Learning Update November 12, 2018 Social-Emotional Learning - - PowerPoint PPT Presentation

Social-Emotional Learning Update November 12, 2018

Social-Emotional Learning Committee Members

Michael Griffin-Co-Chair Rob Thornell Logan Faris Stephanie Espinosa Jamie Farber Cara Carter Anthony Tosie Sandy Conklin Kim Blackburn Mary Seltzer Leigh Ann Romer Justin Vercher Cynthia Webber Matrice Raven Carri Eddy Michelle Gelnaw Kim Campbell Amanda Borg Lauren Kane Ashley Mooneyham Monica Lemke Kim Hardy Michelle Rouleau Terry Harris Julie Hinshaw Tara Teague Chrystal Woodward Misty Taylor Paula Railsback Tammy McClure Jamie Winters-Johnson Soledad Newton

The Purpose of Our Work (2017-2018) “Character Ed. Committee”

Collaboratively, we will work together as a committee to develop a framework to guide character education in Northwest ISD. This framework will serve as a guide for NISD schools to use as a benchmark in developing and/or assessing character development opportunities they provide to students.

Character Development

Social-Emotional Learning

Social-Emotional Learning in Northwest ISD

Social-Emotional Learning in Northwest ISD

VISION: Northwest ISD schools will create an intentional, nurturing, and caring culture that engages all students in a comprehensive and integrated approach to character development so they are socially, emotionally, and intellectually prepared for college, the global workplace and personal success. MISSION: Northwest ISD staff, students, parents and community will work collaboratively to design highly effective character development experiences that are responsive to ever-changing student needs and promote and foster social, emotional, and intellectual learning for all students.

BELIEFS In Northwest ISD, we are committed to our students growing through experiences that develop social and emotional competencies; connecting their personal goals to individual character development; and inspiring others and future generations through their actions and words. To that end,

• We believe our families and communities provide the foundation for our students’ social-emotional development.
• We believe an ongoing partnership with students, families, schools, and communities is critical in fostering students’ social-

emotional development and intellectual growth.

• We believe ALL school environments must support the social, emotional, and cultural needs of every student by fostering a

culture where all students feel safe, valued, connected, and empowered.

• We believe, through on-going support, training, and collective efficacy, staff must continuously model, encourage, and provide

time and opportunities in all environments for character growth and social-emotional development in all students.

Social-Emotional Learning in Northwest ISD

Strategic Summit

Northwest ISD

Strategic Framework

2018-2022

Northwest ISD

Strategic Framework

2018-2022

Northwest ISD

Strategic Framework

2018-2022

College, Career, and Life Readiness: NISD will ensure that every student is achieving Exemplary CCR status (in accordance with NISD’s CCR Rubric), experiencing personalized learning

• pportunities, and developing social-

emotional skills in order to attain their definition of personal success.

Social-Emotional Learning-A National Focus

Social-Emotional Learning Competencies

Social-Emotional Learning Competencies

Social-Emotional Learning Competencies

Social-Emotional Learning Competencies

Social-Emotional Learning Competencies

Developing our Social-Emotional Learning Competencies

All levels of school counselors reviewed the following competencies in spring 2018 to determine similarities and differences:

• Texas Student Competencies (new competencies released Feb. 2018)
• ASCA’s Mindsets and Behaviors
• CASEL’s SEL Competencies (Jan. 2017)
• MTSS Core Constructs for Student Social, Emotional, Behavior

Competencies (The Great 8 or Essential 8)

• Emotional Intelligences

SEL Competencies

SEL Competencies

NISD SEL Framework

A follow-up committee of counselors worked to draft an SEL framework merging the Texas Student Competencies with the CASEL (Collaborative for Academic, Social, and Emotional Learning) Competencies to provide a consistent framework and communication tool for administrators, counselors, and teachers.

Original Draft

Original Draft- Elementary

Committee Feedback

Student Feedback

• Met with 60+ high school students
• Collected feedback from them and listened

to their needs

• Combined student feedback with committee

feedback

• Follow-up session with all of the high school

student groups

• Collected feedback from elementary

students

Committee & Student Feedback

Three key aspects came out of the collective body of feedback:

• Create one District-wide Framework to be used K-12 to create a common

language and understanding of SEL

• A need for some "wordsmithing" to the language used in the bullets under

each strand of competencies is needed

• A redesigned visual of the SEL Framework was needed

DRAFT Revision

Redesigned Framework

Additional input has been collected from:

• Faculty Advisory Council (FAC)
• DEIC
• SEL Committee
• Principals

NISD Social – Emotional Learning Framework & Competencies

Timeline (2018-2019)

Board Report with Recommended SEL Competencies to be emplemented in NISD

Spring 2019

• Nov. 12
• Sept. 25

Reconvene Committee to develop a recommendation for Social-Emotional Learning Competencies for NISD

• Share Guides & Campus Self-

Assessment with principals

• Campuses assess current level of

SEL competencies (baseline data)

• Curriculum self-assessment
• Professional Development plan for

training all staff on SEL competencies

Spring / Summer 2019

• Train all staff on SEL

Competencies

• Teachers self-assessment on

classroom practices

• Continue embedding SEL

language in Curriculum

Dec-Feb.

Sub-Committee Work:

• Develop NISD Guides for SEL

Competencies

• Create campus self-

assessment document

• Plans for embedding SEL into

the Curriculum

Timeline (Year Two: 2019-2020)

Campuses will embed strategies for enhancing/supporting SEL work in Campus Improvement Plans based on Spring self-assessment results Committee will explore student assessment

• ptions for establishing

baseline data for SEL competencies Campuses and teachers will implement SEL competencies and CIP strategies throughout year C&I, campuses & teachers will continue to monitor progress of the integration

• f SEL competencies into

practices

Questions?