1. Social emotional learning
Welcome participants to the session, acknowledge hosting site administration/leadership, introduce team members, and explain the format (video conferencing and collaboration).

2. ZPAC Objectives Learning Target:
Participants will utilize their knowledge of Social and Emotional Learning (SEL) and District resources (Leaps) to enhance student’s SEL growth.
Success Criteria:
I can:
Clearly define Social and Emotional Learning
Recognize common language for Social and Emotional Learning
Recognize Broward’s Social and Emotional Learning Standards
Utilize District’s SEL and behavior resources
Use the five SEL core competencies to enhance students’ social and emotional growth
Review learning target and success criteria.
Social emotional learning

3. Consultancy Protocol
A structured process for thinking more expansively about a particular, concrete dilemma.
Developed by Faith Dunne, Paula Evans, and Gene Thompson-Grove as part of their work at the Coalition of Essential Schools and the Annenberg Institute for School Reform.
Describe the consultancy format.
Social emotional learning

4. SEL: Three-Year Rollout
Year 1 Focus- Awareness of Social Emotional Learning (SEL)
Year 2 Focus- Integration Of Our SEL Learning and Practices
(Strategic focus on Early Childhood to Kindergarten and 2nd grade to 3rd grade transition)
Describe the three-year rollout for SEL in Broward County Public Schools. (Strategic focus on Early Childhood to Kindergarten and 2nd grade to 3rd grade transition this school year)
BCPS is committed to ensuring that social and emotional learning is a core component of every student’s educational experience from prekindergarten through twelfth grade. BCPS has defined three pillars for the infusion of SEL into the fabric of our schools:
creating a positive and proactive school climate in which SEL is present in all practices and procedures
adult awareness, modeling, and integration of social-emotional competencies in their teaching practices
explicit and integrated student instruction in social-emotional competencies.
Year 3 Focus- District Wide Implementation Of SEL
Social emotional learning

5. District, Schools and Classrooms: SEL Integration Expected Outcomes
Before: No Common Language, vision, or curriculum. Scattered approach within district departments.
After: Integrated into adult professional and student learning environments as well as district standards, policies and practices.
School
Before: Site by site ability to access or effectively implement SEL resources.
After: Schoolwide SEL vision, needs & resources assessed, SEL in Standards & other professional learning, explicit SEL skills instruction, improved climate, district support
Classroom
Before: Individual teachers left to figure out SEL resources and classroom practices.
After: Teachers have SEL lessons, assessments, activities, and resources aligned to standards and practices.
Student
Before: Individual students left to struggle in school.
After: More engaged students, increased academic outcomes, greater 21st century skill development, decreased behavioral problems and increased positive classroom climate.
Highlight the benefits/impact of integrating Social and Emotional Learning; district, school, classroom, and students.
Educators must understand how best to implement the most effective strategies to promote students’ development of SEL competencies. Educators must understand, too how to build and improve their own SEL competencies, because teachers’ social and emotional competencies directly affect how they interact with students on both social and instructional levels.
Aligns with BCPS Strategic Plan values –
All students will learn when their needs are met
Positive character education is essential to whole child development
Respect and dignity are critical , both in and out of the classroom.
Social emotional learning

6. What is Social Emotional Learning?
Social and emotional learning (SEL) provides the structure and process for adults and students to develop fundamental emotional and social competencies and experiences to:
understand and manage emotions
set and achieve positive goals
feel and show empathy for others
establish and maintain positive relationships
make responsible decisions
Builds and deepens positive school climate
SEL is the process through which students develop the skills necessary to recognize and manage emotions, build relationships, solve interpersonal problems, and make effective and ethical decisions.
The five competencies are self-awareness, self-management, social awareness, relationship management, and responsible decision making.
Social emotional learning

7. SEL Core Competencies
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8. SEL Effective Teacher Practices
The Center on Great Teachers and Leaders identified 10 teaching practices that occurred most frequently across the six SEL programs and eight SEL scholars. These 10 practices are not exhaustive, but they represent instructional strategies that can be used in classrooms to support positive learning environments, social emotional competencies, and academic learning.
Educators must understand how social-emotional competencies can be promoted through existing educator evaluation systems and tools, especially professional teaching frameworks. Thus, it is critical to determine how SEL fits into current professional teaching frameworks. Teacher evaluation systems that are well designed include professional teaching frameworks that describe the behaviors, skills, and practices representing effective teaching
Social emotional learning

9. Social emotional learning
BCPS SEL standards describe the content and skills for students in grades K - 12 for social and emotional learning. Each standard includes learning standards that describe what students should know and be able to do in early elementary (grades K - 3), upper elementary (grades 4 - 5), middle school (grades 6-8), early high school (grades 9-10), and upper high school (grades 11-12).
The standards have three (3) overarching 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
Refer to the Wikispace (MTSS/RtI Wiki Link: the following resources, SEL Standards, SEL Leadership Effective Practices, SEL Teacher Practices, SEL Competencies and Learning Skills, SEL Adult Personal Assessment and Reflection, and all other materials from meeting.
Social emotional learning

10. Social emotional learning
Broward County Public Schools Resources
CHANGE TO LEAPS POWER POINT (It could not be integrated in the main PPT)
While you are switching PPT, ask participants to login to Leaps.
(Participants may need to register, this will take a few minutes)
Leaps is a research-based, practical, social and emotional development program that improves behavior, grades, and attendance in K-12 education and juvenile justice environments. With a robust library of lessons and powerful, interactive individual and group assessments tools, Leaps provides educators and interventionists with customized, actionable plans to improve social and emotional skills for any youth.
Leaps is an online application and this application allows fidelity and progress reports to be automated thus meeting the strictures of Behavioral RTI, PBS, and base development of Behavior Improvement Plans.
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11. Social emotional learning
How will you utilize Leaps?
Slide 10 is a place holder for the transition to the Leaps presentation.
Slide 11 is to initiate the collaborative conversation about utilizing Leaps to address social and emotional learning.
Social emotional learning

12. Putting All the Pieces Together: MTSS
“It is our responsibility as leaders to set the stage and not act on it. It is crucial that we harness the tremendous power of community to come together and help our young people succeed academically, behaviorally, socially, and emotionally.”
Amalio Nieves, Assistant Superintendent of Social Emotional Learning
Boston Public Schools
Slide 12 is Putting the pieces together is the place to describe the connection of SEL to MTSS. SEL is a critical element in the integrated MTSS framework. MTSS is an intervention system, that incorporates RTI (Response to Intervention) with PBS (Positive Behavior Support) to form a new, integrated approach to intervention that includes an academic approach with a behavior approach.
BCPS is committed to ensuring that social and emotional learning is a core component of every student’s educational experience from prekindergarten through twelfth grade. BCPS has defined three pillars for the infusion of SEL into the fabric of our schools: (1) creating a positive and proactive school climate in which SEL is present in all practices and procedures; (2) adult awareness, modeling, and integration of social-emotional competencies in their teaching practices; and (3) explicit and integrated student instruction in social-emotional competencies.
Social emotional learning

13. Core Competencies of SEL
Slide 13 and Slide 14 – Review the SEL Competencies and describe the shits we are making in our responses to students’ needs.
Social emotional learning

14. SEL Shifts
SOME ALL REACTIVITY PROACTIVITY ISOLATION INTEGRATION DEFICIT BASED ASSET BASED
Slide 13 and Slide 14 – Review the SEL Competencies and describe the shits we are making in our responses to students’ needs.
Social emotional learning

15. Activity Guidelines
Discuss specific SEL challenges at your site and how you are addressing them or could be addressing them within the context of the SEL Standards and resources. Utilizing SEL Competencies, SEL Standards, and SEL Effective Leadership Practices, create a school-wide action plan to enhance students’ social and emotional growth.
We are working toward building district-wide practices to meet the needs of all students
ACTIVITY #2 - Slide 15 – School team will utilize the SEL School-wide Action Plan to create a plan addressing one SEL Competency. School teams will identify action steps for each domain in the plan. Utilize SEL resources to help teams develop their plans. Schools are expected to implement the plans and observe impact. School teams should align plan to SPBP, school discipline plans, and SIP.
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16. Collaborative Discussion
How
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17. Social emotional learning
Broward County Public Schools Resources
Wikispace:
Social emotional learning

18. Next Steps Roll out of School-wide SEL Actions Plan
Build Classroom and individual student SEL plans
Utilize LEAPS
Build SEL Awareness: District, School, Community
Work in Innovation Zones
Make Connections with SEL Goals/Standards and Current Practices
Identify Curriculum Resources and Assessments
Share videos and suggested readings
Social emotional learning

19. Next Z-PAC Meeting and Support
Zone Platform for Assistance and Collaboration Round 4 February 5, 2016 and February 12, 2016 MTSS/RtI Wiki Space MTSS/RtI Website Contact
The SEL Leadership Team is a multi-disciplinary team of key departments at the district level (SSI, EL/SR, SC, ESOL, SA, VD, PI, TD, Strategic Achievement, and Student Assessment and Research) focused on coming together to develop a vision of District-wide SEL learning practices for implementation.
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20. Social emotional learning
Thank you for your participation in today’s discussion!
Social emotional learning