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Blog sebl presentation

  1. 1. Board Presentation:Social, Emotional and Behavioral Learning February 13, 2013 Presented by the SEBL Team
  2. 2. Goal 1 Goal 2Goal 3 Goal 4Goal 5
  3. 3. Smart Goal During the 2012-2013 school year, the Director of Student Services will develop a systematic, coordinated approach for addressing students’ social, emotional and behavioral learning needs as measured by the completion of action plan activities.
  4. 4. Social Emotional Learning A definition of Social Emotional Learning: Social and Emotional Learning (SEL) is the process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors.
  5. 5. Illinois Learning Standards (SEL) The standards describe the content and skills for students in grades K - 12 for social and emotional learning. Each standard includes five benchmark levels that describe what students should know and be able to do K-12 . These standards build on the Illinois Social/Emotional Development Standards of the Illinois Early Learning Standards. These standards have been developed in accordance with Section 15(a) of Public Act 93-0495. This Act calls upon the Illinois State Board of Education to "develop and implement a plan to incorporate social and emotional development standards as part of the Illinois Learning Standards."
  6. 6. ISBE Social/Emotional Learning 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.
  7. 7. Process Administration provided information regarding current state and desired outcome Developed SEBL Committee Conducted a gap analysis Stakeholder surveys – student, staff, parent Conducted research – curricula, assessment, counseling model, staffing Comprehensive comparison analysis of all components Recommendations
  8. 8. SEBL CommitteeKendrick Bailey DHS CounselorChristine Barrow Elementary CounselorAli Bond Director of Student ServicesAlyssa Cabrera School Social WorkerKaren Conlon School PsychologistLou Dobrydnia DHS CounselorLiz Grose School PsychologistTerri Hadley DMS CounselorStephanie Hayes DHS CounselorKim Klokkenga DHS CounselorTerri Patterson DVMS CounselorTeresa VonRohr School Social Worker
  9. 9. Gap Analysis Current State Desired State Character education takes a  PreK-12 character education variety of formats at each level No provided through systematic specific curriculum to address curriculum to address social social emotional learning emotional learning No monitoring of student social  Assessment tools to monitor emotional learning/needs social emotional learning/needs Disparities within counseling staff  Equitable counseling staff as per available at each building ASCA recommendations Parental communication is  Develop parent information and minimal communication
  10. 10. SEL Survey ResultsStakeholder # of #1 Element of Responses Concern Students 2310 Bullying Staff 186 Bullying Parents 770 Positive Choices
  11. 11. Comprehensive Overview of SEBL Systematic Approach• Character Education Curriculum • Developmental Counseling provided by teachers within: Model for IL Schools (Based• Elementary - class meetings on ASCA model)• Middle Schools - Intervention • Academic Block • Career• High School - Freshman • Personal/Social Emotional Advisory/ Homeroom Classroom Counseling Instruction Support RtI/Data District wide• Tiered Support Collection Components • Character Education• Benchmark data (3 x/yr) Advisory• Progress Monitoring Data • Parent Education (Tier2/Tier 3 interventions) • Staff Development/On-• Program Evaluation going• Discipline Data • Discipline Approach
  12. 12. Classroom Instruction• Character Education Curriculum (guaranteed/viable) provided by teachers within:• Elementary - class meetings• Middle Schools – Intervention Block Classroom• High School – Freshman Instruction Advisory/ Homeroom
  13. 13. Counseling Support • Developmental Counseling Model for IL Schools (Based on ASCA model) • Academic Counseling • Career Support • Personal/Social Emotional
  14. 14. District Wide Components District Wide • Character Components Education Advisory • Parent Education • Staff Development/On- going • Discipline Approach
  15. 15. RtI/Data Collection RtI /Data• Tiered Support Collection• Benchmark data (3 x/yr)• Progress Monitoring Data (Tier2/Tier 3 interventions)• Program Evaluation• Discipline Data
  16. 16. Recommendations - Curricula Research based Curricula for Character Education  Guaranteed and viable  PreK-8 Second Step  9-12 School Connect  Directly aligned to the state SEL standards including: empathy, emotional management, problem solving, self regulation, executive function skills (bully prevention and positive choices)  Professional Development will be provided  Integrated within PLC design
  17. 17. Second Step Skills Skills Pre-K K-3 4-5 6-8Skills forLearningEmpathy &CommunicationEmotionManagementFriendship Skills& ProblemSolving 6thBullyingPreventionSubstance AbusePreventionGoal Setting 8th
  18. 18. School-ConnectModule 1 – Module 2 – Module 3 – Module 4 –Creating a Developing Self- Building Resolvingsupportive Awareness and Academic Conflicts &Learning Self- Strengths & MakingCommunity Management Purpose DecisionsThinking differently, Awareness & control of Apply self-awareness & Building an retainingactive listening personal growth and self-management to friendships development academicsWorking collaboratively Build on character Identify & apply Identify conflict styles & strength multiple intel strengths potential effectsFostering trusting, Reduce negative Obstacles to academic Introduce & applysupportive relationships thinking, manage anger, achievement, attitude problem solving skills cope w/stress toward schoolPractice in recognizing Positive emotions to Career & college Practice specific socialemotions, perspectives, increase motivation options, setting goals, skills, negotiating,empathizing, bully tracking progress making decisions,prevention
  19. 19. Distribution of Time for CounselorsDelivery System Component Elementary Middle High School School Time School Time TimeGuidance Curriculum – assist 35%-45% 25%-35% 15%-25%with the implementation of thecharacter ed. curriculumIndividual Student Planning – 5%-10% 15%-25% 25%-35%planning intervention lessons,scheduling classes, careerdevelopmentResponsive Services – Small 30%-40% 30%-40% 25%-35%Group or 1-1System Support - Building wide 10%-15% 10%-15% 15%-20%support
  20. 20. Recommendations - Assessment Assessment  Collect benchmark data to identify students who are average, at-risk and in need of intervention  Progress monitor students who are in Tier 2 and Tier 3 interventions  Evaluate the curriculum  Summative assessment  Process assessment  Outcome evaluation
  21. 21. Recommendations - Staffing Approach Note: ASCA Recommendation is 1/250 Elementary - 1 counselor per building  Current state is 1/1816  Phase 1 - 3/1816 or 1/605  Future state is 5/1816 or 1/363 Middle School – 1 counselor per building  Current state is 2/925 or 1/463 (adequate/reasonable) High School – 1 counselor/250 student per ASCA recommendation  Current state is 3/1230 or 1/410  Phase 1 - 4/1230/or 1/308  Future state is 5/1230 or 1/249 Student Services Secretary 1 FTE
  22. 22. Counseling ModelsElements Traditional Developmental Developmental Counseling Model for ILFoundation Crisis Counseling Preventive & Crisis Beliefs, vision, mission statement, needs assessment results, school improvement Information Service Counseling plans, Domains: academic, career, social School Counseling emotional; Curriculum Legislation/Standards/CompetenciesManagement Programming/ Career Planning & Program design, advisory council and steering committee, materials and staff support, Scheduling Development sequential schedule/calendar, time distributions, program componentsDelivery Reactive Proactive Developmental Goals and Competencies, Implementing the Four Components: Clerical/Task Goal-Oriented Counseling Curriculum, Individual Planning, Oriented Responsive Services, System SupportAccountability Unplanned Planned Daily Accountability Process, Assessment of Student Competencies and Program Unstructured Activities Ancillary Service Accountable Integral Part of Educational Prog.Ratio 1 to 250 1 to 250
  23. 23. Parental Information/Communication Parent survey indicated the following areas of interest:  Behavior Management  Child Development  Reinforcing Study Skills Workshops for parents Communication through district blog, building newsletters, email
  24. 24. New Initiatives in 2013-14 Parent Forums on key topics: drugs, alcohol, depression Consider more random drug testing & frequent locker searches  Deterrent for students  Ensure safety in our schools A possible safe haven for students who struggle with drugs, alcohol, depression (non punitive resource and referral system) School Tipline - http://www.schooltipline.com/ The establishment of standardized processes and procedures (ie: communication, data collection, resource referral)

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