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 others. • 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 Lack of a well-defined • Develop a well-defined vision • • (either specific to SEL or SEL Taskforce to begin vertical vision redevelop the district’s vision looking at vision and long- Getting wide-spread support • statement to incorporate SEL) term planning of a vision • Create a district SEL Committee Staff has the understanding Follow-through and • • • Create school-based SEL that students are sustainability Committees demonstrating SEL needs Making stakeholders • PD on SEL theory has been accountable for • offered implementing the shared vision

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 After the vision is developed, identify District has provided PD District-wide PD is not always • • • professional development that connects to related to SEL (growth consistent the vision mindset, anxiety, Little follow-through after • Identify which professional development • sessions are required for all staff to have a mindfulness) initial trainings consistent message, but also identify Teachers are looking for General educators often are • • professional development sessions that could be voluntary based on specific topics additional PD not given the same Work with the mentoring program to • There is a willingness to learn opportunities as related • embed SEL into the year’s work As new teachers join the district, be sure more about SEL services providers • to train new staff on Second Step Lack of district PD days • (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 SEL needs exceed the current Assess the need for • • • to support students with SEL human capacity additional positions to needs Fewer resources currently support SEL • Teachers are recognizing and allocated for SEL than other • implementing different districts strategies to support SEL Staff implement SEL without • even knowing it

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 SEL is not currently part of a Communicate the work of the • • • SEL Taskforce each school strategic communication Newsletters can be used to • School-by-school strengths plan • spread information about SEL exist related to Lack of vertical alignment • work communications creates district-wide Have information/resources • communication problems available to parents Communication to some • Develop a common language and • stakeholder groups could be goals and share the language improved (bus drivers, with stakeholders (faculty/staff, custodians, coaches) 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 There are no SEL learning Identify SEL Learning Standards • • • and share with district increase some common standards in place expectations that were not Consistent vertical alignment • established prior

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 Lack of Second Step training Assess the current status of • • • Second Step (what keeps people Second Step at grades K-5 for new staff from using the program?) Steps to Respect used in Inconsistent expectations for • • Explore K-12 SEL programs that • grades 4-5 tier-1 instruction are out there. Elements of PBIS (PBS) are in No evidence-based • • Explore K-12 SEL screeners • place at each school programming for grades 6-12 TAP Program (all four • schools) and BEST at SHS/HMS support SEL