Board Presentation: Social, Emotional and Behavioral Learning

1. Board Presentation: Social, Emotional and Behavioral Learning February 13, 2013 Presented by the SEBL Team

2. Goal 1 Goal 2 Goal 3 Goal 4 Goal 5

3. Smart Goal • During the 2012-2013 school year, the Director of Student Services will developa systematic, coordinated approach for addressing students’ social, emotional and behavioral learning needs as measured by the completion of action plan activities.

4. Social Emotional Learning • A definition of Social Emotional Learning: Social and Emotional Learning (SEL) is the process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors.

5. Illinois Learning Standards (SEL) • The standards describe the content and skills for students in grades K - 12 for social and emotional learning. Each standard includes five benchmark levels that describe what students should know and be able to do K-12 . • These standards build on the Illinois Social/Emotional Development Standards of the Illinois Early Learning Standards. • These standards have been developed in accordance with Section 15(a) of Public Act 93-0495. This Act calls upon the Illinois State Board of Education to "develop and implement a plan to incorporate social and emotional development standards as part of the Illinois Learning Standards."

6. ISBE Social/Emotional Learning Goals • Goal 1 - Develop self-awareness and self-management skills to achieve school and life success. • Goal 2 - Use social-awareness and interpersonal skills to establish and maintain positive relationships. • Goal 3 - Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

7. Process • Administration provided information regarding current state and desired outcome • Developed SEBL Committee • Conducted a gap analysis • Stakeholder surveys – student, staff, parent • Conducted research – curricula, assessment, counseling model, staffing • Comprehensive comparison analysis of all components • Recommendations

8. SEBL Committee Kendrick Bailey DHS Counselor Christine Barrow Elementary Counselor Ali Bond Director of Student Services Alyssa Cabrera School Social Worker Karen Conlon School Psychologist Lou Dobrydnia DHS Counselor Liz Grose School Psychologist Terri Hadley DMS Counselor Stephanie Hayes DHS Counselor Kim Klokkenga DHS Counselor Terri Patterson DVMS Counselor Teresa VonRohr School Social Worker

9. Gap Analysis Current State Desired State Character education takes a variety of formats at each level No specific curriculum to address social emotional learning No monitoring of student social emotional learning/needs Disparities within counseling staff available at each building Parental communication is minimal PreK-12 character education provided through systematic curriculum to address social emotional learning Assessment tools to monitor social emotional learning/needs Equitable counseling staff as per ASCA recommendations Develop parent information and communication

10. SEL Survey Results

11. Comprehensive Overview of SEBL Systematic Approach

12. Classroom Instruction

13. Counseling Support

14. District Wide Components

15. RtI/Data Collection

16. Recommendations - Curricula • Research based Curricula for Character Education • Guaranteed and viable • PreK-8 Second Step • 9-12 School Connect • Directly aligned to the state SEL standards including: empathy, emotional management, problem solving, self regulation, executive function skills (bully prevention and positive choices) • Professional Development will be provided • Integrated within PLC design

17. Second Step Skills

18. School-Connect

19. Distribution of Time for Counselors

20. Recommendations - Assessment • Assessment • Collect benchmark data to identify students who are average, at-risk and in need of intervention • Progress monitor students who are in Tier 2 and Tier 3 interventions • Evaluate the curriculum • Summative assessment • Process assessment • Outcome evaluation

21. Recommendations - Staffing Approach • Note: ASCA Recommendation is 1/250 • Elementary - 1 counselor per building • Current state is 1/1816 • Phase 1 - 3/1816 or 1/605 • Future state is 5/1816 or 1/363 • Middle School – 1 counselor per building • Current state is 2/925 or 1/463 (adequate/reasonable) • High School – 1 counselor/250 student per ASCA recommendation • Current state is 3/1230 or 1/410 • Phase 1 - 4/1230/or 1/308 • Future state is 5/1230 or 1/249 • Student Services Secretary 1 FTE

22. Counseling Models

23. Parental Information/Communication • Parent survey indicated the following areas of interest: • Behavior Management • Child Development • Reinforcing Study Skills • Workshops for parents • Communication through district blog, building newsletters, email

24. New Initiatives in 2013-14 • Parent Forums on key topics: drugs, alcohol, depression • Consider more random drug testing & frequent locker searches • Deterrent for students • Ensure safety in our schools • A possible safe haven for students who struggle with drugs, alcohol, depression (non punitive resource and referral system) • School Tipline - http://www.schooltipline.com/ • The establishment of standardized processes and procedures (ie: communication, data collection, resource referral)