Building Resilience Through

SEAL, PBIS & Restorative

Practices
PEDU 504 Project Based Learning
Candice Troutman
Teresa Gordon
“Support from caring adults is key
to students’ success in the face of
adversity.”

~ Virginia Smith Harvey

 Resilience

“Building resilience—the ability to adapt well to

adversity, trauma, tragedy, threats, or even significant
sources of stress—can help our children manage
stress and feelings of anxiety and uncertainty” (APA,
2020).
 Social Emotional Academic Learning in ACPS
“Social, emotional, and academic development is the integration of social and emotional
development with academic learning in K-12 education” (Aspen Institute, 2020)

ACPS Implementation: RULER (CASEL, 2020)

R- Recognizing
U- Understanding
L- Labeling
E- Expressing
R- Regulating
● Weekly Lesson
● Daily Check-in
(CASEL, 2020)
Positive Behavioral Interventions and Support
Four critical features of SW-PBIS include:
● Locally-meaningful and culturally-relevant
outcomes
● Empirically-supported practices
● Systems to support implementation
● Data to monitor effective and equitable
implementation and to guide decision making

(PBIS.org, 2020)
ACPS Implementation:

● Shout outs
● Incentives for attendance and participation
 Restorative Practices Guiding Principles

Positive Relationships are essential to learning,

growth and building/maintain a healthy school
climate for all students and adults.

An understanding that every instance of

wrongdoing, conflict or problem that arises is an
opportunity for learning.

Implementation of processes that restore

Community Circles- Tier 1 relationships when a wrongdoing, conflict or
Restorative Circles- Tier 2 problem occurs.
Restorative Conferences-Tier 3

(ACPS, 2020)
What’s in the Toolbox?
● Web based resources
● Student lounge
● SEAL lessons
● Community circles
● Check-ins
Virtual Lessons & Other Supports
Social Emotional Academic Learning Lessons

Relationship-Building

Emotional Coping Skills

Virtual Check-ins

Parent Outreach
Community Circles

Conversation Cafe’

Wellness Wednesdays
Grades Pre- and Post- Virtual Learning
Attendance Pre- and Post- Virtual Learning
Learning

*Previous Truancy: School records indicated documented pattern of attendance officially logged as
truancy during the 2019-20 school year.
Data Analysis: Attendance
➔ Records indicate that 50% of the students identified for this project had a
previous pattern of documented truancy during 2019-20 school year prior to the
COVID-19 school closure

➔ During Quarter 1 of the 2019-20 school year, 3/5 of the students with a pattern of
documented truancy achieved school attendance rate of 80% or better

➔ 80% of all students in the sample the students achieved attendance rates of 80%
or better during the period of virtual learning

➔ Students without a previous pattern of truancy maintained a school attendance

rate of 80% or above
Recent WP Article

Hannah Natanson
 Conclusions
For 80% of the students in a sample of high school students attending an
alternative program receiving SEAL, PBIS, and Restorative Practice supports
during virtual learning:

★ Academic performance improved

★ Attendance Improved

★ Fostering Resilience through supplemental supports may effectively mitigate

potential adverse impacts of virtual learning.

References
References