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Collaborative for Academic, Social, and Emotional Learning Social and Emotional Learning (SEL): For School and Life Success Presentation to CPSEL Schools.

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Presentation on theme: "Collaborative for Academic, Social, and Emotional Learning Social and Emotional Learning (SEL): For School and Life Success Presentation to CPSEL Schools."— Presentation transcript:

1 Collaborative for Academic, Social, and Emotional Learning Social and Emotional Learning (SEL): For School and Life Success Presentation to CPSEL Schools August 27, 28, 29

2 Committed Partners Your CEO is committed to SEL implementation districtwide. The OSEL is a key collaborator. Network Chiefs identified schools for this project. Penn State provided PATHS materials and training. CASEL is supporting coaches and providing materials for the 14 schools implementing the SchoolKit. NoVo Foundation, CASEL, AIR, and CPS are CDI partners helping 26 pioneer schools and 28 CPSEL implement SEL. 2

3 CPSEL Project CPSEL: Comprehensive Strategies to Promote Social and Emotional Learning Project Grant from US Department of Education to fund Penn State University, CASEL, and the OSEL to support SEL implementation in 28 CPS schools Use of PATHS(Promoting Alternative Thinking Strategies) to teach social and emotional skills to students Implementation of the CASEL SchoolKit in 14 schools to embed SEL in CPS initiatives at the school level AIR is evaluating how the project will imp act student outcomes 3

4 Presentation Overview What is social and emotional learning? Why is it important? What is the role of adult SE competency? How does it lead to student success? How is SEL implemented in schools? How does SEL align with CPS district initiatives? 4

5 What knowledge, skills, and attitudes do we want students to possess when they graduate from high school to thrive in the 21 st century? 5

6 What is Social and Emotional Learning? Social and emotional learning (SEL) involves processes through which children and adults develop fundamental emotional and social competencies to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. 6

7 SEL takes place within the context of safe, participatory school, family, and community environments that support children’s development and provide opportunities and recognition for successfully applying these competencies. What is Social and Emotional Learning? (con’t) 7

8 8 Five SEL Core Competencies

9 Three Illinois SEL Student Learning Goals 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. Self OtherDecision-making 9

10 Why Cultivate Our Own SE Competencies? Positive relationships enhance the smooth and effective functioning of the school. Positive, satisfying relationships among staff improve the educational experience for all learners. Modeling is important for developing SEL in students. These competencies help foster a Relationship Centered Classroom. 10

11 Self-Awareness Labeling one’s feelings Relating feelings and thoughts to behavior and actions Accurate self-assessment of strengths and challenges Self-efficacy Optimism 11

12 SELF- Management Managing stress Self-control Self-motivation Regulating one’s emotions Setting and achieving goals 12

13 Social Awareness Perspective taking Empathy Appreciating diversity Understanding social and ethical norms for behavior Recognizing family, school, and community supports 13

14 Relationship Skills Building relationships with diverse individual and groups Communicating clearly Working cooperatively Resolving conflicts Seeking help 14

15 15 Responsible Decision Making Considering the well being of self and others Recognizing one’s responsibility to behave ethically Basing decisions on safety, social and ethical considerations Making constructive safe choices about self, relationships and school

16 SEL Competencies for School Staff Take 5 minutes to look over the SEL competencies and sub-skills. Individually: – Identify and mark areas of your: Strengths (+) Areas for growth (0) Pair Share: – In what competencies do you feel the strongest? – Which ones are your biggest challenge? – In which areas do you see students needing the most development? 16

17 Adult SEL Competence and Learning Adults who have the ability to recognize, understand, label, express, and regulate emotions are more likely to demonstrate patience and empathy, encourage healthy communication, and create safe learning environments. (Brackett, Katella, Kremenitzer, Alster, and Caruso, 2008). Emotional skills of teachers influence student conduct, engagement, attachment to school, and academic performance (Baker, 1999; Hawkins, 1999; Schaps, Battistich, & Solomon, 1997; Sutton & Wheatley, 2003; Wentzel, 2002). Teachers skilled at regulating their emotions report less burnout and more positive affect while teaching (Brackett, Mojsa, Palomera, Reyes, & Salovey, 2008). School leaders with strong SEL competencies build and maintain positive and trusting relationships among members of the school community (Patti and Tobin, 2006). 17

18 SEL Competencies for Students Your group will be given one of the five competencies to review. As a group decide which of the sub-skills under the competency your table would like to discuss. Draw a T-Chart and list the competency and the skill on one side, and on the other side list the impact on learning. Share in the large group. 18

19 Impact of SEL on Student Learning Self-Management: Students can control their impulses. Impact on Learning: Students stay on task. More time for instruction. Students can work together. 19

20 What Does the Research Say? 20

21 Science Links SEL to Student Gains (percentile point improvements) Social-emotional skills (23) Improved attitudes about self, others, & school (9) Positive classroom behavior (9) Gain on standardized achievement tests (11) And Reduced Risks for Failure: Conduct problems (9) Emotional distress (10) 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. SEL Improves Student Outcomes 21

22 Why Implement SEL in Schools? Relationships provide a foundation for learning. Emotions affect how and what we learn. Social and emotional skills can be taught. SEL has positive impact on academic performance, health, relationships, and citizenship. SEL skills and attitudes are demanded by employers. SEL provides a coordinating framework to overcome fragmentation of prevention and positive youth development programs. 22

23 SEL In Action “Stop. Think. Act. The Rise of Social and Emotional Learning” As you watch this video, reflect on what you learn in terms of: SEL instruction Research that supports it SEL connection to academic success Integration of SEL into many aspects of school life 23

24 OFFICE OF SOCIAL & EMOTIOAL LEARNING

25 SOME (Ex: Peer Jury, Check In/Check Out) ALL STUDENTS (Examples: PBIS or Foundations, Second Step, Restorative Conversations, Talking Circles) FEW I NDIVIDUALIZED I NTERVENTIONS For students with the highest levels of need, highly-targeted and individualized behavior strategies provide more intensive intervention and monitoring. T ARGETED S UPPORTS For at-risk students, classroom-based responses can help de-escalate behavior problems, clinical group interventions address anger, trauma, and violence; and restorative practices provide students with strategies to resolve conflicts CREATE POSITIVE LEARNING CLIMATE School climates with positive relationships, clear expectations, and collective responsibility establish appropriate behaviors as the norm. Respectful, learning- focused, participatory classroom environments with well-managed procedures and behaviors maximize learning time TEACH SOCIAL AND EMOTIONAL SKILLS Explicit curricula, along with integrated instructional practices that promote social and emotional development, teach students how to form positive relationships, make responsible decisions, and set goals. These are critical skills for college and career success. Multi-Tiered System of Support for Social & Emotional Learning (Ex. Individualized Counseling)

26 Explicit Instruction of SEL Skills Evidence-based SEL program (PATHS for grades k-2. and grade 3 in year two Delivered with fidelity to the program design 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 26

27 Less Teacher lecture Disconnected subject areas Competition Rote learning Independent seatwork Teacher-directed Rewards MORE School and classroom norms Inquiry/project based learning Integrated learning Cooperative group work with SEL skills Critical thinking and problem solving Collaborative structures Peer tutoring Student-centered Self-assessment SEL Instructional Strategies 27

28 Integrating SEL with Curriculum Standards 28 Common Core State Standards require deeper understanding of core skills and the ability to apply them. To achieve this requires:  Student acquisition of social and emotional skills  Fundamental changes to pedagogy  Safe and supportive classroom context Beyond Common Core, SEL Learning Standards developed by the district may be aligned with learning standards in other subject areas.

29 CCSS Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

30 MP1 Through an SEL Lens To make sense of problems and persevere in solving them, students must: – Believe that they can be successful. – Monitor and sustain focus/attention. – Keep trying, even when it seems too hard. – Monitor emotions and manage frustration. – Carefully choose a strategy for solving the problem. – Adopt new strategies as needed.

31 MP3 Through an SEL Lens To construct viable arguments and critique the reasoning of others, students must: – Clearly explain their thinking to others. – Listen carefully to others’ thinking. – Ask probing and clarifying questions. – Be aware of their peers’ feelings. – Show respect for others’ thinking. – Respectfully point out flaws in others’ reasoning. – Resolve disagreements.

32 Close Reading: What’s SEL got to do with it? Elements of Close Reading Include: Self-Management skills required Relationship skills required Responsible Decision Making skills required Individual reading of complex text Self control Self motivation Perspective Taking n/a Group exploration of complex text Self control Self motivation Perspective Taking Setting and Achieving goals Communicating clearly Working collaboratively Resolving conflicts Seeking help Considering the well-being of self and others Recognizing one’s responsibility to behave ethically Evaluating realistic consequences of various actions Student-led discussion and analysis of text Regulating one’s emotions Self control Self motivation Perspective Taking Setting and Achieving goals Communicating clearly Working collaboratively Resolving conflicts Seeking help Considering the well-being of self and others Recognizing one’s responsibility to behave ethically Basing decisions on safety, social and ethical considerations Evaluating realistic consequences of various actions Close Reading is a set of strategies that allow students to productively struggle with complex text in ways that accelerate and deepen their learning. 32

33 Creating a Supportive Learning Community Safe and well-managed Respectful, supportive High expectations and challenging Participatory and engaging Behavioral standards and pro-social norms Positive relationships among all staff 33

34 CPS School Climate Standards

35 Integrating SEL Schoolwide Adult modeling of SEL competencies Cultivating positive relationships Engaging students in a culturally responsive manner Aligning schoolwide policies and structures with SEL Integrating SEL with other schoolwide activities and initiatives, such as MTSS, CIWP, and after-school programs. Implementing the CPS Student Code of Conduct revisions Aligning SEL with the Framework for Teaching 35

36 School, Family, and Community Partnerships Engaging and partnering with families Partnering with the community and funding organizations Parent Advisory Committees 36

37 Reflection and Sharing Activity In your small groups talk about what you are doing in your classrooms to promote SEL. Be prepared to share with the whole group. As a school let’s share what we are doing to promote SEL schoolwide. List the schoolwide SEL practices, activities and support for discussion and clarification. 37

38 Imagine… When a school makes the social and emotional development of every student a priority: 1.What do you see in the classroom and on the walls? 2.What do you hear young people and adults saying? 3.How do students and staff interact in all venues? 4.What teaching practices do you see in classroom? 5.What feelings do you have witnessing this interaction? Now imagine this for every school….. 38

39 Every space, the right place Bus SEL School Classrooms Lunchroom Hallways Teacher’s Lounge Afterschool/ Extra-curriculars School Grounds Front Office Bathrooms Sporting Events Parent/teacher conferences 39

40 Every time, the right time M SEL School Grade team meetings Faculty meetings Entering encounters Meetings w/ individual staff Parent meetings Hallway encounters Exiting encounters Community partners meetings Meetings with students Classroom visits 40

41 Reflection As you think about your learning today and how you will promote SEL competencies in your district and/or school, what specific things will you:  Keep doing?  Start doing?  Stop doing? Take three minutes to discuss these questions at your table. 41

42 Check out our website: casel.org @caselorg Also… 42

43 Pamela Randall, Ruth Cross CPS District Consultants Collaborative for Academic, Social, and Emotional Learning (CASEL) prandall@casel.org rcross@casel.org osel@cps.edu Contact Information 43


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