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

THE GEORGE LUCAS EDUCATIONAL FOUNDATION | WHAT WORKS IN PUBLIC EDUCATION | EDUTOPIA.ORG

Making a Case in an NCLB World

SOCIAL AND EMOTIONAL LEARNING

THE GEORGE LUCAS EDUCATIONAL FOUNDATION | WHAT WORKS IN PUBLIC EDUCATION | EDUTOPIA.ORG 2

WEBINAR PROTOCOLSAudio

• Listen online or dial in: (916) 233-3088;code: 436-412-665

Useful Information

• Webinar ID: 419-260-985Q&A

• Use the Questions panel to submit questions

• PowerPoint/Recordings• Download a copy of the PowerPoint presentation

at edutopia.org/webinar-february• Recordings of the webinar will be emailed

Problems?• Email [email protected]

http://www.edutopia.org/webinar-december

mailto:[email protected]


SOCIAL AND EMOTIONAL LEARNING

Making a Case in an NCLB World


KATI DELAHANTY

Photo Credit: Kati Delahanty


SOCIAL EMOTIONAL SOCIAL EMOTIONAL LEARNINGLEARNING

Kati DelahantyCharlestown High SchoolBoston, Massachusetts


Total enrollment: 1,174 studentsBlack 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 SCHOOLBoston, Massachusetts



“I always felt heard and supported.” —Rene Pena, class of ’09To help my students

succeed

To create a safe learning environment

To teach my students to work collaboratively

MY GOALS ARE



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



IN THE CLASSROOM



Random seating

Attention signal

Partner chats

Thank-yous

Sharing routines: body language

EVERYDAY STRATEGIES




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



I really appre

ciate

how you came i

n

and got starte

d right

away. Thank yo

u.

I really appre

ciate

how you came i

n

and got starte

d right

away. Thank yo

u.

You need to staywith me after school for being tardy. We all have these days,but you need to be on time tomorrow.Let me know if you wantTo talk.

You need to staywith me after school for being tardy. We all have these days,but you need to be on time tomorrow.Let me know if you wantTo talk.

POST-IT NOTECONVERSATIONS


Circles

Conferences

IN RITUALS



CIRCLES



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)



Reflecting on successes and challenges

Setting goals and next steps

ACADEMICCONFERENCES



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 PROMOTEA POSITIVE COMMUNITY



WHO DO YOU WANT TO BE?



We celebrate and honor one another regularly.



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



“Circle unites us.”—George Blalock, 11th 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

“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

“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


Question Break


DR. SHELDON BERMAN

Photo Credit: Jefferson County School District


Click to edit Master title style

Click to edit Master subtitle style


SYSTEMATIC IMPLEMENTATION SYSTEMATIC IMPLEMENTATION OF SEL:OF SEL:

Providing Meaning and Connection in Education

Sheldon BermanSuperintendent

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 tocreate 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; andprepare 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, andenhanced 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—89Middle School—23High School—18Special/Other—25

No. of Students: 99,197

No. of Employees: 13,572

Student Population:

56.5% White36% African American7.5% Other

Poverty:

61% of all students on free/reduced-price lunch


BUILDING A COMPREHENSIVE PROGRAM

Organizing framework and comprehensive visionDistrict-wide systemic approachQuality programsPolicy support


COMPREHENSIVE AND SYSTEMIC APPROACH

PRE-K ELEM MIDDLE HIGH

EMPATHY

ETHICS

SERVICE

Adventures inPeacemaking

Community Building

Pro-SocialLiterature

Core 9th- Grade Course

Service Learning

DemocraticGovernance

Making Meaning

Cross-AgeMentoring

Schools of Study

AdvisoryCARE 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-controlEmphasis 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 Photo Credit: Jefferson County Public Schools


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 membersLink home and school



SCHOOL-WIDE COMMUNITY-BUILDING ACTIVITIES

Designed to link students, parents, teachers, and other adults in the schoolFocus on inclusion, participation, cooperation, helping others, appreciating differences, and reflection




IMPLEMENTING A K-12 PROGRAM

Professional developmentCurriculum planning timeIn-class supportTeacher leadershipStudent-leadership developmentAdministrative mandate and supportSchool board supportRecognition



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 OUTCOMESSTUDENT PERCEPTIONS

0

0.02

0.04

0.06

0.08

0.1

0.12 CARE for Kids Schools Non-CARE for Kids Schools


CARE FOR KIDS: YEAR 1 OUTCOMESSTUDENT ACHIEVEMENT

THE GEORGE LUCAS EDUCATIONAL FOUNDATION | WHAT WORKS IN PUBLIC EDUCATION | EDUTOPIA.ORG Photo Credit: Jefferson County Public Schools


Question Break


TIMOTHY P. SHRIVER

Photo Credit: CASEL


Timothy P. ShriverChairman of the Board

Collaborative for Academic, Social,and Emotional Learning

www.casel.org

BUILDING THE NATIONAL BUILDING THE NATIONAL SEL MOVEMENTSEL 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 communitywww.casel.org

WHO WE ARE


WHAT’S NEEDED

Credit: CASEL

How do we move from here...

Fragmented efforts

Piecemeal implementation

No common language


QuickTime™ and a decompressor

are needed to see this picture.

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 AwarenessResponsible

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 positiverelationships, 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 valuesas 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



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.