Supporting the Whole Child with SEL Data: From Understanding to - - PowerPoint PPT Presentation

Supporting the Whole Child with SEL Data: From Understanding to Action

Westerville City Schools & Panorama Education

February 2019 ASCD Ohio

Ben Mark Outreach Director Panorama Education Tami Santa Student Assistance Programs Westerville City Schools

Today, we will:

• Introduce Westerville City Schools and

how we’re supporting the whole child with social-emotional learning data

• Overview how Ohio districts are

measuring students’ SEL

• Work with SEL data to consider student

voice and discuss action planning

• Share evidence-based interventions

and discuss organizing for action in districts

• Address your questions

GOALS

Westerville City Schools

• Located 15 miles northeast of Columbus

serving a culturally and economically diverse 52-square-mile area

• Serving 15,000 students
• 15 elementary schools, 4 middle schools, 3

high schools, 1 Early Learning Center and 1 Academic Enrichment Center

• All three district high schools have been

identified by Newsweek magazine as being among the best high schools in America

How to

Measure SEL and

Use the Data

Why invest in social-emotional learning?

Students who are involved in SEL programs…

13%

academic gains

11:1

return on investment improved classroom behavior & stress management

Survey Implementation Plan Westerville City Schools

Pilot Spring 2017 Year 1 - Full District Implementation Fall 2017 Results to WCS/Data Inquiry Workshops/PD Year 2 - Full Implementation Fall 2018

• 6 buildings
• Allowed for

adjustments, better prep in Fall

• Grades 1-12, all

students

• Surveyed 3 times

(Sept. 2017, Jan. 2018, May 2018)

• PD Opportunity, 3

workshops 1st year (facilitated by Panorama)

• Oct. 2017, Nov.

2017, Spring 2018

• 3 Surveys: Sept.

2018, Dec. 2018/

• Jan. 2019, May

2019

• Continue to offer

PD/workshops/ collaboration: Nov. 2018 (Panorama)

Two Levers for Developing Safety, Relationships, and Academics

Competencies: Build students’ social-emotional skills around self-regulation, motivation, and social awareness Supports: Promote positive school climate with attention to equity and the experiences of all students

Panorama Social-Emotional Learning Survey

Developed under the leadership

• f:
• Dr. Hunter Gehlbach

Available at

www.panoramaed.com/social-emotional- learning

Panorama support the whole student with research- backed measures, including:

Student Skills & Competencies

Grit Growth Mindset Self-Management Social Awareness Self-Efficacy Learning Strategies Classroom Effort Social Perspective-Taking Self-Efficacy About Specific Subjects Emotion Regulation

Student Supports & Environment

School Climate Teacher-Student Relationships Sense of Belonging School Safety Engagement Rigorous Expectations Valuing of Specific Subjects Valuing of School

Teacher Skills & Supports

Teacher Self-Reflection Professional Learning about SEL School Climate Resources for Student Support Educating All Students

Westerville City Schools is using Panorama to measure:

Student Skills & Competencies

Self-Management Emotional Regulation Grit Social Awareness

Student Supports & Environment

Sense of Belonging Engagement

Engagement

(Grades 6-12 version)

• 1. How excited are you about going to your classes?
• 2. How often do you get so focused on activities in your classes that you lose

track of time?

• 3. In your classes, how eager are you to participate?
• 4. When you are not in school, how often do you talk about ideas from your

classes?

• 5. Overall, how interested are you in your classes?

Source: Panorama Social-Emotional Learning Survey

How attentive and invested students are in class.

Looking at School-Wide Trends

• Data Inquiry and Exploration
• National averages V. Your district/school
• Whole district V. Your building
• Then start drilling down to the numbers
• Involve various stakeholders to get clear picture

What Our Students are Telling Us

• Once you have taken essential steps with building level/data team
• Whole group staff data inquiry and feedback (use of playbook)
• Potential parent groups/PTA
• STUDENTS

○ Focus Groups from each grade level ○ Show them results ○ Ask for their feedback, accuracy and IDEAS

• Example: Middle School, sense of belonging (Whole School

Approach) ○ Clubs Driven by Students and Trusted Adults

Student Voice Focus Groups: Engaging to Learn More

WCS Action Steps

BUILDING LEVEL EFFORTS

• Choose 1-2 Topics (of the 6)
• Involve Student and Teacher

Feedback

• Inventory Current Programs

and Building Level Efforts/ Strategies in this/these areas

• Explore Playbook and

Current Successes

• Choose Strategies
• Implement (then re-measure)

CLASSROOM LEVEL EFFORTS

Example:

• Sense of Belonging
• Engagement

How do we create a safe, nurturing classroom?

***Sarah Detrick To Join Us DISTRICT LEVEL EFFORTS

• Current district level SEL

programming and resources

• Common Language
• Align with district goals
• Directs new ideas/

programming and resources

• Highlights areas of strength
• Informs WCS of areas for

improvement

About Panorama: Supporting over 900 districts across the country, including 16 across Ohio

• Suburban Ohio
• Serving 16,000 students
• Growing community with

increasing diversity

• District Focus: Supporting the

whole child, including student wellness, belonging, and relationships

• Suburb of Columbus, Ohio
• Serving 10,500 students in 19

schools

• Mission is to empower a

community of learners who will change the world

• In order to learn, students need to

feel safe and supported

Why are your districts prioritizing social-emotional learning?

Ready for Tomorrow

• Students are more than test scores
• Puts focus on developing lifelong skills
• Requires measuring holistic progress
• Measurement is about the learning

journey, not the score

Growth Mindset Parent Program

Panorama results from one Hilliard elementary school.

WHO? Whole families attend. Teachers facilitate. WHERE? At your own school, where families are most comfortable. HOW IT WORKS: Students do an activity about growth mindset. In a separate area of the school, parents learn about growth mindset. WHAT’S THE IMPACT? Parents are hungry to learn and use strategies with their children to turn mistakes and challenges into growth opportunities. At the elementary level, growth mindset is a strength:

Four Vision Statements for Worthington Schools

• 1. We will provide a safe environment where every student can grow

intellectually, emotionally, socially, and physically.

• 2. We will engage each student with diverse opportunities to maximize

every student’s potential.

• 3. We will provide consistent communication and promote dialogue

with the community.

• 4. We will be responsible and transparent with our community

resources.

School Climate and Whole Child Supports in Schools’ Continuous Improvement Plans

Worthingway Middle School Goals ➔ Improve Sense of Belonging (currently 50%) ➔ Fully implement PBIS ➔ Participate in health, wellness, and suicide prevention program Worthington Kilbourne High School Goals ➔ Improve Sense of Belonging (currently 42%) ➔ Improve Teacher-Student Relationships (52%) ➔ Add Homeroom time -- 1 session per marking period -- to focus on social-emotional skills

Tier 1: Core Supports for Every Student

“We will provide a safe environment where every student can grow intellectually, emotionally, socially, and physically.”

• Using Responsive Classroom as a daily practice -- an evidence-

based program that focuses on engaging academics, positive community, effective management, and developmental awareness.

• Building relationships with families to support academics and
• attendance. We aim for common goals and using language between

school and home.

• Regular reflection on each student’s progress by looking at data

across academics, attendance, and behavior.

10-Minute Break

Data Inquiry & Action Activities

Write Your Own Headline

A vision- and goal-setting activity for individuals, pairs, or groups

• Imagine it’s June 2020. Your School Climate and SEL plans

have been a huge success.

• You pick up your local newspaper, or open your local news
• site. What would the related headline say?
• Consider: How would things be different in your community if

that headline came true?

June 20, 2020

June 20, 2019

“Strong relationships at North Street School: All students have caring relationship with at least one adult at school”

Activity: Data Inquiry with the SEL Data Packet

What are students telling us? What might that mean they’re asking us to do?

Data Inquiry

What are your students telling you? What does that mean they are asking you to do? How might you address their request?

in the student’s voice

Data Inquiry

What are your fellow teachers telling you? What does that mean they are asking school/district leaders to do? How might school/district leaders address their request?

in the teacher’s voice

Organizing for Action

Sarah Detrick, ELA teacher, WSHS Classroom based interventions and strategies Promoting SEL in the classroom

Overview

First, it’s essential that a classroom environment is built on a mutual trust, respect, and appreciation for one another. Students first must know we care about them as people. Creating a safe, nonjudgmental place for sharing is built through a variety of activities. The activities we discuss today can be as short or as long as you need them to be. They can apply to any subject and they focus on the idea that we value the way our brains learn and grow.

Why is this important?

The power of that one strong adult relationship is a key ingredient in resilience — a positive, adaptive response in the face of significant adversity! According to the Center for Disease Control:

• 1 in 5 youth (U.S.) meets criteria for a mental health diagnosis with

significant impairment (NAMI, NIMH)

• Approx 30% of youth get help/treatment

Now consider adding in the other stressors

• Trauma (ACEs)
• Poverty
• Family dynamics
• “If I would have known...¨
• WHAT IF this is your relative, your child?

Our Brain &

Activities in the Classroom

Activities related to social and emotional learning in the classroom include: 1. Building Relationships a. Surveys b. About Me Projects c. Writing d. Classroom Jobs 2. Humor 3. Gratitude a. Interactive bulletin boards b. Think-pair-share c. Modeling thankfulness and kindness 4. Mindfulness Activities a. Meditation b. Breathing c. Body scan d. Brain Breaks e. Fidgets and alternative seating 5. Growth mindset activities a. Goal Setting b. Reflection activities

• 1. Survey
• a. About Me
• b. Quarterly Check-ins
• c. Writing
• d. Questions on top of tests or assignments
• e. Google Forms
• 2. Take interest in their activities and strengths
• a. Attend games/clubs
• b. Ask them questions
• c. Praise their efforts
• d. Help them get involved at school or in the community
• e. Give them a classroom job.

Getting to Know Your Students

Survey Using Google Forms

Ways to promote growth mindset in the classroom:

• 1. Acknowledge and embrace imperfections.
• 2. View challenges as opportunities.
• 3. Replace the word “failing” with the word “learning.”
• 4. Place value the process over the end result.
• 5. Emphasise growth over speed.
• 6. Reward actions, not traits.
• 7. Provide regular opportunities for reflection.
• 8. Place effort before talent.
• 9. Use the word “yet.”
• 10. Make a new goal for every goal accomplished.
• 11. Take risks in the company of others.
• 12. Take ownership over your attitude.

BIG CONCEPT

Researchers have found that a “Fixed” or “Growth” mindset affects overall performance, and how one rebounds following failure (Dweck & Sorich, 1999 ). Children who understand that the brain can get smarter—who have a growth mindset—do better in school because they have an empowering perspective

• n learning.

Individuals with a fixed mindset are more likely to shun learning

• pportunities when they anticipate a high risk of errors whereas

individuals with a growth mindset are more likely to try (and succeed) when faced with new challenges (Mangels, et al. 2006).

Outcomes

Helps students by:

• Improving Motivation
• Increasing Effort
• Improving Behavior
• Impacting approaches to challenges (resulting in more

likely positive outcomes)

• Teaching them how to set achievable goals (both short

and long-term)

• Helping them recognize their strengths and a well-

grounded sense of confidence When students believe they can get smarter, they understand that effort makes them stronger and are more likely to succeed.

Mindfulness

Mindfulness: the mind fully paying attention to what’s happening, to what we’re doing, to the space we’re moving through. Paying Attention On Purpose Without Judgment

Favorite Mindfulness and Meditation Apps

Stop, Breathe, Think Meditation Studio Headspace Calm Andrew Johnson Meditation Smiling Mind Recolor Buddhify

BIG CONCEPT

According to the Greater Good Science Center at UC Berkeley, “Mindfulness helps schools” by “[reducing] behavior problems, aggression, and depression among students and improves their happiness levels, self- regulation, and ability to pay attention. Teachers trained in mindfulness also show lower blood pressure, less negative emotion and symptoms of depression, less distress and urgency, greater compassion and empathy, and more effective teaching.”

Outcomes

Helps students by:

• Developing self-management skills related to self-

motivation, self-discipline, and anxiety or stress management

• Teaching skills of de-escalation
• Building a sense of confidence, groundedness, and

self awareness without judgment

• Improves a student's resiliency in challenging

situations or when facing failure

• Developing skills of self awareness and self

assessment

Brain Break

*Everyone Stand Up

• Movement*

Brain Breaks

• Stretching
• Cross-body Activities
• Crossing the cerebral callosum activates

communication between the two hemispheres of the brain - switching between hemispheres helps to “reset” the brain or to retain new information

• Music
• Moving around
• Stations
• GoNoodle
• Changing activities
• Focus/attention before needing to change it

Outcomes

Helps students by:

• Gives students bodily cues to remember

information- it acts like an additional anchor in their brain

• Improves:
• Mood
• Attention
• Memorization

BIG CONCEPT

Physical activity- and even something as small as fidgeting the hands- increases levels of the neurotransmitters dopamine and norepinephrine (this is similar to the role of ADHD medications). Both chemicals play a key role in sharpening focus and increasing attention. Fidgets are mindless activities students can do while working

• n a primary task.

Outcomes

Helps students by:

• Increasing productivity
• Blocking out distractions
• Allowing them to combat boredom
• Improving academic success
• Completion, Scores, Engagement, etc.
• Staying better focused on task
• Learning and applying self-regulation

Classroom Environment

Emily Swank’s Classroom- Westerville South

BIG CONCEPT

According to Rita Pin Ahrens, the director

• f education policy for the Southeast Asia

Resource Action Center, “students need to be in classrooms that inspire them- spaces that are light, airy, and filled with examples

• f work that they aspire to do.”

Outcomes

Helps students by:

• Letting them get to know their teachers’ personalities
• Strikes up conversations about things that are

different or similar to their own likes/ideas

• Surrounding them with positive ideas and messages
• Growth mindset, kindness, famous quotes,

successful people who look like them!

• Giving them a sense of pride by having their work

displayed

• Gives them something to aspire to (to have work

displayed)

Sources and Helpful Articles

Dweck C.S., Leggett E.L. “A Social-Cognitive Approach to Motivation and Personality” Psychological Review, 1988, vol. 95 pp. 256-273. Emmons, Robert. “How Gratitude Can Help You Through Hard Times.” Greater Good Magazine: Science-Based Insights for a Meaningful Life, University of California, Berkeley, 13 May 2013. Fletcher, Emily. “The Neuroscience of Gratitude.” The Huffington Post, TheHuffingtonPost.com, 24 Nov. 2015. Froh, Jeffrey J, et al. “Counting Blessings in Early Adolescents: An Experimental Study

• f Gratitude and Subjective Well-Being.” Journal of School Psychology, vol. 46,

2008, pp. 213–233. Froh, Jeffrey J, et al. “Gratitude and the Reduced Costs of Materialism in Adolescents.”Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, vol. 12, no. 2, 11 Mar. 2010, pp. 289–302. Griffith, Owen M. “Gratitude: A Powerful Tool for Your Classroom.” Edutopia, George Lucas Educational Foundation, 17 Nov. 2014.

Sources and Helpful Articles (cont.)

Hayley Glatter, Emily DeRuy, and Alia Wong. “Reimagining the Modern Classroom.” The Atlantic, Atlantic Media Company, 2 Sept. 2016. Ireland, Tom. “What Does Mindfulness Meditation Do to Your Brain?” Scientific American Blog Network, Scientific American, 12 June 2014. Korb, Alex. “The Grateful Brain.” Psychology Today, Sussex Publishers, 20 Nov. 2012. Mangels, Jennifer A. , et al. “Why Do Beliefs about Intelligence Influence Learning Success? A Social Cognitive Neuroscience Model.” Social Cognitive and Affective Neuroscience, vol. 1, no.2, 1 September 2006, pp. 75–86. Resources for Growth and Learning Mindsets, www.mindsetkit.org. Accessed 01 Nov. 2017. Stambor, Zak. "How Laughing Leads to Learning." American Psychological Association. American Psychological Association, June 2006. Web. 29 July 2016. Thurston, Andrew. “Moving to Improve.” Research, Boston University Research, 2015. Zakrzewski, Vicki. “Gratitude Activities for the Classroom.” Greater Good Magazine: Science-Based Insights for a Meaningful Life, University of California, Berkeley, 19

• Nov. 2013.

Recap: Westerville’s Strategies for Using SEL Data

• Whole District: #whereubelong
• Building Level Examples:

○ ELEMENTARY: Emotion Regulation monthly (lessons) ○ MIDDLE: Clubs and activities (during school and after) ○ HIGH: recognizing why teachers come to school (because of a student)

• Classroom Level Examples:

○ Sarah Detrick (ELA teacher, high school) ○ Mrs.Edwards (2nd grade)

Q&A