When SEL Curriculum Is Not Enough: Integrating Social-Emotional Behavior Supports in MTSS
Over the past two years, many districts have adopted social-emotional learning (SEL) curricula. But high-quality resources are just a small part of an SEL program’s success. For an initiative to have the greatest impact, systematic implementation is needed, including supporting adult SEL; embedding social-emotional behavior (SEB) supports within your multi-tiered system of support (MTSS); and using data to improve practice and outcomes.
Whether you’re just getting started with SEL or want to strengthen your program, tune into this on-demand webinar for guidance on building capacity to implement a robust SEL program that serves the needs of all students.
You’ll learn:
- Tips for advocating for investment in SEB supports
- Strategies for implementing SEB supports across all tiers
- How to utilize SEB assessments and whole child data to guide implementation and ensure strong outcomes for students
- Steps for designing professional learning that supports effective, sustainable implementation
About Our Presenters:
Nathaniel von der Embse, Ph.D., NCSP
Associate Professor, University of South Florida
Nathaniel P. von der Embse, Ph.D., is an associate professor of school psychology at the University of South Florida. Dr. von der Embse serves as an associate editor for the Journal of School Psychology, and his research interests include universal screening for behavioral and mental health, teacher stress and student test anxiety, and training educators in population-based mental health services. He received the 2018 Lightner Witmer Award for early career scholarship from Division 16 of the American Psychological Association. He is one of the authors of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) assessment suite and is an author and behavior team member with FastBridge.
Laura Rutherford, Ph.D., NCSP
Consulting and Research Psychologist, Devereux’s Center for Effective Schools
Dr. Laura Rutherford is a nationally certified school psychologist, as well as a certified school psychologist in Pennsylvania and a licensed psychologist in Pennsylvania. She is also a board certified behavior analyst. Her professional experience includes providing training, assessment and consultation services to teachers, parents and multi-disciplinary teams in both school and home settings. Dr. Rutherford is currently working on several projects to develop capacity for universal, targeted and individualized support systems in urban schools. Her research interests include, providing supports to schools for children with externalizing disorders and parent management training.