1. Social- Emotional Learning I am socially-emotionally equipped to learn when I demonstrate (a): –Commitment to learning –Positive Identity –Social Competence –Persistence –Grit –Growth Mindset 1 Report to Generation Next Leadership Council

2. Ways I’m AWARE Ways I NAVIGATE Relationships Emotions Getting Things Done My Feelings Others My Goals Social & Emotional Learning Skills are about OUR WAYS OF BEING Ways I AM 2

3. We chose these measurements because they are: MEANINGFUL – Predict important long-term outcomes of academic and life success MEASUREABLE – Can be assessed reliably MALLEABLE – Can be shaped by specific interventions in school and in out of school time settings. 3

4. Students who have these skills are: 1.more likely to have higher reported GPAs 2.less likely to be a victim/perpetrator of bullying 3.less likely to report mental distress 4 *Source: Data from 2013 MN Student Survey, Analysis from Minnesota Youth Development Research Group, Department of Educational Psychology, University of Minnesota and Michael Rodriguez Note: Statewide Correlations for 8 th Grade. Also note that each skill significantly adds to the prediction of grades.

5. Skills deteriorate in middle years: 5 Commitment to Learning Positive Identity Social Competence Grade 5 Grade 8 Grade 9Grade 11 Source: Data from SPPS students in 2013 MN Student Survey, Analysis from Minnesota Youth Development Research Group, Department of Educational Psychology, University of Minnesota and Michael Rodriguez

6. 1 of every 5 SPPS 8 th graders is NOT equipped with ANY of these skills 6 Source: Data from 2013 MN Student Survey, Analysis from Minnesota Youth Development Research Group, Department of Educational Psychology, University of Minnesota and Michael Rodriguez

7. These measures provide unique insight into nuances of race and culture: 7 Commitment to Learning Source: Data from SPPS students in 2013 MN Student Survey, Analysis from Minnesota Youth Development Research Group, Department of Educational Psychology, University of Minnesota and Michael Rodriguez

8. These measures provide unique insight into nuances of race and culture (2 of 3) 8 Positive Identity Source: Data from SPPS students in 2013 MN Student Survey, Analysis from Minnesota Youth Development Research Group, Department of Educational Psychology, University of Minnesota and Michael Rodriguez

9. These measures provide unique insight into nuances of race and culture (3 of 3) 9 Social Competence Source: Data from SPPS students in 2013 MN Student Survey, Analysis from Minnesota Youth Development Research Group, Department of Educational Psychology, University of Minnesota and Michael Rodriguez

10. GenNext Social-Emotional Work To Date Data Committee identifies need to explore social- emotional skills’ impact on achievement gap Convened taskforce to discuss strategies and develop research, measurement and actions –Led new bodies of data/research in Minneapolis and St. Paul –Explored promising practices to move to action Met with leadership in both districts to raise awareness and develop common agenda 10

11. Task Force Members Dale Blyth – University of Minnesota (Chair) Jane Eastwood – City of St. Paul Katy Friesz – Carlson Family Foundation Paul Mattessich– Wilder Research Jonathan May – Generation Next Eric Moore – Minneapolis Public Schools Joe Munnich – St. Paul Public Schools Kent Pekel – Search Institute Michael Rodriguez – University of Minnesota 11

12. Summary of Recommendations to Leadership Council 1.Explicitly name social & emotional skills as a goal* “Every child is socially & emotionally equipped to learn by 8 th grade” 2.Implement strategies that leverage the Generation Next coalition Integrate and elevate intentional efforts by taking promising practices to scale (alignment, funding) 3.Prioritize social-emotional integration in schools and in out of school organizations 12 *Board approval requested

13. Recommendations to SPPS and MPS Districts Commit to the annual data collection in all 6 SEL-related scales: –Commitment to Learning (currently in SPPS) –Positive Identity (currently in SPPS) –Social Competence (currently in SPPS) –Persistence (currently in MPS) –Grit (currently in MPS) –Growth Mindset (currently in MPS) Integrate all six SEL-related scales with other data (e.g. academic outcomes) Commit to participating in a Gen Next review of what scales to use beyond that 13

14. Recommendations for Action Strategies Support practitioners, strengthen student environments and improve student experiences by: –Developing a common language, a common understanding, a common measurement and a common intentionality in schools and in out of school organizations –Example action: Search Institute workshop- “ The Perseverance Process: Strategies for Strengthening Academic Motivation and Persistence” for teachers and practitioners 14

15. Why…. –add one more goal when Goals 1-5 aren’t “solved”? Because… –research shows this new goal will help achieve goals 1-5 15

16. DISCUSSION 16