Social and Emotional Learning January 19, 2018 Brent Malicote - - PowerPoint PPT Presentation

Social and Emotional Learning

Collaborating States Initiative

SCOE Winter Curriculum Breakfast January 19, 2018 Brent Malicote Director, Educational Services Sacramento County Office of Education

Objectives for Today

Participants will:

• 1. work together to increase understanding of social and emotional

learning (SEL) and why it is critical for student success;

• 2. build understanding of important SEL tools and resources;
• 3. build understanding of current state and national SEL efforts; and
• 4. build understanding of important research that underscore the

importance of effective SEL implementation.

What is Social and Emotional Learning?

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

• The Collaborative for Academic, Social, and Emotional Learning (CASEL)

The California Team

• Tom Adams – Deputy Superintendent of Public Instruction, Instruction Learning and Support Branch, California

Department of Education (CDE)

• Katie Brackenridge, Senior Director, Expanded Learning Time Initiatives, Partnership for Children and Youth
• Linda Darling-Hammond, President, Learning Policy Institute
• Michael Funk, Director, Expanded Learning Division, CDE
• Erin Gabel, Deputy Director, External and Governmental Affairs Office, First 5 California
• Heather Hough, Executive Director, CORE-PACE Research Partnership
• Mai Xi Lee, Social Emotional Learning Director, Sacramento City Unified School District
• Brent Malicote – CASEL CSI Team Lead – Director, Educational Services, Sacramento County Office of Education
• Christine Olmstead, Assistant Superintendent Instructional Services Division, Orange County Department of Education
• Jennifer Peck – Senior Advisor to Tom Torlakson (State Superintendent of Public Instruction)
• David Rattray, Executive Vice President, Education & Workforce Development, Los Angeles Chamber of Commerce
• Jane Robb, Instructional Specialist, California Teachers Association
• Ilene Straus, California State Board of Education Liaison to the Planning Group

SEL – Five Core Competencies

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SELF- MANAGEMENT SELF- AWARENESS RESPONSIBLE DECISION- MAKING RELATIONSHIP SKILLS SOCIAL AWARENESS

Social and Emotional Learning (SEL)

• Perspective-taking
• Empathy
• Appreciating diversity
• Respect for others
• Communication
• Social engagement
• Building relationships
• Working cooperatively
• Resolving conflicts
• Helping/Seeking help
• Impulse control
• Stress management
• Self-discipline
• Self-motivation
• Goal setting
• Organizational skills
• Problem identification
• Situation analysis
• Problem-solving
• Evaluation
• Reflection
• Ethical responsibility

Where does SEL fit in California?

Local Control Funding Formula – 10 California Priorities Priority 1: Basic Services Priority 2: State Standards Priority 3: Parental Involvement Priority 4: Pupil Achievement Priority 5: Pupil Engagement Priority 6: School Climate Priority 7: Course Access Priority 8: Other Pupil Outcomes Priority 9: Expelled Pupils – COEs Only Priority 10: Foster Youth – COEs Only

A Continuum of Supports

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• Intra/Interpersonal Skills
• Deeper Learning
• 21st Century Skills
• Life Skills
• Mindsets (Growth/Learning)
• Grit
• Self-Control
• Self Discipline
• Social Problem Solving
• Emotional Intelligence
• Conditions for Learning
• Climate/Culture
• Character Education
• Mental Health Promotion
• Violence Prevention
• Bullying Prevention
• Drug Prevention
• Civic Engagement
• Multicultural Education
• Positive Youth Development
• Project-based Learning
• Restorative Practices
• Service-learning

Students who receive SEL programing, compared with controls, perform…

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9%ile Points Higher in Prosocial Behavior 11%ile Points Higher in Academic Achievement 9%ile Points Lower in Conduct Problems 10%ile Points Lower in Emotional Distress

Social and Emotional Learning

(Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011)

Teachers Believe SEL Benefits Students in School, Work, and Life (Bridgeland et al., 2013)

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• Students from all types of backgrounds, both

97% affluent and poor would benefit from learning SEL skills in school

• Preparing students for the workforce

87%

• Students becoming good citizens as adults

87%

• Students ability to move successfully through

80% school and stay on track to graduate

• Preparing students to get to/through college

78%

Recognizing an Active SEL Landscape

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California’s Social and Emotional Learning Guiding Principles

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California’s Social and Emotional Learning Guiding Principles seek to empower local stakeholders to continue to advance SEL in ways that meet the needs of their specific contexts and populations.

Guiding Principle 1: Whole Child Education

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Take a systems approach to promoting student academic, social, and emotional learning, physical well-being, and college, career, and civic life

• readiness. Name SEL as not a “nice to have,” but a

“must have to ensure student success in school, work, and community

Guiding Principle 2: Commit to Equity

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All students must have opportunities to build SEL skills and receive an assets-based educational experience that is personalized, culturally relevant and responsive, and intentionally addresses racism and implicit

• bias. Use practices that build on the existing

strengths of students, educators, families, and communities.

Guiding Principle 3: Build Capacity

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Build the capacity of both students and adults through an intentional focus on relationship- centered learning environments and by offering research-based learning experiences that cultivate core social and emotional competencies.

Guiding Principle 4: Partner with Family and Community

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Maximize the resources of the entire school community, including expanded learning

• pportunities, early learning and care programs,

and family and community partnerships, to advance SEL and student well-being.

Guiding Principle 5: Learn and Improve

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Adopt continuous improvement practices and use evidence to guide decision-making while aiming to enhance the quality of student social and emotional learning opportunities. Use data to inform improvement of instructional and school practices, not for accountability purposes.

Questions and a Call to Action

Brent Malicote Director, Educational Services Sacramento County Office of Education bmalicote@scoe.net