Social and Emotional Learning Monday, February 25, 2019 What is - - PowerPoint PPT Presentation

Social and Emotional Learning

Monday, February 25, 2019

What is Social and Emotional Learning?

Social and Emotional Learning (SEL) is the process through which students acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Why Social and Emotional Learning?

Two major meta-analyses examined the influence of universal, school- based SEL programs serving 270,034 K-12 students:

• Students participating in SEL programs show significantly more positive outcomes in

six measured areas (social and emotional skills, attitudes toward self and others, positive social behavior, conduct problems, emotional distress, and academic performance) compared to control students.

• SEL programs enhance academic achievement. The higher the academic

performance of students who participated in an SEL program translated into an 11 percentile-point gain in achievement

• SEL programs that were implemented well and adhered to a combination of

recommended practices - sequenced, active, focused, and explicit learning - were particularly likely to promote positive outcomes

What is SEL?

The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines five vital SEL competencies as:

• Self-awareness
• Self-management
• Responsible decision making
• Relationship skills
• Social awareness

What is SEL?

Self-awareness

The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well- grounded sense of confidence, optimism, and a “growth mindset.”

• Identify emotions
• Accurately determine self-perception
• Recognizing strengths
• Self-confidence
• Self-efficacy

What is SEL?

Self-management

The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations – effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

• Impulse control
• Stress management
• Self-discipline
• Self-motivation
• Goal-setting
• Organizational skills

What is SEL?

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and

• thers.
• Identifying problems
• Analyzing solutions
• Solving problems
• Evaluating
• Reflecting
• Ethical responsibility

What is SEL?

Relationship Skills

The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and see and offer help when needed.

• Communication
• Social engagement
• Relationship-building
• Teamwork

What is SEL?

Social Awareness

The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.

• Perspective-taking
• Empathy
• Appreciating diversity
• Respect for others

SEL Taskforce

The District created a SEL Taskforce with representatives from staff from each school. Members of the taskforce included teachers, nurses, school secretaries, and administration.

SEL Taskforce Members

Becky Abrams Matthew Mare Donna Bahry Linda McCoart Catherine Balasco Lisa McLintock Alexis Bouchard Tammi Miller Andrea Bruce Meagan Patch Corinne Carvalho Jessica Rawnsley Tracy Churchill Tracey Read Ellen Corvi David Rubin Susan Doe Cindy St. Jacques David Graf Zachary Waddicor Jodi LeDuc Jennifer Wentworth

SEL Taskforce Timeline

October 10, 2018

• Shared current SEL practices being implemented at each school

November 5, 2018

• Discussed an SEL Vision and our goals for our students
• Completed SEL District Strengths Survey Inventory and sent inventory to entire

district for their input and opinions

November 19, 2018

• Reviewed district survey/inventory results

December 3, 2018

• Developed SEL Action Plan

SEL Action Plan - Summary

District strengths, challenges, and short-term recommendations were identified in eight areas:

• Vision and Long-Term Planning
• Professional Learning Program
• Resource Allocation
• Communications
• SEL Learning Standards
• Evidence-Based SEL Programs and Practices
• Monitoring SEL Processes and Outcomes
• SEL Integration

SEL Action Plan - Summary

Vision and Long-Term Planning The district has an explicit vision and long-term plan for Academic, Social and Emotional Learning implementation. Strengths Challenges Short-Term Recommendations

• District has established an

SEL Taskforce to begin looking at vision and long- term planning

• Staff has the understanding

that students are demonstrating SEL needs

• PD on SEL theory has been
• ffered
• Lack of a well-defined

vertical vision

• Getting wide-spread support
• f a vision
• Follow-through and

sustainability

• Making stakeholders

accountable for implementing the shared vision

• Develop a well-defined vision

(either specific to SEL or redevelop the district’s vision statement to incorporate SEL)

• Create a district SEL Committee
• Create school-based SEL

Committees

SEL Action Plan - Summary

Professional Learning Program Professional learning opportunities for addressing Academic, Social and Emotional learning are provided and available. Strengths Challenges Short-Term Recommendations

• District has provided PD

related to SEL (growth mindset, anxiety, mindfulness)

• Teachers are looking for

additional PD

• There is a willingness to learn

more about SEL

• District-wide PD is not always

consistent

• Little follow-through after

initial trainings

• General educators often are

not given the same

• pportunities as related

services providers

• Lack of district PD days
• After the vision is developed, identify

professional development that connects to the vision

• Identify which professional development

sessions are required for all staff to have a consistent message, but also identify professional development sessions that could be voluntary based on specific topics

• Work with the mentoring program to

embed SEL into the year’s work

• As new teachers join the district, be sure

to train new staff on Second Step (elementary)

• Encourage SEL questions in the interview

process

SEL Action Plan - Summary

Resource Alignment The district has the human capacity needed to implement SEL system-wide. Strengths Challenges Short-Term Recommendations

• Some positions are in place

to support students with SEL needs

• Teachers are recognizing and

implementing different strategies to support SEL

• Staff implement SEL without

even knowing it

• SEL needs exceed the current

human capacity

• Fewer resources currently

allocated for SEL than other districts

• Assess the need for

additional positions to support SEL

SEL Action Plan - Summary

Communications SEL is part of the district’s overall strategic communication plan. Strengths Challenges Short-Term Recommendations

• PBIS (PBS) is happening at

each school

• School-by-school strengths

exist related to communications

• SEL is not currently part of a

strategic communication plan

• Lack of vertical alignment

creates district-wide communication problems

• Communication to some

stakeholder groups could be improved (bus drivers, custodians, coaches)

• Communicate the work of the

SEL Taskforce

• Newsletters can be used to

spread information about SEL work

• Have information/resources

available to parents

• Develop a common language and

goals and share the language with stakeholders (faculty/staff, parents, school committee, social media)

SEL Action Plan - Summary

Learning Standards The district has SEL learning standards in place. Strengths Challenges Short-Term Recommendations

• PBIS (PBS) has helped to

increase some common expectations that were not established prior

• There are no SEL learning

standards in place

• Consistent vertical alignment
• Identify SEL Learning Standards

and share with district

SEL Action Plan - Summary

Evidence-Based SEL Programs and Practices Evidence-based SEL programs are in place. Strengths Challenges Short-Term Recommendations

• The district has invested in

Second Step at grades K-5

• Steps to Respect used in

grades 4-5

• Elements of PBIS (PBS) are in

place at each school

• TAP Program (all four

schools) and BEST at SHS/HMS support SEL

• Lack of Second Step training

for new staff

• Inconsistent expectations for

tier-1 instruction

• No evidence-based

programming for grades 6-12

• Assess the current status of

Second Step (what keeps people from using the program?)

• Explore K-12 SEL programs that

are out there.

• Explore K-12 SEL screeners

SEL Action Plan - Summary

Monitoring SEL Processes and Outcomes Systems are in place to monitor SEL-related processes and outcomes. Strengths Challenges Short-Term Recommendations

• MS programs monitor SEL for

behavioral concerns

• SEL is monitored through the

SST process and for students with IEPs

• Report cards report out on

soft skills (at elementary level)

• There is no formal process

for monitoring SEL

• Systems in place are for

students already identified

• No tiered response to

intervention (RtI) or tiered system of support (MTSS)

• This can be worked on once a

program is identified

SEL Action Plan - Summary

SEL Integration The district has clear overarching priorities and SEL is integrated with these priorities. Strengths Challenges Short-Term Recommendations

• District has clearly identified

vertical alignment, curriculum, and student achievement as priorities

• District recognizes SEL as a

need and we have staffing, although not desired amount

• District has identified that

the student profile has changed within the district

• SEL is not integrated into any

district vision or goal

• There is a vision statement,

but there is a disconnect between the vision and what is actually happening/valued

• Increased responsibility for

teachers/staff makes it challenging for SEL to be addressed in tier-1 and tier-2

• This can be worked on once a

vision is developed and communicated

Social and Emotional Learning

Monday, February 25, 2019