Social and Emotional Learning

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Social and Emotional Learning

• Washoe County School District

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(No Transcript)
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Stand up, hand up, pair up

• 1. What is one skill, characteristic, or trait
  you possess as an adult that you feel has helped
  you to weather your storms or that has led to
  your success?
• 2. If you could magically wish this on your
  students, what is one skill, characteristic, or
  trait youd like your students to have?

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Objectives

• Provide a better understanding of Social and
  Emotional Learning and its benefits .
• Describe how SEL is taught and learned in a
  school setting.
• Ideas for you to use

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Fundamental IV Multi-Tiered System of Supports

• The MTSS process aligns with PLCs and school
  leadership team functions.
• The ICEL model is used in the MTSS referral
  process instruction, curriculum, and learning
  environment are ruled out as causal factors
  before attributions to learners requiring
  interventions are made.
• Local and district level measures are used to
  monitor student responsiveness to core
  instructional practice and response to
  intervention as necessary.
• Multiple sources of data are used to monitor
  student progress and to determine the
  effectiveness of instruction and interventions.
• Functioning PLCs and MTSS teams meet on a regular
  basis to review student outcomes and determine
  needed supports.
• Documentation of student interventions and
  outcomes are maintained in the MTSS tab of IC.
• A special education referral is only considered
  after interventions at all tiers have been
  implemented with fidelity and student outcomes
  are insufficient. (MTSS is the evaluation
  strategy for determining specific learning
  disability.)

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Frame Your Thoughts

• Individually
• With a Partner
• As a Group
• What I know for sure
• What I think I know
• What Ive heard

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What is SEL?
Supporting EVERY Learner
School Climate
Respecting Cultures
Core Standards
MTSS

• SEL is a process for helping children and adults
  develop the fundamental skills for life
  effectiveness. SEL teaches the skills we all need
  to handle ourselves, our relationships, and our
  work, effectively and ethically.

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Five Competencies
CASEL has identified five core areas of social
and emotional competence.
Self-Awareness Autoconciencia
Self-Management Autocontrol
Responsible DecisionMaking Tomar Decisiones
Responsables
Social Awareness Conciencia Social
Relationship Skills Destrezas para
Relaciones
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Self-Awareness

• Identifying emotions
• Accurate self-perception
• Recognizing strengths
• Sense of self-confidence
• Self-efficacy

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Activity Intensity of Feeling

• Think of times when you have been happy and
  angry.
• Are there more specific adjectives you can use to
  better describe your levels of happiness or
  anger? (Use the Intensity of Feeling Chart.)
• Read My Many Colored Days or show the video
  version of the book to students. Each day, ask
  students to tell you what color they are that
  day.

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Self-Management

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

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Activity Self-talk Obstacles

• Read the statements on the Self-talk Obstacles
  Tool.
• Identify a statement on the tool that you have
  personally experienced. Identify a more positive
  replacement thought and write it on your sheet.
• Share your replacement thought with other people
  in your group.
• Add your teammates replacement thoughts to your
  sheet.

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Social Awareness

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

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Activity Either This or That

• As the Facilitator calls out each of the
  following pairs of words, move to the appropriate
  side of the room based on what you are more like.
  In your group, explain why you feel you aremlike
  the word that you chose,
• Whom do you find yourself next to most often?

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Relationship Skills

• Communication
• Social engagement
• Building relationships
• Working cooperatively
• Resolving conflict
• Helping/Seeking help

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Activity I Statements

• Read the I Statements article.
• Work with a partner. Pretend that you partner
  stole your candy.
• Practice using and I Statement to respond to
  his/her action.

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Responsible Decision-Making

• Ethical Responsibility
• Situation analysis
• Problem identification
• Problem solving
• Evaluation

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EmoSocial Online Tool
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Video

• http//www.edutopia.org/keys-social-emotional-lear
  ning-video

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Your Social/Emotional Quotient

• Complete the self-assessment.
• Determine
• 3 areas that are your strengths
• 1 area that you might want to improve on
• Discuss your strengths and areas of need with
  your partner.

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What Does the Research Say?
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SEL Improves Student Outcomes

• Science Links SEL to Student Gains
• Social-emotional skills
• Improved qualities about self, others, and school
• Positive classroom behavior
• 11 percentile-point gain on standardized
  achievement tests
• And Reduced Risks for Failure
• Conduct problems
• Emotional distress

Source Durlak, J.A., Weissberg, R.P., Dymnicki,
A.B., Taylor, R.D., Schellinger, K. (2011) The
impact of enhancing students social and
emotional learning A meta-analysis of
school-based universal interventions. Child
Development 82 (1), 405-432.
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At age 21 fifteen years after participating in
a good SEL program Seattle young people still
outpaced their peers1
SEL Pays Off Long Term

• Higher HS graduation and college attendance
• Better rates of employment and economic status
• Better emotional and mental health
• Fewer with criminal record and substance problems
• Cost-benefit 3.14/student for 1.00 invested2

• Sources
• Hawkins, J. D., Kosterman, R., Catalano, R.F.,
  Hill, K.G., Abbott, R.D. (2005). Positive Adult
  Functioning Through Social Development
  Intervention in Childhood Long-Term Effects from
  the Seattle Social Development Project. Archives
  of Pediatrics Adolescent Medicine, 159 (1), pp.
  25-31.
• Aos, S., Lieb, R., Mayfield, J., Miller, M., ,
  Pennucci, A. (2004). Benefits and Costs of
  Prevention and Early Intervention Programs for
  Youth. Washington State Institute for Public
  Policy. Accessed from http//www.wsipp.wa.gov/rptf
  iles/04-07-3901.pdf.

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College and Career Ready

• Tier 1 colleges and universities are using
  non-cognitive assessments (SEL skills) as part of
  entrance requirements, including
• Cal-Berkley-Tier 1
• Michigan State-Tier 1
• Harvard-Tier 1
• DePaul-Tier 1
• University of Pennsylvania-Tier 1
• University of S. Cal-Tier 1
• George Mason University-Tier 1
• Oregon State University-Tier 1
• Northern Illinois-Tier 1
• - http//www.onlineschools.org/beyond-the-sat/

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College and Career Ready

• U.S. Dept. of Labor, Employment, and Training
  Administration Research Project-Skills employers
  most look for in potential employees
• Learning to learn skills
• Listening and oral communication skills
• Adaptability creative thinking and problem
  solving
• Personal management self esteem,
  goal-setting/self-motivation
• Groups Effectiveness interpersonal skills,
  negotiation, teamwork
• Organizational effectiveness and leadership
• Competence in reading, writing, and computation

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The Three Legged Stool
Social Emotional Learning
Direct Instruction
Culture and Climate
Integration and Infusion
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SAFE Climate
safe, respectful, participatory, engaging, and
wellmanaged
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Culture and Climate

• What are other ways you create a positive culture
  and climate at your site?

Social Emotional Learning
Safe and Drug Free Schools
PBIS
Climate Survey
Others?
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Chapter 9 Funk Sway
? Purple bulletin board (99-101) Clinic or spa area Posters of nature 60 bpm music Water feature Blue beanbag ? Red bulletin board (104) Battery operated candle Gotcha tallies Social information ? Pink bulletin board (104) Team points
? Green bulletin board (102-103) Round wooden table Student pictures ? Yellow rug (104-105) ? White bulletin board (101) White round table White metal clock Extended learning games
? Blue bulletin board (98-99) Pictures of heroes ? Doorway should be navy Pictures of class Pictures of you outside school ? Gray bulletin board (101-102) Silver box Wind chime Globe
Wall that contains the main entrance into the classroom Wall that contains the main entrance into the classroom Wall that contains the main entrance into the classroom
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Integration and Infusion
Social Emotional Learning
21st Century Learning
CCSS
PGS
MTSS
Culturally Responsive Practices
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Adapted from Chicago Public Schools
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Adapted from Chicago Public Schools
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Direct Instruction
Social Emotional Learning
Direct Instruction
Culture and Climate
Integration and Infusion
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Ways SEL is Taught and Learned

• High quality SEL skills instruction is S.A.F.E.
• Sequenced activities to develop skills
• Active forms of learning
• Focused attention on SEL in the curriculum
• Explicit target of particular SEL skills for
  development

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Brain Development
Hippocampus
Pre-frontal Cortex
Amygdala

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Its more than best practiceNeuroscience

• https//www.youtube.com/watch?vvESKrzvgA40

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Students Inhibiting Responses

• Many students have a fear-based or inhibited
  response to certain kinds of academic tasks,
  based on prior experiences.
• Some students react to writing, art, sports, or
  math by down-shifting.
• Students who recognize their inhibiting responses
  and develop strategies for staying resourceful
  will do better on these tasks.

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Chaos to Calm
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The Emotional Keyboard
Taught
Hardwired
Taught
Sadness Joy Disgust Anger Surprise Fear
Humility Forgiveness Empathy Optimism Compassion
Sympathy Patience Shame Cooperation Gratitude

• We are hardwired with only 6 emotions, the rest
  must be taught. Some children come to us using
  fewer keys than others.
• We are hardwired with only 6 emotions, the rest
  must be taught. Children from poverty use fewer
  keys than well-off children.

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Keys to Creating Meaningful Rituals

• Consistent, Reliable and Equitable
• The power of our NAME

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Creating Optimal Conditions of Learning

1. Welcoming Ritual
2. Brain Breaks
3. Optimistic Closure

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Brain Regulation

• Laughter
• Breathing Strategies
• One-on One Interactions
• Crossing the Midline
• Movement
• Music

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Reflection Questions

• Discuss your thoughts on SEL as an integral part
  of academic instruction and how it sets
  conditions for learning.
• How does this compare with what you (or one of
  your partners) thought you knew at the
  beginning of the session?
• Think of the one skill, characteristic, or trait
  youd like your students to have from the opening
  and how might SEL support teaching it?

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In Closing

• What are some ideas you would like to try when
  supporting your students and families?