in the Newton Public Schools A Tiered Approach to Addressing the S - - PowerPoint PPT Presentation

Social and Emotional Learning in the Newton Public Schools

A Tiered Approach to Addressing the S

• cial and

Emotional Development and Needs of Our S tudents

Mary Eich, Assistant Superintendent for Teaching and Learning Judy Levin-Charns, Assistant Superintendent for Student Services Amy Kelly and Lisa LaCava, Social and Emotional Learning Department

BIG Ideas

• S

tudents cannot learn or become successful without engaging their social and emotional competencies

• S
• cial and emotional learning is not

new to NPS and now we have the funding to implement a core approach with consistency and fidelity

• This work is at the intersection of

practices, systems, and data

ff

In a recent study from Columbia University, authors Henry M. Levin and Clive Belfield examined a number of social and emotional programs/approaches, including Responsive Classroom, and have found that, on average, for every $1 invested (in SEL), there is a return of more than $11. Benefits include:

• reductions in child aggression, substance abuse, delinquency and

violence

• lower levels of depression and anxiety
• increased grades, attendance and academic performance in core

subjects

• Reflection = self awareness
• Resiliency = self management
• Relationships = social awareness
• Responsibility = decision making

NPS Social Emotional Learning Goals

• Continue to set social and emotional learning as priority
• Build on pockets of excellence and develop consistency
• f approaches across district
• Research and implement a systematic, multi-tiered

framework

• Develop capacity through formation of district and

school-based teams

• Develop and implement professional

development/coaching plan

(From District goals and RTI Committee recommendations)

School Climate Transformation Grant Goals

• Build positive, preventative and safe school climate

and culture

• Focus on student outcomes related to social,

emotional, and behavioral competence

• Build capacity and strengthen partnerships
• S

trengthen supports for students through implementation of a consistent multi-tiered social and emotional learning framework

Multi-tiered SEL Framework

Direct Impact on Student Success

• Teacher characteristics,

skills and attitudes

• Classroom conditions
• S

chool climate

Framing Our Work

PRACTICES to Support Students

• Research-based social and

emotional practices

• Consistency and fidelity of core

(Tier 1) practices across schools and grade levels

• S

chool wide positive behavior plans

SYSTEMS to Support Staff

• Leadership teams at the district

and school levels

• Professional development and

coaching

• Partnerships with families and

community organizations

• Protocols for referral, entry and

completion of Tier 2 and Tier 3

DATA to Support Decision Making

• Explore screening process and

progress monitoring for assessing student social and emotional strengths and needs

• Document and analyze data on

social and emotional learning and behavior

• Evaluate equity in student

discipline

OUTCOMES

• System: Fidelity and consistency of

implementation

• Staff: Improvement in knowledge,

skills and attitudes

• Students: Improvements in

perception of connectedness and safety and reduction in discipline referrals and suspensions, absences and referral for special education

Impact

All students will succeed and thrive as they engage in interactions that foster a sense of:

• significance
• belonging
• meaningful

enj oyment

“Growing numbers of scholars and educators have been exploring the ways in which emotions and relationships contribute to learning….[they] are working to improve the culture of schools, the expectations of adults, the ways in which discipline is meted out, the mindsets of learners, and the

• pportunities for young people’s

expression, service and aspiration.”

~Tim Shriver and John Bridgeland (2015)

Picture Sources

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Picture Sources

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