Irving - Introduction to SEL for Staff Presentation
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This document discusses social emotional learning (SEL) and Irving's approach to SEL. SEL involves developing competencies in self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Irving uses a multi-tiered system of supports including universal SEL instruction, targeted group interventions, and intensive individualized interventions. Programs like Second Step are used at the universal level. Small groups, counseling, and restorative practices are examples of targeted interventions. Irving's goals over three years are to equip staff with SEL skills, provide opportunities for students to learn and practice SEL skills, and integrate SEL into partnerships with other school organizations.
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Irving - Introduction to SEL for Staff Presentation
- 1. Social Emotional Learning Ricardo Rivera, MA SEL Specialist
- 2. Objectives Staff will be able to: • Define Social Emotional Learning competencies • Reflect on your own SEL competencies and build your own SEL vocabulary. • Identify Irving’s Strategies for building SEL. • Build children’s SEL skills at home.
- 3. What is Social Emotional Learning? SEL is a process whereby children and adults develop competencies in 5 areas: Social Awareness Self-Awareness Self- Management Responsible Decision- Making Relationship Skills
- 4. Self-Awareness The ability to accurately perceive your emotions within the moment and understand your tendencies across situations.
- 5. Self-Management: Self management is what happens when you act – or don't act. It is your capability to use your emotions to remain flexible and direct your behavior positively.
- 6. Social Awareness: Your ability to accurately recognize emotions in others and being aware of what is really happening with them… even though you might not do not feel the same way.
- 7. Relationship Skills: The capability to use your understanding of your own emotions and of other people to regulate interactions successfully.
- 8. Responsible Decision Making: The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.
- 9. ADULT SEL COMPETENCIES 1. Which one is your strength? 2. Which one best describes an area for personal growth/ weakness? 3. Which one is most important for your child to develop ? Why?
- 10. SEL Matters SEL interventions that address CASEL’s five core competencies increased students’ academic performance by 11 percentile points, compared to students who did not participate in such SEL programs.[1] SEL programming can have a positive impact up to 18 years later on academics, conduct problems, emotional distress, and drug use.[2] The average return on investment for six evidence-based programs is 11 to 1, meaning for every dollar invested there is an $11 return.[3] A 2017 PDK poll found the public believes teaching skills such as cooperation, respect, and problem-solving are the most important factor in school quality.[4] A survey of 762 educators from 15 countries by The Economist Intelligence Unit found 80% of educators believe positive emotions are critical for academic success, emotional well-being is crucial for developing foundational literacies and communication skill.[5] A survey of 762 educators from 15 countries by The Economist Intelligence Unit found 80% of educators believe positive emotions are critical for academic success, emotional well-being is crucial for developing foundational literacies and communication skills.[6] Panorama Education found that student attendance is most correlated with engagement, self-management, and self-efficacy.[7]
- 11. CPS Framework for Success
- 12. School Climate Team Teaching SEL Lessons All adults share high expectations Daily check-ins Special SEL skills instruction Peace Circles, Peer Councils Referrals to community partners 1 on 1 counseling Special behavior plan Anger Coping, other small group interventions Building community Rewarding Good Behavior Classroom Management Style All Students Positive relationships, clear expectations, respectful & learning-focused classroom, appropriate behavior is the norm. Social & Emotional Learning (SEL) is taught in the classroom. Some Special support to address extra needs such as anger, trauma, violence, and conflict resolution Few Individualized behavior strategies and counseling Multi-Tiered System of Supports
- 13. The goal of the tiers is access to supports, not labeling Our students get these tiers of supports in order to meet benchmarks
- 14. Tier 1 – Universal Instruction: PBIS CHAMPS Responsive Classroom Developmental Designs Second Step Restorative Practices SEL & Academic Integration Service Learning
- 15. Tier 2 – Targeted, Group Interventions: Check in/Check- out Lunch Bunch Social Stories Behavior Charts Calm Down Kits SS GRIN Individual Counseling
- 16. Tier 3 – Intensive, Individualized Interventions: Individual counseling for a specific problem (e.g., bullying) Special class or residential treatment placements where more structure and supervision can be provided. Family group conferencing employing principles of restorative practices Wraparound coordination of family and community agencies along with the school Individual therapy from mental health professionals Functional behavior assessment (FBA) to create an individualized behavior plan.
- 17. • Second Step • S.S. Grin • Small Groups • Restorative Practices • Anger Coping • Individual Counseling What SEL Looks like at Irving
- 18. • Second Step • Aligned to school counseling standards and restorative practices • Weekly curriculum addressing social skills for academic success • Scope and Sequence: Early Learning–Grade 8 Lessons Universal Support
- 19. Year One Goal: • Equip community school staff with the knowledge, skills, and confidence to create safe learning environments for all of our students, using Social Emotional Learning frameworks and skills as a foundation. How Will Irving Support SEL?
- 20. Year Two Goal: • Provide opportunities for students to learn and practice positive social emotional skills that will empower them to create safe and comfortable learning environments Year Three Goal: • Provide opportunities for our school partners to integrate positive social emotional learning skills and practices into the school day How Will Irving Support SEL?
- 21. Questions?
- 22. • Ricardo Rivera, ilricardo.rivera@gmail.com Contact Information
Editor's Notes
- Social-emotional learning will be the term we use here, yet it is also known by other names internationally, including Social-Emotional Education. We define SEL as being a process whereby children and adults develop knowledge, skills, and attitudes in 5 areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Research confirms that developing these competencies plays a significant role in students success in several ways, which we’ll discuss later. As you can observe in the figure, the five domains of social and emotional competence are split up into those that refer to the self as well as others – the two self-oriented dimensions are in green. The “other-oriented” dimensions are represented in blue. Let’s expand our definition by investigating each of these 5 areas here with greater detail.
- We could have parents/staff meet in pairs/ small groups addressing 3 questions per section: 1. Which one can be describe as your strength? 2. Which one best describes a space for personal growth/ weakness? 3. Which one is most critical for your child to cultivate ? Why?
- Take a look at the context in which we are trying to teach these things. Ask participants to read statistics out loud. When all have been shared, ask people what stands out for them: which ones are most striking? Surprising? Not at all surprising? What do these mean for our work? [1] Dubois, D., Lipsey, M., Greenberg, M., Utne O ’brien, M., Payton, J., & Davidson, R. (2011). Social and Emotional Learning—Child Development. Child Development, 82(1), 405–432. [2] Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864 [3] Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). February 2015 (Revised) Center for Benefit-Cost Studies in Education www.cbcse.org the economic value of social and emotional learning. 2015(February)[4] National Center for Children in Poverty, 2000 [4] Phi, T., & Kappa, D. (2017). PDK 2017 Survey Topline Data Report National Results. 1–13. [5] Wiking, M. (2019). Emotion And Cognition In The Age Of AI. [6] McGraw Hill Education. (2018). 2018 Social and Emotional Learning Report. 1–39. [7] Sprick, R., Sprick, R., & Sprick, J. (2014). Reducing Chronic Absenteeism , K-12.