Making a Case  in an NCLB World   SOCIAL AND  EMOTIONAL LEARNING
WEBINAR PROTOCOLS <ul><li>Audio </li></ul><ul><ul><ul><li>Listen online or dial in: ( 916) 233-3088 ; code:  436-412-665 <...
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% Specia...
“ I always felt heard and supported.”   — Rene Pena, class of ’09 <ul><li>To help my students succeed </li></ul><ul><li>To...
<ul><li>To combat low self-esteem  and a lack of self-discipline </li></ul><ul><li>To help students get  good at working a...
<ul><li>...in the classroom, in how we talk to students,  in our rituals, and in how we react to harm </li></ul>WHAT IT LO...
IN THE CLASSROOM   Photo Credit: Kati Delahanty
<ul><li>Random seating  </li></ul><ul><li>Attention signal </li></ul><ul><li>Partner chats  </li></ul><ul><li>Thank-yous <...
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: <ul><li>Do you have a question...
I really appreciate  how you came in and got started right away.  Thank you. You need to stay with me after  school for be...
<ul><li>Circles  </li></ul><ul><li>Conferences </li></ul>IN RITUALS Photo Credit: Kati Delahanty
CIRCLES Photo Credit: Kati Delahanty
<ul><li>Native American tradition </li></ul><ul><li>Talking piece   (a special object) </li></ul><ul><li>Open and close ci...
<ul><li>Reflecting on successes and challenges </li></ul><ul><li>Setting goals and  next steps </li></ul>ACADEMIC CONFEREN...
<ul><li>Weekly whole-unit circles </li></ul><ul><li>Last round: shout-outs </li></ul><ul><li>Chants and call and response ...
WHO DO YOU WANT TO BE? Credit: Kati Delahanty
We celebrate  and honor one another regularly. Photo Credit: Kati Delahanty
<ul><li>Instead of asking... </li></ul><ul><ul><li>What rule was broken? </li></ul></ul><ul><ul><li>Who broke it? </li></u...
<ul><li>Jonathan’s first 100 percent   (in his entire life) </li></ul><ul><li>Improved attendance   (according to the stat...
“ In this community, my friends make me feel like somebody. Here, I know my classmates. I need to know someone to trust hi...
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 WORK...
OUR MISSION AS ADULTS  AND EDUCATORS   <ul><li>A larger mission is  education beyond testing  and accountability </li></ul...
JCPS’S THEORY OF ACTION <ul><li>When we collaborate to </li></ul><ul><li>create caring and culturally responsive classroom...
JCPS’S THEORY OF ACTION <ul><li>Then all students graduate with </li></ul><ul><li>a high level of academic  performance, <...
JCPS’S THEORY OF ACTION <ul><li>So that all students are prepared to   </li></ul><ul><li>enhance health and wellness . . ....
CONTEXT: 2009-10 SCHOOL YEAR <ul><li>No. of Schools:  </li></ul><ul><li>Elementary — 89 </li></ul><ul><li>Middle School — ...
BUILDING A  COMPREHENSIVE PROGRAM <ul><li>Organizing framework  and comprehensive vision </li></ul><ul><li>District-wide  ...
COMPREHENSIVE  AND SYSTEMIC APPROACH PRE-K ELEM MIDDLE HIGH EMPATHY ETHICS SERVICE Adventures in Peacemaking Community  Bu...
JCPS’S SYSTEMIC APPROACH:  CARE FOR KIDS <ul><li>Morning meeting and end-of-day  check-in meeting </li></ul><ul><li>Class ...
SOCIAL CURRICULUM <ul><li>Morning meeting   A daily routine that builds community, creates a positive climate for learning...
MORNING MEETING AND  CHECK-IN MEETING <ul><li>Morning meeting   </li></ul><ul><li>Sets the tone for  respectful learning  ...
CLASS MEETINGS <ul><li>A forum where students and teachers can come together  as a class to get to know one another, refle...
DEVELOPMENTAL DISCIPLINE <ul><li>Intervention strategies that  involve logical consequences  for behavior  </li></ul><ul><...
CROSS-AGE MENTORING <ul><li>Matches every older student with a younger buddy for collaborative learning activities facilit...
CULTURAL COMPETENCY <ul><li>Builds teachers’ capacity to communicate effectively  with students from diverse backgrounds a...
HOME-TO-SCHOOL ACTIVITIES <ul><li>Stimulate conversations between students and family members </li></ul><ul><li>Link home ...
SCHOOL-WIDE  COMMUNITY-BUILDING ACTIVITIES <ul><li>Designed to link  students, parents,  teachers, and other  adults in th...
 
IMPLEMENTING A K-12 PROGRAM <ul><li>Professional development </li></ul><ul><li>Curriculum planning time </li></ul><ul><li>...
SEL AND THE ENGAGED LEARNER <ul><li>Not only are young people more engaged  in their learning but they also begin to </li>...
CARE FOR KIDS: YEAR 1 OUTCOMES STUDENT PERCEPTIONS
CARE FOR KIDS: YEAR 1 OUTCOMES STUDENT ACHIEVEMENT
Photo Credit: Jefferson County Public Schools
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 BUILDI...
<ul><li>CASEL was founded in 1994 as a national collaborative to make social and emotional learning (SEL) an essential par...
WHAT’S NEEDED Credit: CASEL <ul><li>How do we move from here...   </li></ul><ul><li>Fragmented efforts </li></ul><ul><li>P...
SEL AS A COORDINATING FRAMEWORK Credit: CASEL <ul><li>...to a better place for kids   </li></ul><ul><li>built on student s...
<ul><li>Research Links SEL to Higher Student Success   </li></ul><ul><ul><ul><li>23 percentile point increase in SE skills...
Self-Awareness Social Awareness Responsible Decision Making Self Other Decision Making Self-Management Relationship Skills...
<ul><li>SEL IS A PROCESS THAT IMPROVES ONE’S CAPACITY TO: </li></ul>SEL Self-awareness Social awareness Relationship  skil...
<ul><li>Robust Scientific Base   </li></ul><ul><li>Neuroscience shows  emotion, attention, and learning are linked. </li><...
<ul><li>SEL Practice Is Mature   </li></ul><ul><li>Proven SEL tools and  evidence-based programs already exist.  </li></ul...
<ul><li>Policy Landscape Is Ripe </li></ul><ul><li>State standards and policies  </li></ul><ul><ul><li>Illinois, New York,...
THINK GO <ul><li>STOP ,   CALM DOWN, and  THINK  before you act. </li></ul><ul><li>Say the   PROBLEM   and  how you   FEEL...
<ul><li>National SEL expansion will take hard work:  </li></ul><ul><li>Increase awareness and support base  </li></ul><ul>...
<ul><li>Examine SEL in your own school and district.   </li></ul><ul><ul><li>What is in place? </li></ul></ul><ul><ul><li>...
<ul><li>The power of collaboration </li></ul><ul><li>A diversity of brilliance </li></ul><ul><li>A belief in the importanc...
Q&A <ul><li>Please use the Questions pane on the right  or use  #edutopiawebinar  on Twitter to submit any questions you m...
THANKS FOR ATTENDING <ul><li>Let us know what you think  by filling out the survey. </li></ul><ul><li>Continue the discuss...
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Edutopia Webinar: Social and Emotional Learning: Making a Case in an NCLB World

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Reading, writing, and arithmetic are important -- there's no doubt of that. But it takes more than those basic academic skills for students to grow into happy, successful adults.

As educators know well, children also need to learn self-esteem, self-discipline, and strong communication skills in order to succeed in school and life. But it's easy for those essential lessons to get lost in the race to raise standardized test scores.

In this session, two pioneering educators and a national education leader explain why social and emotional skills deserve time and attention -- SEL has been shown to raise test scores -- and how they provide it effectively in their schools.

Host: Grace Rubenstein, senior producer, Edutopia

Presenters: Tim Shriver, Chairman of the CASEL Board of Directors, Sheldon Berman, superintendent, Jefferson County Public Schools, Louisville, Kentucky, and Kati Delahanty, English teacher, Charlestown High School, Boston

For more information, including an archive to the webinar, please visit: http://www.edutopia.org/social-and-emotional-learning-webinar-february-2010

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  • GOAL: Our overall goal in integrating social emotional learning into the curriculum is to foster the development of a socially conscious and socially responsible citizenry, that is, to help students develop a personal investment in the well-being of others and of the planet.
  • The social curriculum is as important as the academic curriculum.
  • Info slide — Screen while introducing self, organization.
  • Coordination of: Among categorical programs Between instructional programs and mental health services Between school and family/community interventions Between classroom and after-school Common language that bridges programs with similar goals and addresses common risk and protective factors Coordination problems: Need for a common language across categorical programs Consistent messages to students across programs Cohesion between lessons—do they reinforce each other
  • SE competencies are the “mechanism of action” that leads to effective prevention programs. SE competencies can be the lens to assess and coordinate all the school’s activities focused on prevention, positive youth development, health. It also means coordinating all the various prevention programs a school may already be offering. SEL can be a lens for evaluating and deciding about these various programs to eliminate duplication and more effectively provide universal programming for all students and enhance outcomes. SEL as a coordinating framework is a lens to focus on students’ social and emotional development (SED); a way to examine everything that is going on in a school; it provides a framework to coordinate across programs, reduce duplication, improve outcomes, etc. promotion, etc.
  • ADAPTED FROM RPW slide. FIRST CLICK — SEL INCREASES STUDENT SUCCESS SECOND CLICK — AND REDUCES RISKS FOR SCHOOL FAILURE
  • CITATIONS BEHIND THESE STATEMENTS — FYI OR USE AS NEEDED SEL and Brain — Kusché &amp; Greenberg, 2006 Brain — malleable, strongly impacted by experiences interacting with genetic material. Quality of emotional attachment is critical for attention, learning, and brain development. Teachers can strengthen the pathways for integrating affect, language, and cognition. Process/manner of teaching is critical. R/L frontal lobes (attention, concentration, social p.s., self-control, and management of affect) critical for higher-level learning and mature behavior. Not automatically developing — must be taught. Teacher retention — Murray, 2005 Three primary reasons teachers identify for leaving the field: Insufficient classroom management skills Lack of preparation to deal with disruptive/negative student behavior Lack of cultural awareness Finding: schools with strong collegial cultures and collaborative practices are most effective in developing and retaining new teachers! SEL effects are long lasting — Hawkins et al. 2009 Seattle Social Development Project tracked young people who had an SEL-like intervention for 15 years. Positive impacts lasted into the risky young-adult years Better mental health Higher average income/educational attainment
  • GLEF asked for you to weave in some personal experience. Connect to the early days in New Haven here ?
  • Pep talk — targeted to educators, school leaders.
  • Edutopia Webinar: Social and Emotional Learning: Making a Case in an NCLB World

    1. 1. Making a Case in an NCLB World SOCIAL AND EMOTIONAL LEARNING
    2. 2. WEBINAR PROTOCOLS <ul><li>Audio </li></ul><ul><ul><ul><li>Listen online or dial in: ( 916) 233-3088 ; code: 436-412-665 </li></ul></ul></ul><ul><li>Useful Information </li></ul><ul><ul><ul><li>Webinar ID: 419-260-985 </li></ul></ul></ul><ul><li>Q&A </li></ul><ul><ul><ul><li>Use the Questions panel to submit questions </li></ul></ul></ul><ul><li>PowerPoint/Recordings </li></ul><ul><ul><ul><li>Download a copy of the PowerPoint presentation at edutopia.org/webinar-february </li></ul></ul></ul><ul><ul><ul><li>Recordings of the webinar will be emailed </li></ul></ul></ul><ul><li>Problems? </li></ul><ul><ul><ul><li>Email [email_address] </li></ul></ul></ul>
    3. 3. SOCIAL AND EMOTIONAL LEARNING Making a Case in an NCLB World
    4. 4. KATI DELAHANTY Photo Credit: Kati Delahanty
    5. 5. SOCIAL EMOTIONAL LEARNING Kati Delahanty Charlestown High School Boston, Massachusetts
    6. 6. 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
    7. 7. “ I always felt heard and supported.” — Rene Pena, class of ’09 <ul><li>To help my students succeed </li></ul><ul><li>To create a safe learning environment </li></ul><ul><li>To teach my students to work collaboratively </li></ul>MY GOALS ARE Photo Credit: Kati Delahanty
    8. 8. <ul><li>To combat low self-esteem and a lack of self-discipline </li></ul><ul><li>To help students get good at working and learning together </li></ul><ul><li>To create a culture of respect </li></ul>WHY SEL? Credit: Kati Delahanty
    9. 9. <ul><li>...in the classroom, in how we talk to students, in our rituals, and in how we react to harm </li></ul>WHAT IT LOOKS, SOUNDS, AND FEELS LIKE Photo Credit: Kati Delahanty
    10. 10. IN THE CLASSROOM Photo Credit: Kati Delahanty
    11. 11. <ul><li>Random seating </li></ul><ul><li>Attention signal </li></ul><ul><li>Partner chats </li></ul><ul><li>Thank-yous </li></ul><ul><li>Sharing routines: body language </li></ul>EVERYDAY STRATEGIES Credit: Kati Delahanty
    12. 12. Credit: Kati Delahanty IN THE WAY WE TALK TO STUDENTS Explain the reasoning behind instructions, demands, or requests.
    13. 13. Pose questions in a way that will invite student participation instead of shutting it down: <ul><li>Do you have a question? </li></ul><ul><li>vs. </li></ul><ul><li>What are your questions? </li></ul>QUESTIONS Credit: Kati Delahanty
    14. 14. 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
    15. 15. <ul><li>Circles </li></ul><ul><li>Conferences </li></ul>IN RITUALS Photo Credit: Kati Delahanty
    16. 16. CIRCLES Photo Credit: Kati Delahanty
    17. 17. <ul><li>Native American tradition </li></ul><ul><li>Talking piece (a special object) </li></ul><ul><li>Open and close circle together </li></ul><ul><li>Always pass to the left </li></ul><ul><li>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) </li></ul>Credit: Kati Delahanty
    18. 18. <ul><li>Reflecting on successes and challenges </li></ul><ul><li>Setting goals and next steps </li></ul>ACADEMIC CONFERENCES Photo Credit: Kati Delahanty
    19. 19. <ul><li>Weekly whole-unit circles </li></ul><ul><li>Last round: shout-outs </li></ul><ul><li>Chants and call and response </li></ul><ul><li>“ It’s not where you start; it’s where you end up.” </li></ul><ul><li>“ Smart is not what you are; it’s what you get.” </li></ul>RITUALS TO PROMOTE A POSITIVE COMMUNITY Photo Credit: Kati Delahanty
    20. 20. WHO DO YOU WANT TO BE? Credit: Kati Delahanty
    21. 21. We celebrate and honor one another regularly. Photo Credit: Kati Delahanty
    22. 22. <ul><li>Instead of asking... </li></ul><ul><ul><li>What rule was broken? </li></ul></ul><ul><ul><li>Who broke it? </li></ul></ul><ul><ul><li>How should he/she be punished? </li></ul></ul><ul><li>We ask... </li></ul><ul><ul><li>Who has been harmed? </li></ul></ul><ul><ul><li>What does he/she need to move forward? </li></ul></ul><ul><ul><li>Who is responsible for making things right? </li></ul></ul>IN HOW WE REACT TO HARM
    23. 23. <ul><li>Jonathan’s first 100 percent (in his entire life) </li></ul><ul><li>Improved attendance (according to the stats for 15 random students): ’08–’09: 67% ’09–’10 (to date): 85% </li></ul><ul><li>Improved ELA MCAS results </li></ul><ul><li>’ 07-’08: 85% passed ’08-’09: 100% passed </li></ul>SEL’S IMPACT Photo Credit: Kati Delahanty
    24. 24. “ 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
    25. 25. Question Break
    26. 26. DR. SHELDON BERMAN Photo Credit: Jefferson County School District
    27. 27. 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
    28. 28. OUR MISSION AS ADULTS AND EDUCATORS <ul><li>A larger mission is education beyond testing and accountability </li></ul><ul><li>Help young people develop the convictions and skills to shape a safe, sustainable, and just world </li></ul>Photo Credit: Jefferson County Public Schools
    29. 29. JCPS’S THEORY OF ACTION <ul><li>When we collaborate to </li></ul><ul><li>create caring and culturally responsive classroom communities; </li></ul><ul><li>provide high-quality, personalized instruction that challenges and engages students in authentic work; </li></ul><ul><li>ensure equitable access for all students to a consistent, inquiry-based curriculum; and </li></ul><ul><li>prepare leaders to engage in collaborative strategies to move this shared vision forward </li></ul>
    30. 30. JCPS’S THEORY OF ACTION <ul><li>Then all students graduate with </li></ul><ul><li>a high level of academic performance, </li></ul><ul><li>strong character development and civic engagement, and </li></ul><ul><li>enhanced health and wellness . . . </li></ul>Photo Credit: Jefferson County Public Schools
    31. 31. JCPS’S THEORY OF ACTION <ul><li>So that all students are prepared to </li></ul><ul><li>enhance health and wellness . . . </li></ul><ul><li>achieve their goals, </li></ul><ul><li>follow their dreams, and </li></ul><ul><li>create a more just society. </li></ul>Photo Credit: Jefferson County Public Schools
    32. 32. CONTEXT: 2009-10 SCHOOL YEAR <ul><li>No. of Schools: </li></ul><ul><li>Elementary — 89 </li></ul><ul><li>Middle School — 23 </li></ul><ul><li>High School — 18 </li></ul><ul><li>Special/Other — 25 </li></ul><ul><li>No. of Students: 99,197 </li></ul><ul><li>No. of Employees: 13,572 </li></ul><ul><li>Student Population: </li></ul><ul><li>56.5% White </li></ul><ul><li>36% African American </li></ul><ul><li>7.5% Other </li></ul><ul><li>Poverty: </li></ul><ul><li>61% of all students on free/reduced-price lunch </li></ul>
    33. 33. BUILDING A COMPREHENSIVE PROGRAM <ul><li>Organizing framework and comprehensive vision </li></ul><ul><li>District-wide systemic approach </li></ul><ul><li>Quality programs </li></ul><ul><li>Policy support </li></ul>Photo Credit: Jefferson County Public Schools
    34. 34. 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
    35. 35. JCPS’S SYSTEMIC APPROACH: CARE FOR KIDS <ul><li>Morning meeting and end-of-day check-in meeting </li></ul><ul><li>Class meetings </li></ul><ul><li>Developmental discipline </li></ul><ul><li>Cross-age mentoring (grades 1 and 5) </li></ul><ul><li>Cultural competence and teacher language </li></ul><ul><li>Home-to-school activities </li></ul><ul><li>School-wide community-building activities </li></ul>
    36. 36. SOCIAL CURRICULUM <ul><li>Morning meeting A daily routine that builds community, creates a positive climate for learning, and reinforces academic and social skills </li></ul>Photo Credit: Jefferson County Public Schools
    37. 37. MORNING MEETING AND CHECK-IN MEETING <ul><li>Morning meeting </li></ul><ul><li>Sets the tone for respectful learning </li></ul><ul><li>Establishes a climate of trust </li></ul><ul><li>Check-in meeting </li></ul><ul><li>Brings a supportive closure to the day </li></ul>Photo Credit: Jefferson County Public Schools
    38. 38. CLASS MEETINGS <ul><li>A forum where students and teachers can come together as a class to get to know one another, reflect, problem solve, and make decisions </li></ul>Photo Credit: Jefferson County Public Schools
    39. 39. DEVELOPMENTAL DISCIPLINE <ul><li>Intervention strategies that involve logical consequences for behavior </li></ul><ul><li>Students learn self-awareness and self-control </li></ul><ul><li>Emphasis on relationships, modeling, skill development, and personal responsibility </li></ul>Photo Credit: Jefferson County Public Schools
    40. 40. CROSS-AGE MENTORING <ul><li>Matches every older student with a younger buddy for collaborative learning activities facilitated by teachers </li></ul>Photo Credit: Jefferson County Public Schools
    41. 41. CULTURAL COMPETENCY <ul><li>Builds teachers’ capacity to communicate effectively with students from diverse backgrounds and helps teachers understand how different values intersect </li></ul>Photo Credit: Jefferson County Public Schools
    42. 42. HOME-TO-SCHOOL ACTIVITIES <ul><li>Stimulate conversations between students and family members </li></ul><ul><li>Link home and school </li></ul>Photo Credit: Jefferson County Public Schools
    43. 43. SCHOOL-WIDE COMMUNITY-BUILDING ACTIVITIES <ul><li>Designed to link students, parents, teachers, and other adults in the school </li></ul><ul><li>Focus on inclusion, participation, cooperation, helping others, appreciating differences, and reflection </li></ul>Photo Credit: Jefferson County Public Schools
    44. 45. IMPLEMENTING A K-12 PROGRAM <ul><li>Professional development </li></ul><ul><li>Curriculum planning time </li></ul><ul><li>In-class support </li></ul><ul><li>Teacher leadership </li></ul><ul><li>Student-leadership development </li></ul><ul><li>Administrative mandate and support </li></ul><ul><li>School board support </li></ul><ul><li>Recognition </li></ul>Photo Credit: Jefferson County Public Schools
    45. 46. SEL AND THE ENGAGED LEARNER <ul><li>Not only are young people more engaged in their learning but they also begin to </li></ul><ul><li>understand the meaning of the common good, </li></ul><ul><li>appreciate that their actions have consequences for others and the community at large, </li></ul><ul><li>develop a sense of relatedness to and responsibility for the larger human community. </li></ul>
    46. 47. CARE FOR KIDS: YEAR 1 OUTCOMES STUDENT PERCEPTIONS
    47. 48. CARE FOR KIDS: YEAR 1 OUTCOMES STUDENT ACHIEVEMENT
    48. 49. Photo Credit: Jefferson County Public Schools
    49. 50. Question Break
    50. 51. TIMOTHY P. SHRIVER Photo Credit: CASEL
    51. 52. Timothy P. Shriver Chairman of the Board Collaborative for Academic, Social, and Emotional Learning www. casel .org BUILDING THE NATIONAL SEL MOVEMENT
    52. 53. <ul><li>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 </li></ul><ul><ul><ul><li>Advancing the science of SEL </li></ul></ul></ul><ul><ul><ul><li>Expanding effective SEL practice </li></ul></ul></ul><ul><ul><ul><li>Improving state and federal policies </li></ul></ul></ul><ul><li>CASEL serves as a strategist, collaborator, supporter, and convener for the SEL community </li></ul>www. casel .org WHO WE ARE
    53. 54. WHAT’S NEEDED Credit: CASEL <ul><li>How do we move from here... </li></ul><ul><li>Fragmented efforts </li></ul><ul><li>Piecemeal implementation </li></ul><ul><li>No common language </li></ul>
    54. 55. SEL AS A COORDINATING FRAMEWORK Credit: CASEL <ul><li>...to a better place for kids </li></ul><ul><li>built on student strengths </li></ul><ul><li>academic and life success </li></ul><ul><li>coordinated efforts </li></ul><ul><li>systemic integration </li></ul>
    55. 56. <ul><li>Research Links SEL to Higher Student Success </li></ul><ul><ul><ul><li>23 percentile point increase in SE skills </li></ul></ul></ul><ul><ul><ul><li>9 point gain in attitudes about self/others/school </li></ul></ul></ul><ul><ul><ul><li>9 point gain in pro-social behavior </li></ul></ul></ul><ul><ul><ul><li>11 point gain on standardized tests (math and reading) </li></ul></ul></ul><ul><li>And Reduced Risks for Failure </li></ul><ul><ul><ul><li>Problem behaviors down 9 points </li></ul></ul></ul><ul><ul><ul><li>Emotional distress down 10 points </li></ul></ul></ul>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?
    56. 57. Self-Awareness Social Awareness Responsible Decision Making Self Other Decision Making Self-Management Relationship Skills 5 CORE SOCIAL AND EMOTIONAL COMPETENCIES
    57. 58. <ul><li>SEL IS A PROCESS THAT IMPROVES ONE’S CAPACITY TO: </li></ul>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
    58. 59. <ul><li>Robust Scientific Base </li></ul><ul><li>Neuroscience shows emotion, attention, and learning are linked. </li></ul><ul><li>SEL can be taught by regular teachers, who also benefit. </li></ul><ul><li>Benefits have long duration. </li></ul>WHY NOW? Photo Credit: Morningside Center for Teaching Social Responsibility
    59. 60. <ul><li>SEL Practice Is Mature </li></ul><ul><li>Proven SEL tools and evidence-based programs already exist. </li></ul><ul><li>Schools are already doing SEL across the globe. </li></ul><ul><li>Champions for district-wide SEL are emerging (Anchorage, Louisville, others). </li></ul>Photo Credit: Committee for Children WHY NOW?
    60. 61. <ul><li>Policy Landscape Is Ripe </li></ul><ul><li>State standards and policies </li></ul><ul><ul><li>Illinois, New York, Michigan </li></ul></ul><ul><li>HR 4223 — Academic, Social, and Emotional Learning Act </li></ul><ul><li>ESEA Reauthorization in 2010 </li></ul>WHY NOW? Photo Credit: CASEL
    61. 62. THINK GO <ul><li>STOP , CALM DOWN, and THINK before you act. </li></ul><ul><li>Say the PROBLEM and how you FEEL. </li></ul><ul><li>Set a POSITIVE GOAL. </li></ul><ul><li>THINK of a lot of SOLUTIONS. </li></ul><ul><li>THINK ahead to CONSEQUENCES. </li></ul><ul><li>GO ahead and TRY the BEST PLAN. </li></ul>STOP WE HAVE THE TOOLS Credit: CASEL
    62. 63. <ul><li>National SEL expansion will take hard work: </li></ul><ul><li>Increase awareness and support base </li></ul><ul><li>Strengthen state and federal policies </li></ul><ul><li>Highlight district-wide SEL successes </li></ul><ul><li>Create a support system for all districts </li></ul><ul><li>Support/engage teachers and principals </li></ul><ul><li>Build alliances and partnerships </li></ul>WE NEED A MOVEMENT
    63. 64. <ul><li>Examine SEL in your own school and district. </li></ul><ul><ul><li>What is in place? </li></ul></ul><ul><ul><li>Who is supportive? </li></ul></ul><ul><ul><li>What needs to happen? </li></ul></ul><ul><li>Educate your parents, school community, and local leaders about SEL and its benefits. </li></ul><ul><li>Connect to the big picture. </li></ul><ul><ul><li>Informed/active in policy (HR 4223, ESEA, state efforts) </li></ul></ul><ul><ul><li>Tuned into research </li></ul></ul><ul><ul><li>Current on best practice </li></ul></ul>WHAT CAN YOU DO?
    64. 65. <ul><li>The power of collaboration </li></ul><ul><li>A diversity of brilliance </li></ul><ul><li>A belief in the importance of the inner life and social relationships </li></ul><ul><li>A commitment to rigor and results ... especially for children most at risk </li></ul>YOU ARE SEL Photo Credit: Jefferson County Public Schools
    65. 66. Q&A <ul><li>Please use the Questions pane on the right or use #edutopiawebinar on Twitter to submit any questions you may have. </li></ul><ul><li>For unanswered questions, we encourage you to continue the discussion in our new group at edutopia.org/groups/sel . </li></ul><ul><li>For additional resources, including the PowerPoint presentation and useful links, go to edutopia.org/webinar-february . </li></ul>
    66. 67. THANKS FOR ATTENDING <ul><li>Let us know what you think by filling out the survey. </li></ul><ul><li>Continue the discussion in our new social and emotional group, hosted by presenter Kati Delahanty: edutopia.org/groups/sel . </li></ul><ul><li>Stay tuned for Edutopia ’s upcoming webinar in April with best-selling author Greg Mortenson. </li></ul>

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