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Schoolwide Social and Emotional Learning in Illinois: SEL 201. Roger P. Weissberg CASEL University of Illinois at Chicago The Melissa Institute for Violence Prevention and Treatment May 2, 2008. Objectives . Why SEL? - Sharing Perspectives Promoting SE Competencies

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schoolwide social and emotional learning in illinois sel 201
Schoolwide Social and Emotional Learning in Illinois: SEL 201

Roger P. Weissberg

CASEL

University of Illinois at Chicago

The Melissa Institute for Violence Prevention and Treatment

May 2, 2008

objectives
Objectives

Why SEL? - Sharing Perspectives

Promoting SE Competencies

Illinois SEL Learning Standards

Schoolwide Intervention Strategies

a chinese proverb
A Chinese Proverb

“Tell me, and I forget. Show me, and I remember. Involve me, and I understand.”

why sel sel elevator speech
Why SEL? - SEL Elevator Speech

Write a brief “elevator speech” with 3 bullets that you could share with a colleague who asks:

“What is SEL and why is it important to address SE competencies in our schools?”

sel elevator speech cont
SEL Elevator Speech (cont.)
  • Spend 2 minutes developing elevator speech
  • Pair up
  • Share 30-second elevator speech
representative elevator speech responses why implement sel in schools
Representative Elevator Speech Responses: Why Implement SEL in Schools?

Relationships provide a foundation for learning

Emotions affect how and what we learn

Relevant skills can be taught

Positive effects on academic performance, health, relationships, and citizenship

Demanded by employers

Essential for lifelong success

A coordinating framework to overcome fragmentation of prevention and youth-development programs

a framework for sel programming to enhance student success in school and life
A Framework for SEL Programming to Enhance Student Success in School and Life

Academically Successful

Mentally and Physically Healthy

Positive Social Relationships

Productive

Worker

ContributingCitizen

Clear Standards of Personal, Interpersonal,

and Community Behavior

Competent

Confident

Connected

Engaged

INPUTS

Opportunities

Skills Instruction

Recognition

Foundational Conditions for Optimal Learning:

(1) Safe & Well-Managed, (2) Respectful & Supportive (Adults & Peers),

(3) High Expectations and Challenging, (4) Participatory & Leadership

Family-School-Community Partnerships

5 core social and emotional competencies
5 Core Social and Emotional Competencies

Self

Other

Decision-making

Self-awareness

Social-awareness

Responsible Decision-making

Self-management

Relationship Skills

a framework for sel programming to enhance student success in school and life14
A Framework for SEL Programming to Enhance Student Success in School and Life

Social and Emotional Learning

Learning Environment

SE Skills Instruction

Positive Outcomes

=

+

when you have a problem
WHEN YOU HAVE A PROBLEM:
  • STOP, CALM DOWN, & THINK before you act
  • Say thePROBLEMand how youFEEL
  • Set aPOSITIVE GOAL
  • Think of lots ofSOLUTIONS
  • Think ahead to theCONSEQUENCES
  • GO ahead and TRY theBEST PLAN

STOP

THINK

GO

CASEL at UIC

becoming a successful problem solver
Becoming a Successful Problem Solver

(1) My PROBLEM was _________________________________________

(2) The PEOPLE involved were:__________________________________

(3) BEFORE the problem was solved:

a) On a 1 (low) to 10 (high) scale, my STRESS level was __________

b) I FELT_________ and ____________

c) The OTHER PEOPLE felt ______________ and______________

(4) I did or said (MY SOLUTION)______________________________

(5) What happened next (THE CONSEQUENCES)?_________________

(6) Was the problem solved? _____________

(7) If the problem was not solved, I could have tried a different solution. Three things I could have said or done are:

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

(8) Which solution might be the best one? __________________________

(9) Why might that be the best one?_______________________________

(10) What things might you keep in mind the next time a problem like this comes up so that you will handle it successfully? _______________________________________________

CASEL at UIC

sel instructional strategy self awareness
SEL INSTRUCTIONAL STRATEGY: Self-Awareness

Students ASK themselves, “Is what I am

about to do …”

  • Appropriate?
  • Safe?
  • Kind?

Niles North High School, Illinois

sel instructional strategy self management
SEL INSTRUCTIONAL STRATEGY: Self-Management

To manage my anger, I:

Recognize my anger signals

Identify a calming thought

Do something constructive

© Lion’s Quest

sel instructional strategy social awareness
SEL INSTRUCTIONAL STRATEGY: Social Awareness

* Empathy – Use stories to ask how the characters feel and how you have felt or might feel.

* Service-learning project to encourage students to make the school a better place

sel instructional strategy relationship skills
SEL INSTRUCTIONAL STRATEGY:Relationship Skills

The ART of listening

  • A = Attend to speaker
  • R = Respond with respect
  • T = Take time to ask questions

© Lion’s Quest

sel instructional strategy responsible decision making
SEL INSTRUCTIONAL STRATEGY:Responsible Decision Making

Stop  Calm yourself

Think  Think of your options and consequences

Choose  Choose a positive proactive choice

sel in action
SEL in Action

Video Clip: PS 24

e.g. www.glef.org

large group reflection
LARGE GROUP REFLECTION
  • In what ways does this
  • video clip suggest the
  • importance of teaching SEL
  • skills to students?
strategies for promoting se competencies
Strategies for Promoting SE Competencies

Select an evidence-based curriculum

Teach, model, and reinforce skills throughout the day

Create opportunities to practiceskills in a variety of settings/situations

Infuse SEL concepts andskill-building into core academics

Coordinate with student supportservices, extracurricular activities,out-of-school programs …

strategies for promoting se competencies27
Strategies for Promoting SE Competencies

Develop a safe, supportive, challenging, and highly participatory learning environment

Use SEL instructional strategies: experiential, active, and cooperative learning strategies; learner-centered

Involve families and the community

Employ multi-component strategies throughout the school and beyond

illinois children s mental health act
Illinois Children’s Mental Health Act

Comprehensive children’s mental health system to address prevention, early intervention and treatment for children 0-18

Requires schools to address the social and emotional needs of all students

Required all school districts to develop policies to incorporate SEL

Required IL State Board of Education (ISBE) to develop and implement social and emotional learning standards

3 illinois social emotional learning goals
3 Illinois Social & Emotional Learning Goals

Self

Other

Decision-making

SEL Goal 31

Develop self-awareness and self-management skills to achieve school and life success.

SEL Goal 32

Use social-awareness and interpersonal skills to establish and maintain positive relationships.

SEL Goal 33

Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

illinois sel standards for goal 31
Illinois SEL Standards for Goal 31

Goal: Develop self-awareness and self-management skills to achieve school and life success.

Standards:

  • A. Identify and manage one’s emotions and behaviors.
  • B. Recognize personal qualities and external supports.
  • C. Demonstrate skills related to achieving personal goals.
illinois sel standards for goal 32
Illinois SEL Standards for Goal 32

Goal: Use social awareness and interpersonal skills to establish and maintain positive relationships.

Standards:

  • Recognize the feelings and perspectives of others.
  • Recognize individual and group similarities and differences.
  • Use communication and social skills to interact effectively with others.
  • Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
illinois sel standards for goal 33
Illinois SEL Standards for Goal 33

Goal: Demonstrate decision-making skillsand responsible behaviors in personal, school, and community contexts.

Standards:

  • Consider ethical, safety and societal factors in making decisions.
  • Apply decision-making skills to deal responsibly with daily academic and social situations.
  • Contribute to the well-being of one’s school and community.
schoolwide sel35
Schoolwide SEL

CASEL’s Sustainable Schoolwide Social and Emotional Learning (SEL): Implementation Guide and Toolkit

3 Phases

10 steps

7 Sustainability Factors

slide36

Schoolwide SEL Implementation and Sustainability Process

A. Provide

ongoing

professional

development

F. Communicate

w/stakeholders

(marketing)

B. Monitor

and

evaluate for

continuous

improvement

2. Engage

stakeholders

and form

steering

committee

1. Principal

commits

to school-

wide SEL

3. Develop

and articulate

shared vision

10. Continue

cycle of

implementing

and improving

4. Conduct

needs and

resources

assessment

Leadership

9. Expand

instruction

and integrate

SEL school-

wide

5. Develop

action plan

8. Launch SEL

instruction in

classrooms

6. Select

evidence-

based

program

7. Conduct

initial staff

development

E. Nurture

partnerships

with families &

communities

C. Develop

infrastructure

to support

SEL

D. Integrate

SEL

framework

schoolwide

assertion 1 principal leadership for sel
Assertion #1: Principal Leadership for SEL

The single biggest factor in successful school-wide implementation of SEL is the publicly supportive principal.

principal leadership for sel
Principal Leadership for SEL
  • Create SEL vision that promotes coherence and energy for school community
  • Model SEL competencies
  • Engage school community in planning curricular and student-support implications of coordinated school-wide SEL
  • Provide resources and support: Professional development and time
pull the weeds before you plant the flowers reeves 2006
Pull the Weeds Before You Plant the Flowers (Reeves, 2006)
  • List the initiatives/programs your school has started in the past 5 years.
  • List the initiatives/programs that have been discontinued as a result of careful evaluation and weeding.
  • Which list is longer?
    • Pledge: “I will not ask you to implement on more initiative until we first take some things off the table.
the effects of leadership development and support on sel practices and student outcomes
The Effects of Leadership Development and Support on SEL Practices and Student Outcomes
  • Student outcomes:
  • Academic performance
  • SEL competencies
  • Connection
  • Reduced risk behaviors
  • Civic Engagement

Leadership competencies

  • School and classroom effects:
  • Climate
  • Instruction
  • Student support

Professional development and support of school leadership teams

Leadership practices

Leadership relationships

CASEL at UIC

assertion 2 what gets assessed gets addressed
Assertion #2: What Gets Assessed Gets Addressed
  • Impact of professional development on school leaders’ emotional intelligence and relationships
  • Rubrics for implementation of SEL programming
  • Engagement of families and community agencies
  • Sschool and classroom climates
  • Student outcomes: SEL skills, attitudes, behavior, and academic performance
  • SEL-related outcomes on student, school, district, and state report cards
reflection questions
REFLECTION QUESTIONS
  • * What?
  • What did you observe during these presentations?
  • * So What?
  • What’s important or meaningful about what we just did?
  • * Now What?
  • What are some ways to apply your learnings in your own
  • setting?
closing thought
CLOSING THOUGHT
  • “An atmosphere that provides support for a child's social and emotional learning and competence versus one that does not can make a huge difference in that child's life. The difference is equal to the difference in the outcome of throwing seeds on cement versus planting seeds in enriched soil. And what a difference that is!” ~ Dr. James Comer, 1999
slide44

Vision for Students’ Success

  • Imagine a world where families, schools, and communities work together to support the healthy development of all children.
  • All children will become engaged life-long learners who are self-aware, caring and connected to others, and responsible decision-makers.
  • All children achieve to their fullest potential participating constructively in a global society.