SECURE
SOCIAL, EMOTIONAL, AND
COGNITIVE UNDERSTANDING AND
REGULATION
Created by Success for All, University of Michigan, and Harvard University
Be
Good!
WHAT IS SECURE?
SECURe is a school-wide program designed to
build students’ ability to:
Focus
thinking
Understand and
deal with
feelings
Learn
Manage own
behavior
Build positive
relationships
To succeed in school and life, students must
learn how to learn, independently and together.
BASIC COMPETENCIES YOUNG PEOPLE NEED…
“to hold a decent job and earn a decent living.”
– U. S. Department of Labor
• Participate as a member of a team.
• Teach others new skills.
• Exercise leadership.
• Work with diverse groups of people.
4
Be
Good!
SECURe
aims to…
SECURE
By ….
Improve learning
Teaching skills such as
focusing attention and
managing emotions
Foster engaged learners
Providing tools for positive
climate
Build students’ ability to solve
problems and face challenges
Using routines and activities
that build cognitive, social, and
emotional skills
Increase students’ social and
behavioral outcomes
Teaching strategies for
building relationships, making
good decisions, maintaining
mental health
GOALS
Introducing SECURe
SECURe: Moving Beyond GAT
• Extends cooperative learning to promote self
regulation
• Includes a focus on cognitive regulation
(attention, memory, planning, etc.)
• Has a stronger focus on emotional skills
• Integrates self regulation with academic
learning
• Lessons support the structures used
throughout the school building, day, and year
“Owlivia”
“Betty”
“Chilly”
“Dilly”
“Buster”
SECURE COMPONENTS
Skill lessons
Classroom and school
structures
• Teaching core SECURe
concepts
•Brain Games
•Introducing routines
•Problem-solving and conflict
resolution
•Using a variety of formats
such as reading, role plays,
games
•Emotion management
•Cooperative learning
Ongoing assessment and progress monitoring
9
OVERVIEW OF
SECURE PROGRAM
First two
weeks
Rest of
the
school
year
• Daily routines
• Daily introductory lessons for teambuilding and cooperative learning
• Daily routines
• Weekly skill lesson
• Weekly Class Council
• Home Connections
• Extend and Connect
INITIAL SCHEDULE:
TWO WEEKS
Monday
Tuesday
Wednesday
Thursday
Friday
Daily
Practice
Daily
Practice
Daily
Practice
Daily
Practice
Daily
Practice
5-10 Min.
5-10 Min.
5-10 Min.
5-10 Min.
5-10 Min.
Skill Lesson
60 Min.
Skill Lesson Skill Lesson Skill
Lesson
60 Min.
60 Min.
60 Min.
Skill Lesson
60 Min.
REGULAR SCHEDULE:
YEAR LONG
Monday
Tuesday
Wednesday
Thursday
Friday
Daily
Practice
Daily
Practice
Daily
Practice
Daily
Practice
Daily
Practice
5-10 Min.
5-10 Min.
5-10 Min.
5-10 Min. 5-10 Min.
Skill Lesson
Class Council
30 Min.
30 Min.
Digging into Details
Skills promoted by SECURe
• Thinking and Cognitive Skills(Brain Tools)
– Working Memory (Memory); Attention (Focus); Inhibition
(Stop and Think)
• Emotional Management
– Feeling Identification; Emotional Regulation; Behavior
Control; Empathy/Perspective Taking
• Interpersonal/Social Skills
– Social Problem Solving; Reading and Responding to Social
Cues; Pro-social Behavior
Digging into Details
Skills promoted by SECURe
• Thinking and Cognitive Skills(Brain Tools)
– Working Memory (Memory); Attention (Focus); Inhibition
(Stop and Think)
• Emotional Management
– Feeling Identification; Emotional Regulation; Behavior
Control; Empathy/Perspective Taking
• Interpersonal/Social Skills
– Social Problem Solving; Reading and Responding to Social
Cues; Pro-social Behavior
Digging into Details
Thinking and Cognitive Skills : Attention/Focus
 Sustains attention on a task using multiple
strategies
 Ignores distractions when doing a task
 When appropriate, switches attention easily from
one task to another, or from one part of a task to
another
 Uses listening skills during team discussion and
active instruction in classroom in order to take in,
store, retain, and access information
Digging into Details
Thinking and Cognitive Skills: Working Memory
• Remembers and can manipulate information
• Plans and carries out multi-step tasks
• Engages in goal-directed behavior, both
independently and when directed to do so
 Remembers and follows complex commands
with multiple steps
 Paraphrases and/or summarizes content
across areas
Digging into Details
Cognitive Regulation: Response Inhibition/ Stop & Think
 Can inhibit inappropriate behavior (e.g., talking out
of turn) and respond with appropriate behavior
(e.g., raising hand)
 Stops and considers multiple options when
confronted with a decision
 Utilizes a variety of self control techniques to meet
the demands of the situation, for example learning
in class setting (including self talk)
 Waits when necessary and uses appropriate
strategies to cope with waiting
Digging into Details
Thinking and Cognitive Skills in SECURe
Content Area
• Focus: Attention
• Memory: Working
Memory
• Stop & Think:
Response Inhibition
Supporting Structures
• Brain Games
• Active Listening
Signal
• Cognitive
Regulation Signals
• Think-Pair- Share
Digging into Details
Brain Games
• Use daily as sponge activity to build cognitive regulation
skills
• Introduced during Daily Routines
• Played multiple times a day
– During breaks, down time, transition time, lunch, etc.
Digging into Details
Active Listening/Cognitive Signals
• Active Listening Posture
• Active Listening Signal
• Talking Stick
• Chip In
• Cognitive Regulation Signals
Digging into Details
Skills promoted by SECURe
• Thinking and Cognitive Skills(Brain Tools)
– Working Memory (Memory); Attention (Focus); Inhibition
(Stop and Think)
• Emotional Management
– Feeling Identification; Emotional Regulation; Behavior
Control; Empathy/Perspective Taking
• Interpersonal/Social Skills
– Social Problem Solving; Reading and Responding to Social
Cues; Pro-social Behavior
Digging into Details
Emotional Management
• Feeling identification
Recognizing and labeling feelings oneself and
others
• Emotion regulation
Using strategies to manage emotional
reactions (including intensity and duration)
• Behavior control
Learning and incorporating expectations for
appropriate social behavior
• Empathy/perspective taking
Understanding another person’s emotional
state and point of view.
Digging into Details
Emotional Management
• Feeling identification
Recognizing and labeling feelings oneself and
others
• Emotion regulation
Using strategies to manage emotional
reactions (including intensity and duration)
• Behavior control
Learning and incorporating expectations for
appropriate social behavior
• Empathy/perspective taking
Understanding another person’s emotional
state and point of view.
Digging into Details
Emotional Management in SECURe
Content Area
• Feeling Identification
• Emotion Regulation
Supporting Structures
• Feelings Tree
• Feelings
Thermometer
• I Messages
• Behavior Control
• Stop and Stay Cool
• Think it Through
Sheets
Digging into Details
Feelings Tree & Thermometer
“I” MESSAGE
Feeling
I feel
Behavior
when you
Request
I would like
28
“I” MESSAGES: FIRST PART
Feeling?
29
“I” MESSAGES: SECOND PART
Specific Behavior?
30
“I” MESSAGES: THIRD PART
Clear Request?
31
Think it Through Sheet
2nd Grade
Think It Through Sheet
Name:
1. Draw or write about your problem:
2. How do you feel? (Please circle)
Sad
Angry
Worried
Scared
Frustrated
_________
3. What do you want to do? (Please circle)
________
Stop & Stay Cool Use a Conflict Solver
Use the Peace Path
Ask for Help
Other
I will choose to _____________________________________________________________________________
Digging into Details
Skills promoted by SECURe
• Thinking and Cognitive Skills(Brain Tools)
– Working Memory (Memory); Attention (Focus); Inhibition
(Stop and Think)
• Emotional Management
– Feeling Identification; Emotional Regulation; Behavior
Control; Empathy/Perspective Taking
• Interpersonal/Social Skills
– Social Problem Solving; Reading and Responding to Social
Cues; Pro-social Behavior
Digging into Details
Interpersonal/Social Skills
• Reading and Responding to Social Cues
Interpreting cues from the social environment. Includes
reading, interpreting, and encoding social cues
• Pro-social Behavior
Interacting effectively with others and developing positive
relationships
• Social Problem Solving
Generating and acting on effective strategies/ solutions for
challenging interpersonal situations and conflicts
DECISION MAKING
OUTCOMES
•Lose - Lose
•Win - Lose
Goal
Win – Win!
36
Digging into Details
Interpersonal/Social Skills
• Reading and Responding to Social Cues
Interpreting cues from the social environment. Includes
reading, interpreting, and encoding social cues
• Pro-social Behavior
Interacting effectively with others and developing positive
relationships
• Social Problem Solving
Generating and acting on effective strategies/ solutions for
challenging interpersonal situations and conflicts
Digging into Details
Interpersonal Skills in SECURe
Content Area
Supporting Structures
• Reading and
Responding to Social
Cues
• Conflict Solvers
• Social Problem Solving
• Cooperative Goals
Board/Bag
• Hurdles to Solutions
• Peace Path
• Pro-social Behaviors
• Class Council
Conflict Solvers
Digging into Details
Interpersonal/Social Skills in SECURe
Content Area
• Reading and
Responding to Social
Cues
• Social Problem Solving
• Pro-social Behaviors
Supporting Structures
• Conflict Solvers
Board/Bag
• Hurdles to Solutions
• Cooperative Goals
• Peace Path
• Class Council
Peace Path
Digging into Details
Overview of Key Elements
• Thinking and Cognitive Skills(Brain Tools)
– Working Memory (Memory); Attention (Focus); Inhibition
(Stop and Think)
• Emotional Management
– Feeling Identification; Emotional Regulation; Behavior
Control; Empathy/Perspective Taking
• Interpersonal/Social Skills
– Social Problem Solving; Reading and Responding to Social
Cues; Pro-social Behavior
Organization of SECURe
Two Parts
First Two Weeks:
Year-Long Procedures:
• Daily Routines
• Daily Routines
• Introductory lessons
for team building and
cooperative learning
skills
• Weekly Skill
lesson
• Weekly Class
Council
Digging into Details | Other Structures
Daily Routines
•Brain Games
• Cooperative Challenge
• Cool Kid
Digging into Details | Other Structures
Skill Lessons
Structure
of
Lesson
Content
of
Lesson
Instructional
Process
SKILL LESSONS
• Active Instruction
• Team Work
• The “Big Q”
CYCLE OF EFFECTIVE INSTRUCTION
ACTIVE INSTRUCTION
• Teach
• Model
• Guide Practice
CELEBRATION
• Recognize
• Celebrate
48
PARTNER/TEAM
PRACTICE
• Prompt
• Reinforce
ASSESSMENT
• Monitor
• Assess
UNIT TOPICS:
• Unit 1: Building a SECURe
Community and Teambuilding
• Unit 2: Friendship
• Unit 3: Empathy/Thinking
about Others
• Unit 4: Brain Game Aim
• Unit 5: Hurdles on the Path to
Teamwork
• Unit 6: Thinking Through Hard
Situations
• Unit 7: Review
THE CONNECTION WITH
COOPERATIVE LEARNING
50
Cooperative Learning Gotchas
• Think-Pair-Share
o Is a three step process
o Limit whole group debriefing
• Random Reporter
o Team discussion, support and preparation is
crucial
• Talking Stick
o Used in small groups only – not for whole
class debrief.
• Team Points
o Use team points all day every day. Hit or miss
reinforcement is not motivating.
The Power of Team Points
Monday
Tuesday
Wednesday
Thursday
Friday
Cooperative
Challenge/
2 pts
Skill Lesson
Big Q/ 2 pts
Team Huddle 1 pt
Cooperative
Challenge/
2 pts
Cooperative
Challenge/
2 pts
Cooperative
Challenge/
2 pts
Cooperative
Challenge/
2 pts
Team Cooperation
Goal Pts awarded
throughout the
day/ 3+ pts
Team
Cooperation
Goal Pts
awarded
throughout the
day/ 3+ pts
Team
Cooperation
Goal Pts
awarded
throughout
the day/
3+ pts
Team
Cooperation
Goal Pts
awarded
throughout the
day/ 3+ pts
Team
Cooperation
Goal Pts
awarded
throughout the
day/ 3+ pts
Total
TEAM REWARDS
Super Team: Within 3 Points below the highest scoring team
Great Team: Within 3 Points below the lowest Super Team
score
Good Team: Within 3 points below lowest Great team score.
Example: Highest Team has 30 Points
Super Team is 28-30 Points
GREAT Team is 25-27
Good Team is 22-24
SECURe Structure
Other Supporting Structures
• Class Council
• Home Connections
• Extend and Connect
Digging into Details | Interpersonal Skills Routines
Class Council
• Review and Goal Setting
– Class Strengths
– Goal Review
– Class Concern/Goal
Setting
• Celebration
– Teacher Affirmation
– Cool Kid Certificate
– Weekly Team Awards
Digging into Details | Other Structures
Home Connections
• Activities for parents to do with children to reinforce
SECURe skills
• One home connection a week
• Send home Monday, return on Friday
Digging into Details | Other Structures
Extend and Connect
• Extending throughout
the classroom
• Extending throughout
the school day
• Extending beyond the
school
SECURe Structure
SECURe Progress Monitoring
Quarterly
Benchmarks
Monitor student
growth in SECURe
skills
Quarterly
Snapshots
Monitor
implementation
of SECURe
structures, teacher
instruction and student
engagement
SECURE
IS AN
EXCITING
OPPORTUNITY!!!
Thanks
for
Participating!!!
You’re all COOL KIDS!