented SEL programs positively affect students’ success in school. Studies show that social-emotional skills, such as problem-solving, self-regulation, impulse control, and empathy, help improve academics, reduce negative social behaviors like bullying, and create positive classroom climates. In this session, participants will review the CASEL competencies and how they relate to a healthy school and classroom community, examine current practices and their effectiveness, and explore strategies to embed into daily classroom routines.

Building a positive relationship with families and caregivers is imperative in the development of students’ social-emotional skill building and application. It is important to keep in mind that parents have had their own school and life experiences that may result in a disconnect between schools and families. In this session, participants will look at factors that may interfere with parent involvement, methods to improve parent and family relationships, and explore current school practices as well as steps to improve parent/school relationship.

Using student level SEL data effectively will support student identification and knowing who may need more SEL support, identifying appropriate targeted interventions, and measure growth. Student, school, and district-level data will support the improvement of effective SEL tied supports across the school and district. In this session, participants will review current data utilization both building-wide and student specific, protocols for matching needs to services, and effective progress monitoring.

About the Speaker

Noelle Colbert, M.Ed., has over 20 years of experience as an educator and administrator in both urban and suburban school districts. Noelle offers expertise in creating structures and systems that support a strong MTSS framework. She has worked with district teams to optimize data-driven planning, setting focused goals for tiered I, II, and III supports along with methods to progress monitor across the areas of academic, behavioral, and social-emotional skills. Her experience includes assisting teams implementing a multi-tiered approach of evidence-based systemic practices to support student needs across all areas of education: academic, behavioral, and social-emotional. She has offered professional development in such areas as strategic plan building; creating effective leadership teams; building a trauma sensitive school climate, embedding social emotional practices in the classroom, inclusive practices, and co-teaching; and using data to match effective interventions to meet student needs. In addition, Noelle has on the ground training in vicarious trauma and supporting educators with tools to minimize burnout.

Julie B. Cullen, LICSW, Ed.M., graduated from The University of Vermont in 1999 with a bachelor’s degree in Psychology, before enrolling in a graduate program at Boston University. She graduated in 2002 with a Master’s in Social Work and received a Masters in Special Education in 2003. Her professional career began in residential treatment, where she received intensive training in both Dialectical Behavior Therapy, and the treatment of Developmental Trauma. After spending several years as a clinician and Clinical Director in this setting, Julie spent time in a therapeutic public school environment before opening her private practice in 2012. Working with children, adolescents, and families has always been at the heart of Julie’s professional life. She hopes to bring humor, knowledge, and empathy into each experience, to bring out clients’ resiliency, and to provide families with a sense of hope for the future.

Membership Information

Most MPY webinars are available ONLY to current staff from member districts and organizations. Public school memberships include police and fire personnel. Former and retired employees and members of committees, including but not limited to, PTO/PTA, PAC, School Improvement Councils, Health Councils, Drug/Alcohol Councils, and school volunteers, are not considered MPY members.

PDPs and CEUs

MPY is an approved Professional Development Provider through the Massachusetts Department of Elementary & Secondary Education (Provider No. F20180079). Professional Development Points (PDPs) are offered for most MPY professional development webinars. PDPs are issued in 10 hour increments, per DESE requirements.

Continuing Education Units (CEUs) are available for clinical staff through the National Association of Social Workers (NASW) and the Massachusetts Mental Health Counselors Association, Inc. (MaMHCA). The NASW and the MaMHCA approve each event individually. CEUs may be given in hourly increments.

To receive PDPs and CEUs, participants must pass the quiz.

Event Cancellation Policy

If you are unable to attend a MPY webinar you must cancel, through Bonnie Mullen at bonnie@mpyinc.org, one business day before the webinar.

For MPY hybrid conferences, the date in-person registration closes will be posted on MPY’s website. Virtual conference registration will close one business day before the hybrid conference. You cannot cancel or switch your registration from in-person to virtual after in-person registration closes. Please email Bonnie Mullen at bonnie@mpyinc.org with any questions regarding registration.

Enrollment in this course closed on 01/23/2024.

If you are seeking to receive CEUs and/or PDPs, please click Register Now. Once you complete the webinar series, you will be able to take quizzes for CEUs and/or PDPs. Upon completion of each quiz, you will receive a certificate.

All sessions are 12:00 pm – 2:00 pm.