Building Social and Emotional Skills for Lifelong Success

1. Social and Emotional Learning Washoe County School District

3. 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 you’d like your students to have? Stand up, hand up, pair up

4. 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

5. 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.)

6. Frame Your Thoughts • Individually • With a Partner • As a Group • What I know for sure • What I think I know • What I’ve heard

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

8. 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

9. Self-Awareness Identifying emotions Accurate self-perception Recognizing strengths Sense of self-confidence Self-efficacy

10. 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.

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

12. 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 positivereplacement 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.

13. Social Awareness Perspective taking Empathy Appreciating diversity Respect for others

14. 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?

15. Relationship Skills Communication Social engagement Building relationships Working cooperatively Resolving conflict Helping/Seeking help

16. 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.

17. Responsible Decision-Making Ethical Responsibility Situation analysis Problem identification Problem solving Evaluation

18. EmoSocial Online Tool

19. Video… http://www.edutopia.org/keys-social-emotional-learning-video

20. 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.

21. What Does the Research Say?

22. 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.

23. At age 21 – fifteen years after participating in a good SEL program – Seattle young people still outpaced their peers:1 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/rptfiles/04-07-3901.pdf.

24. 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/

25. 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

26. The Three Legged Stool Social Emotional Learning Direct Instruction Culture and Climate Integration and Infusion

27. SAFE Climate safe, respectful, participatory, engaging, and well–managed

28. 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?

29. Chapter 9 ~ “Funk Sway”

30. Integration and Infusion Social & Emotional Learning 21st Century Learning CCSS PGS MTSS Culturally Responsive Practices

31. Adapted from Chicago Public Schools

32. Adapted from Chicago Public Schools

33. Direct Instruction Social & Emotional Learning Direct Instruction Culture and Climate Integration and Infusion

34. 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

35. Brain Development Hippocampus Pre-frontal Cortex Amygdala

36. Its more than best practice…Neuroscience https://www.youtube.com/watch?v=vESKrzvgA40

37. 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.

38. Chaos to Calm

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

40. Keys to Creating Meaningful Rituals Consistent, Reliable and Equitable The power of our NAME

41. Creating Optimal Conditions of Learning • Welcoming Ritual • Brain Breaks • Optimistic Closure

42. Brain Regulation • Laughter • Breathing Strategies • One-on One Interactions • Crossing the Midline • Movement • Music

43. 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 you’d like your students to have from the opening and how might SEL support teaching it?

44. In Closing… What are some ideas you would like to try when supporting your students and families?