Edutopia Webinar: Social and Emotional Learning: Making a Case in an NCLB World

Making a Case in an NCLB World SOCIAL AND EMOTIONAL LEARNING

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Webinar ID: 419-260-985
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SOCIAL AND EMOTIONAL LEARNING Making a Case in an NCLB World

KATI DELAHANTY Photo Credit: Kati Delahanty

SOCIAL EMOTIONAL LEARNING Kati Delahanty Charlestown High School Boston, Massachusetts

Total enrollment: 1,174 students Black 43.9% Hispanic 29.2% White 5.5% Asian 20.9% Regular Education 64.0% Special Education 20.8% Bilingual Education 15.0% Other 0.6% Average daily student attendance: 81.1% Student mobility rate: 29.5% Annual student dropout rate: 11.1% CHARLESTOWN HIGH SCHOOL Boston, Massachusetts Photo Credit: Kati Delahanty

“ I always felt heard and supported.” — Rene Pena, class of ’09
To help my students succeed
To create a safe learning environment
To teach my students to work collaboratively
MY GOALS ARE Photo Credit: Kati Delahanty

To combat low self-esteem and a lack of self-discipline
To help students get good at working and learning together
To create a culture of respect
WHY SEL? Credit: Kati Delahanty

...in the classroom, in how we talk to students, in our rituals, and in how we react to harm
WHAT IT LOOKS, SOUNDS, AND FEELS LIKE Photo Credit: Kati Delahanty

IN THE CLASSROOM Photo Credit: Kati Delahanty

Random seating
Attention signal
Partner chats
Thank-yous
Sharing routines: body language
EVERYDAY STRATEGIES Credit: Kati Delahanty

Credit: Kati Delahanty IN THE WAY WE TALK TO STUDENTS Explain the reasoning behind instructions, demands, or requests.

Pose questions in a way that will invite student participation instead of shutting it down:
Do you have a question?
vs.
What are your questions?
QUESTIONS Credit: Kati Delahanty

I really appreciate how you came in and got started right away. Thank you. You need to stay with me after school for being tardy. We all have these days, but you need to be on time tomorrow. Let me know if you want To talk. POST-IT NOTE CONVERSATIONS

Circles
Conferences
IN RITUALS Photo Credit: Kati Delahanty

CIRCLES Photo Credit: Kati Delahanty

Native American tradition
Talking piece (a special object)
Open and close circle together
Always pass to the left
Community agreements (for example, respect your air time, only talk when you have the talking piece, respect confidentiality, be open-minded and don’t judge people, be present, and so on)
Credit: Kati Delahanty

Reflecting on successes and challenges
Setting goals and next steps
ACADEMIC CONFERENCES Photo Credit: Kati Delahanty

Weekly whole-unit circles
Last round: shout-outs
Chants and call and response
“ It’s not where you start; it’s where you end up.”
“ Smart is not what you are; it’s what you get.”
RITUALS TO PROMOTE A POSITIVE COMMUNITY Photo Credit: Kati Delahanty

WHO DO YOU WANT TO BE? Credit: Kati Delahanty

We celebrate and honor one another regularly. Photo Credit: Kati Delahanty

Instead of asking...
What rule was broken?
Who broke it?
How should he/she be punished?
We ask...
Who has been harmed?
What does he/she need to move forward?
Who is responsible for making things right?
IN HOW WE REACT TO HARM

Jonathan’s first 100 percent (in his entire life)
Improved attendance (according to the stats for 15 random students): ’08–’09: 67% ’09–’10 (to date): 85%
Improved ELA MCAS results
’ 07-’08: 85% passed ’08-’09: 100% passed
SEL’S IMPACT Photo Credit: Kati Delahanty

“ In this community, my friends make me feel like somebody. Here, I know my classmates. I need to know someone to trust him or her.” — Trysten Hariston, 10th grade “ We had a conversation in circle once about how to treat each other, and I figured out that no one is perfect. I realized it’s a good thing to be a good student, a good listener, and just a good person.” — William Zenquis, 10th grade “ I know that everyone has their eyes on me. It’s my time to talk and their time to listen. It’s when I shine.” — Tre Glover, 11th grade “ Circle unites us.” — George Blalock, 11th grade

Question Break

DR. SHELDON BERMAN Photo Credit: Jefferson County School District

Click to edit Master title style Click to edit Master subtitle style THE GEORGE LUCAS EDUCATIONAL FOUNDATION | WHAT WORKS IN PUBLIC EDUCATION | EDUTOPIA.ORG SYSTEMATIC IMPLEMENTATION OF SEL: Providing Meaning and Connection in Education Sheldon Berman Superintendent Jefferson County Public Schools

OUR MISSION AS ADULTS AND EDUCATORS
A larger mission is education beyond testing and accountability
Help young people develop the convictions and skills to shape a safe, sustainable, and just world
Photo Credit: Jefferson County Public Schools

JCPS’S THEORY OF ACTION
When we collaborate to
create caring and culturally responsive classroom communities;
provide high-quality, personalized instruction that challenges and engages students in authentic work;
ensure equitable access for all students to a consistent, inquiry-based curriculum; and
prepare leaders to engage in collaborative strategies to move this shared vision forward

Then all students graduate with
a high level of academic performance,
strong character development and civic engagement, and
enhanced health and wellness . . .

So that all students are prepared to
enhance health and wellness . . .
achieve their goals,
follow their dreams, and
create a more just society.

CONTEXT: 2009-10 SCHOOL YEAR
No. of Schools:
Elementary — 89
Middle School — 23
High School — 18
Special/Other — 25
No. of Students: 99,197
No. of Employees: 13,572
Student Population:
56.5% White
36% African American
7.5% Other
Poverty:
61% of all students on free/reduced-price lunch

BUILDING A COMPREHENSIVE PROGRAM
Organizing framework and comprehensive vision
District-wide systemic approach
Quality programs
Policy support

COMPREHENSIVE AND SYSTEMIC APPROACH PRE-K ELEM MIDDLE HIGH EMPATHY ETHICS SERVICE Adventures in Peacemaking Community Building Pro-Social Literature Core 9th- Grade Course Service Learning Democratic Governance Making Meaning Cross-Age Mentoring Schools of Study Advisory CARE for Kids

JCPS’S SYSTEMIC APPROACH: CARE FOR KIDS
Morning meeting and end-of-day check-in meeting
Class meetings
Developmental discipline
Cross-age mentoring (grades 1 and 5)
Cultural competence and teacher language
Home-to-school activities
School-wide community-building activities

SOCIAL CURRICULUM
Morning meeting A daily routine that builds community, creates a positive climate for learning, and reinforces academic and social skills

MORNING MEETING AND CHECK-IN MEETING
Morning meeting
Sets the tone for respectful learning
Establishes a climate of trust
Check-in meeting
Brings a supportive closure to the day

CLASS MEETINGS
A forum where students and teachers can come together as a class to get to know one another, reflect, problem solve, and make decisions

DEVELOPMENTAL DISCIPLINE
Intervention strategies that involve logical consequences for behavior
Students learn self-awareness and self-control
Emphasis on relationships, modeling, skill development, and personal responsibility

CROSS-AGE MENTORING
Matches every older student with a younger buddy for collaborative learning activities facilitated by teachers

CULTURAL COMPETENCY
Builds teachers’ capacity to communicate effectively with students from diverse backgrounds and helps teachers understand how different values intersect

HOME-TO-SCHOOL ACTIVITIES
Stimulate conversations between students and family members
Link home and school

SCHOOL-WIDE COMMUNITY-BUILDING ACTIVITIES
Designed to link students, parents, teachers, and other adults in the school
Focus on inclusion, participation, cooperation, helping others, appreciating differences, and reflection

IMPLEMENTING A K-12 PROGRAM
Professional development
Curriculum planning time
In-class support
Teacher leadership
Student-leadership development
Administrative mandate and support
School board support
Recognition

SEL AND THE ENGAGED LEARNER
Not only are young people more engaged in their learning but they also begin to
understand the meaning of the common good,
appreciate that their actions have consequences for others and the community at large,
develop a sense of relatedness to and responsibility for the larger human community.

CARE FOR KIDS: YEAR 1 OUTCOMES STUDENT PERCEPTIONS

CARE FOR KIDS: YEAR 1 OUTCOMES STUDENT ACHIEVEMENT

Question Break

TIMOTHY P. SHRIVER Photo Credit: CASEL

Timothy P. Shriver Chairman of the Board Collaborative for Academic, Social, and Emotional Learning www. casel .org BUILDING THE NATIONAL SEL MOVEMENT

CASEL was founded in 1994 as a national collaborative to make social and emotional learning (SEL) an essential part of every child’s education by
Advancing the science of SEL
Expanding effective SEL practice
Improving state and federal policies
CASEL serves as a strategist, collaborator, supporter, and convener for the SEL community
www. casel .org WHO WE ARE

WHAT’S NEEDED Credit: CASEL
How do we move from here...
Fragmented efforts
Piecemeal implementation
No common language

SEL AS A COORDINATING FRAMEWORK Credit: CASEL
...to a better place for kids
built on student strengths
academic and life success
coordinated efforts
systemic integration

Research Links SEL to Higher Student Success
23 percentile point increase in SE skills
9 point gain in attitudes about self/others/school
9 point gain in pro-social behavior
11 point gain on standardized tests (math and reading)
And Reduced Risks for Failure
Problem behaviors down 9 points
Emotional distress down 10 points
Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., and Schellinger, K. (in press). “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions.” Child Development . WHY SEL?

Self-Awareness Social Awareness Responsible Decision Making Self Other Decision Making Self-Management Relationship Skills 5 CORE SOCIAL AND EMOTIONAL COMPETENCIES

SEL IS A PROCESS THAT IMPROVES ONE’S CAPACITY TO:
SEL Self-awareness Social awareness Relationship skills Responsible decision making Self-management Form positive relationships, working in teams, dealing effectively with conflict Make ethical, constructive choices about personal and social behavior Manage emotions and behaviors to achieve one’s goals Show understanding and empathy for others Recognize one’s emotions and values as well as one’s strengths and limitations WHAT IS SOCIAL AND EMOTIONAL LEARNING? Credit: CASEL

Robust Scientific Base
Neuroscience shows emotion, attention, and learning are linked.
SEL can be taught by regular teachers, who also benefit.
Benefits have long duration.
WHY NOW? Photo Credit: Morningside Center for Teaching Social Responsibility

SEL Practice Is Mature
Proven SEL tools and evidence-based programs already exist.
Schools are already doing SEL across the globe.
Champions for district-wide SEL are emerging (Anchorage, Louisville, others).
Photo Credit: Committee for Children WHY NOW?

Policy Landscape Is Ripe
State standards and policies
Illinois, New York, Michigan
HR 4223 — Academic, Social, and Emotional Learning Act
ESEA Reauthorization in 2010
WHY NOW? Photo Credit: CASEL

THINK GO
STOP , CALM DOWN, and THINK before you act.
Say the PROBLEM and how you FEEL.
Set a POSITIVE GOAL.
THINK of a lot of SOLUTIONS.
THINK ahead to CONSEQUENCES.
GO ahead and TRY the BEST PLAN.
STOP WE HAVE THE TOOLS Credit: CASEL

National SEL expansion will take hard work:
Increase awareness and support base
Strengthen state and federal policies
Highlight district-wide SEL successes
Create a support system for all districts
Support/engage teachers and principals
Build alliances and partnerships
WE NEED A MOVEMENT

Examine SEL in your own school and district.
What is in place?
Who is supportive?
What needs to happen?
Educate your parents, school community, and local leaders about SEL and its benefits.
Connect to the big picture.
Informed/active in policy (HR 4223, ESEA, state efforts)
Tuned into research
Current on best practice
WHAT CAN YOU DO?

The power of collaboration
A diversity of brilliance
A belief in the importance of the inner life and social relationships
A commitment to rigor and results ... especially for children most at risk
YOU ARE SEL Photo Credit: Jefferson County Public Schools

Q&A
Please use the Questions pane on the right or use #edutopiawebinar on Twitter to submit any questions you may have.
For unanswered questions, we encourage you to continue the discussion in our new group at edutopia.org/groups/sel .
For additional resources, including the PowerPoint presentation and useful links, go to edutopia.org/webinar-february .

THANKS FOR ATTENDING
Let us know what you think by filling out the survey.
Continue the discussion in our new social and emotional group, hosted by presenter Kati Delahanty: edutopia.org/groups/sel .
Stay tuned for Edutopia ’s upcoming webinar in April with best-selling author Greg Mortenson.

Edutopia Webinar: Social and Emotional Learning: Making a Case in an NCLB World

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