Taking All Students to the Next Level: Social and Emotional Learning - - PowerPoint PPT Presentation

Taking All Students to the Next Level: Social and Emotional Learning (SEL)

District 86 Board of Education: January,2018

Brad Verthein, Director of Student Services Arwen Pokorny Lyp and Bill Walsh, Principals Robyn Corelitz, English Teacher and SEL Trainer Ayesha Truman, Student Support Coordinator and SEL Trainer Mia Tritch, PE Teacher Nate Wolkow, PE Teacher

Social and Emotional Learning: Why SEL Matters

Social and Emotional learning is the process through which people acquire and effectively apply the knowledge, attitudes, and skills necessary to:

• understand and manage emotions
• establish and maintain positive relationships
• feel and show empathy for others
• set and achieve positive goals
• make responsible decisions

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Illinois State Board of Education (ISBE) Social and Emotional Goals

Goal 1 Develop self-awareness & self-management skills to achieve school & life success. Goal 2 Use social awareness & interpersonal skills to establish & maintain positive relationships Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school, & community contexts.

Collaborative for Academic Social & Emotional Learning (CASEL), https://www.isbe.net/Pages/Social-Emotional-Learning-Standards 3

Student Feedback: December 2016

“The Social Emotional work taught me how to connect my emotions. When I say my emotions out loud I realize what I’m doing. I eventually feel better because I realize what my emotions are. It helps me at home a lot too. It helps when I do homework & I’m really stressed. I can rate myself & know where I am & what I need.” -Sophomore “Teachers & administrators may say in passing to students to make sure to relax or take a "mental health" day, but in reality both the teachers & the student body tend to gloss over the necessity of caring & maintaining our mental health. ” - Senior [If I didn’t have the SEL training] I probably would have gotten kicked out a lot & gotten more

• detentions. I think before I act now. The mood meter helped me with that.”
• Sophomore

“Prior to taking your class I probably could not say how education is being administered incorrectly but, I can now confidently say that it is because of a lack of SEL lessons in the classroom.”

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Teen Mental Health

www.nami.org/Learn- More/Mental-Health-By-the- Numbers

In District 86, there were 93 hospitalizations two years ago, 82 last year and 42 first semester this year.

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Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social & emotional learning: A meta-analysis of school-based universal

• interventions. Child Development, 82(1)

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Students that have explicit SEL instruction in school have, upon graduating:

• Better mental & physical health
• Higher educational achievement
• Higher work performance, responsibilities & income
• More community involvement

*$1 on SEL instruction results in an $11 increase in economic contribution. (Belfield, et. al., 2015)

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Key Terms: CASEL, Yale Center for Emotional Intelligence, RULER

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SEL District Committee Plan: How We’re Doing this Work

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This Year: Implementing RULER

• Dr. Marc Brackett, Director, Yale Center for

Emotional Intelligence

• RULER lessons to all freshmen through PE
• Initiate integrated RULER tools in curriculum areas
• Continue Professional Development of all staff
• Deliver intensive training to department liaisons

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RULER in PE

• Freshmen met once a week in a

classroom for RULER training

• Diverse lessons
• Student engagement
• Safe environment

Creating Class Charters

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RULER and PE Connection

• PE offers opportunities for students to put into action many of the strategies they

learn in RULER because of the social interactions (Example: Meta-Moment)

• Students are involved in a variety of cooperative learning activities where they are

working together and using many of the communication strategies taught.

• Team activities in PE allow students the opportunity to regulate emotions and

resolve conflict using many of the anchor tools (Example: Blue Print)

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Results Student Feedback: December 2017

“Through RULER I learned that you won’t be angry

• r sad all of the time and it is possible to be happy
• n a sad day.”-Freshman

“I’ve learned how to find balance in my life and also how to check up on my emotional state throughout the day to ensure I’m living the healthiest and happiest life I can. RULER training is very important to me and I love having my peers by my side as I take even just an hour every week to learn who I am as a person.”-Freshman “It’s a time for students to get away and destress.”- Freshman

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RULER in the Future For class of 2021

We will be creating lessons for health teachers at both schools to integrate into their current wellness units. Students will also revisit their class charter during health class. All students will participate in 8 RULER/SEL lessons (2 per quarter) throughout the school year in Physical Education. Students will also create goals that address SEL standards such as self management, social awareness, interpersonal skills and decision making skills.

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RULER Beyond PE

• Classroom teachers incorporating

RULER into curriculum

• Staff charter
• Educators using RULER

techniques

• Lifelong skills

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References

Belfield, Bowden, Klapp, Levin, Shand & Zander (2015) The Economic Value of Social & Emotional Learning.Center for Benefit-Cost Studies in Education, Teachers College, Columbia University. CASEL (2016) “Why Social and Emotional Learning and Employability Skills Should Be Prioritized in Education” Found at casel.org/wp- content/uploads/2016/09/Sept.-14-2016-Congressional-Briefing-on-SEL-and-Employability-Skills.pdf Durlak, Domitrovich, Weissberg & Gullotta (2015) Handbook of Social Emotional Learning, Research & Practice. New York: Guilford Press. Durlak, Weissberg, Dymnicki, Taylor. & Schellinger (2011). The impact of enhancing students’ social & emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1) casel.org/ ei.yale.edu/ http://igorminar.github.io/story-about-superpower-management/images/18-brain-detail.png isbe.net/Pages/Social-Emotional-Learning-Standards nami.org/Learn-More/Mental-Health-By-the-Numbers

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