This model teaches educators to work as a team to assist students who are “at risk.”  The objective is to provide early and effective interventions using resources readily available in the school community.  This program is rooted in developing the social and emotional competence of the student.

Some specific tenets of the program include:

• A strength-based intervention approach
• Focused on the whole child, increasing life skills
• When social/emotional needs are met, students are prepared to LEARN
• Limited exclusively to school issues
• School-based, school-focused issues  

• Health
• Attendance
• Behavior
• Academics

• Identification

• Specific
• Observable
• Descriptive

Levels of Intervention

• Step 1: 8 minute model at grade level meetings
• Step 2: Committee level, a core team approach

• Requires total team involvement that begins with administration and ends with ALL school staff members

Focused on Developmental Assets

• External--"Protective Factors": Support systems, relationships, activities
• Internal--"Resiliency Skills": Inner values, beliefs, skills and talents

WHAT DOES THE RESEARCH SAY ABOUT SOCIAL AND EMOTIONAL LEARNING?

Social and emotional learning (SEL) is the process through which students acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Satisfying the social and emotional needs of students does more than prepare them to learn.

It also:

• Increases their capacity for learning
• Increases mastery of subject material
• Increases motivation to learn
• Increases commitment to school
• Increases time devoted to school work
• Improves attendance, graduation rates, prospects for constructive employment
• Reduces suspensions, expulsions, grade retentions

Levels of Intervention

Step One - 8 Minute Model

• Utilized during grade level meetings

• School levels will function differently based on scheduled and school dynamics

• Timeline:

1. Teacher Review (2 minutes)
2. Ask clarifying Questions (1 minute)
3. Asset discussion (1 minute)
4. Brainstorm (3 minutes)
5. Develop Plan (1 minute)

•  Review data in 2-4 weeks

• After 30-60 days without progress consider referring to I&RS Committee Level

• ALWAYS submit 8-minute Action Plans to school counselor for documentation and tracking

Step Two - Core Committee Level

 Required core Team: 6-8 members

• 1-2 School Counselors
• Administrator
• 1-2 Teachers (including a special education teacher)
• Nurse
• CST Staff (learning disabilities teacher, psychologist, or social worker, as needed)
• Specialist - occupational therapist, physical therapist, reading specialist, etc., as needed
• Other - Classroom assistant, secretary, custodian, etc.

The core team is responsible for a variety of tasks that include: initial referral (after no progress is shown in the 8 minute model), assigning advocates (to gather data to present at meetings), developing action plans, interviewing students and contacting parents.

 Click here for a printable brochure of the Masonic Model.