Office of Standards and Instructional Support Social & Emotional Wellness Meeting the Needs of Colorado’s Diverse Student Population.
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Office of Standards andInstructional Support
Social & Emotional Wellness
Meeting the Needs of Colorado’s Diverse Student
Population
Office of Standards andInstructional Support
Colorado’s DiverseStudent Population
Over 40% of Colorado’s student population are from racially/ethnically diverse backgrounds.
From 2000-2010, the English language learner (ELL) growth rate was 260% (CDE, 2010).
High ELL dropout rates, and lower academic achievement of ELLs (CDE, 2010).
Office of Standards andInstructional Support
English Language Proficiency Act
The English Language Proficiency Act Program is a state funded program that provides financial and technical assistance to school districts implementing programs to serve the needs of students whose dominant language is not English.
The ELPA program is funded annually on a per pupil basis. It is the duty of each district to: 1. Identify, through the observations and recommendations of parents, teachers, or other persons the students whose dominant language may not be English 2. Assess such students, using instruments and techniques approved by the department, to determine if their dominant language is not English 3. Certify to the department those students in the district whose dominant language is not English 4. Administer and provide programs for students whose dominant language is not English
Office of Standards andInstructional Support
SOCIAL-EMOTIONAL LEARNING FOR ENGLISH LANGUAGE
LEARNERS:
Implications for Research and Practice
Sara Castro-Olivo, PhD, NCSPUniversity of California, RiversideMini-skills workshop presented at the NASP 2010 Annual Convention, Chicago, IL.
Office of Standards andInstructional Support
MENTAL HEALTH AND ACADEMIC OUTCOMES OF ELLS
• ELLs are perceived to be at higher risk for social-emotional and behavioral problems due to the many life challenges they face.
• Academic and social-emotional adjustment of immigrant children are lower than mainstream children across countries
• The research on the mental health needs of ELL students is limited
• Lack of appropriate services, if any!
Office of Standards andInstructional Support
THE CHALLENGES• Perceived discrimination
• Social victimization and persecution
• Language Barriers
• Loneliness related to leaving their friends and
family
• Parental economic and social-emotional stress
• Rarely seek mental health services
• Higher Levels of Acculturative Stress
• Low Sense of School Belonging
Office of Standards andInstructional Support
DESIGNING SCHOOL-WIDE SYSTEMS
FOR STUDENT SUCCESS
Academic Systems
Behavioral Systems
Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity
Targeted Group Interventions• Some students (at-risk)
5-10%• High efficiency• Rapid response
Universal Interventions • All students
80-90%• Preventive, proactive
Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures
Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
1-5% 1-5%
5-10%
80-90%
Universal Interventions• All settings, all students• Preventive, proactive
Sara Castro-Olivo, PhD, NCSPUniversity of California, RiversideMini-skills workshop presented at the NASP 2010 Annual Convention, Chicago, IL.
Office of Standards andInstructional Support
SEL: A VISION FOR EDUCATION THAT PROMOTES SUCCESS FOR
ALL PUPILS
• Supports pupil’s mastery of academic skills
• Nurtures their emotional life
• Teaches them skills on how to cope with stressful situations
• Teaches them to get along well with others and make responsible decisions
• Provides them with a strong moral compass
• Promotes self-esteem and goal setting
Office of Standards andInstructional Support
SKILLS ADDRESSED IN SOCIAL-EMOTIONAL LEARNING
• Self-awareness
• Social awareness
• Self-management
• Problem Solving
• Relationship skills
• Responsible decision-making
• Cognitive skills impacting emotional adjustment (meta-cognition, appropriate cognitive responses to stressors)
Office of Standards andInstructional Support
Going
Forward…. ? ? ? ?Would teaching these skills be enough?
Should we expect proposed teaching styles/examples to work with ELL students?
What issues do you see with current evidence based programs?
Office of Standards andInstructional Support
Colorado’s District Sample Curriculum Project
Comprehensive Health Unit Development Phase III
http://www.cde.state.co.us/standardsandinstruction/index.asp
Office of Standards andInstructional Support
Curriculum design workshops resulted in the creation of 670 curriculum samples based on the CAS
Over 500 Colorado educators, representing 61 school districts
The samples provide organizing structures for addressing all elements of the CAS
Created by and for Colorado educators to support school districts in their successful implementation of the CAS (2013-2014)
Since last February when the unit samples were posted on CDE’s website there have been 1 million visits to the content area web pages.
Colorado’s Sample Curriculum Project
Office of Standards andInstructional Support
Phase IIITeacher Created Instructional
Units In phase III, the content specialists within the Office
of Standards and Instructional Support have been traveling across the state to work with educators in district settings to build the units, which include learning strategies, resource suggestions, differentiation options, and assessment ideas linked to helping all students master the Colorado Academic Standards.
Office of Standards andInstructional Support
Prepared Graduates in the Emotional and Social Wellness standard are:
Utilize knowledge and skills to enhance mental, emotional, and social well-being
Exhibit responsible personal and social behavior that respects self and others in physical activity settings
Emotional and Social WellnessIncludes mental, emotional, and social health skills to recognize and manage emotions, develop care and concern for others, establish positive relationships, make responsible decisions, handle challenging situations constructively, resolve conflicts respectfully, manage stress, and make ethical and safe choices; examines internal and external influences on mental and social health; and identifies common mental and emotional health problems and their effect on physical health.
Prepared GraduatesThe prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.
Office of Standards andInstructional Support
Grade Level Expectation: High School
Concepts and skills students master:
1. Analyze the interrelationship of physical, mental, emotional, and social health
2. Set goals, and monitor progress on attaining goals for future success3. Advocate to improve or maintain positive mental and emotional health for
self and others
Grade Level Expectation: Seventh Grade
Concepts and skills students master:
1. Demonstrate effective communication skills to express feelings appropriately
2. Develop self-management skills to prevent and manage stress
Grade Level Expectation: Fifth Grade
Concepts and skills students master:
1. Analyze internal and external factors that influence mental and emotional health
Office of Standards andInstructional Support
A Portion of a Curriculum Unit developed by Colorado Teachers
Office of Standards andInstructional Support
Unit Title Communication Works for Everyone Length of Unit Teacher’s Discretion
Focusing Lens(es) Communication Standards and Grade Level Expectations Addressed in this Unit
CH09-GR.3-S.3-GLE.1, CH09-GR.3-S.3-GLE.2CH09-GR.3-S.4-GLE.2
Inquiry Questions (Engaging- Debatable):
How should I communicate to someone who teases me or hurts my feelings? (CH09-Gr.3-S.3-GLE.2;IQ.3;RA.1) and (CH09-Gr.3-S.4-GLE.2-EO.1) What if no one respected your space or possessions? (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2) How do you show respect to your family and friends? (CH09-Gr.3-S.3-GLE.2-EO.b)
Unit Strands Emotional and Social Wellness and Prevention and Risk Management
Concepts Communication, Decision-making, Health, Wellness, Influences, Boundaries, Respect, Pro-social behaviors, Emotions, Skills, Relationships
GeneralizationsMy students will Understand that…
Guiding QuestionsFactual Conceptual
The communication of personal space and boundaries helps maintain healthy relationships. (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2)
Why is it important for a person to communicate to others about their own personal space and boundaries? (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2)
When was a time you had to communicate your boundaries and personal space to a friend? (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2)
Positive decision making (including cooperation, consideration, and respect for others) exemplifies pro-social behavior. (CH09-Gr.3-S.3-GLE.1-EO.e;RA.2) and (CH09-Gr.3-S.4-GLE.2-EO.a)
How does positive decision making impact pro-social behaviors? (CH09-Gr.3-S.3-GLE.1-EO.e;RA.1,2)
Positive decision making (including cooperation, consideration, and respect for others) exemplifies pro-social behavior. (CH09-Gr.3-S.3-GLE.1-EO.e;RA.2) and (CH09-Gr.3-S.4-GLE.2-EO.a)
Positive communication with peers enhances an individual’s overall health and wellness. (CH09-Gr.3-S.3-GLE.2-EO.b;N.1)
What are some ways people can positively communicate to others in order to show care and consideration that will enhance mental and emotional health? (CH09-Gr.3-S.3-GLE.2-EO.b;N.1)
How do you show respect, care and consideration for your family and friends in order to support these relationships? (CH09-Gr.3-S.3-GLE.2-EO.b;N.1)
Effective inter-personal skills allow individuals to express emotions, personal needs, and boundaries and build healthy relationships. (CH09-Gr.3-S.3-GLE.2-EO.a,d;RA.1)
What are some effective verbal and no-verbal ways a person can communicate emotions, personal needs and boundaries in a respectful way? (CH09-Gr.3-S.3-GLE.2-EO.a,d; GLE.1-EO.a,g)
How do you positively and effectively communicate your feelings, personal needs and boundaries to friends and adults in the school and community? (CH09-Gr.3-S.3- GLE.2-EO.a,d; GLE.1-EO.a,g)
Office of Standards andInstructional Support
Critical Content: My students will Know…
Key Skills:My students will be able to (Do)…
The characteristics of self-respect and positive self-esteem (CH09-Gr.3-S.3-GLE.2-EO.a) Personal space and boundaries for self and others (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2) Pro-social behavior (CH09-Gr.3-S.3-GLE.1-EO.e;RA.2) and (CH09-Gr.3-S.4-GLE.2-EO.a) Interpersonal communication skills (CH09-Gr.3-S.3-GLE.2-EO.a,d;RA.1) Verbal and non-verbal communication (CH09-Gr.3-S.3-GLE.2-EO.a,d; and GLE.1-EO.a,g)
Discuss examples of the characteristics of self-respect and self-esteem (CH09-Gr.3-S.3-GLE.2-EO.a)
Communicate ways to express personal space and boundaries (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2)
Describe examples of pro-social behavior (CH09-Gr.3-S.3-GLE.1-EO.e;RA.2)and (CH09-Gr.3-S.4-GLE.2-EO.a)
Develop goals for learning positive interpersonal communication skills (CH09-Gr.3-S.3-GLE.2-EO.a,d;RA.1)
Identify ways to express verbal and non-verbal communication (CH09-Gr.3-S.3-GLE.2-EO.a,d; and GLE.1-EO.a,g)
Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.”
A student in ______________ can demonstrate the ability to apply and comprehend critical language through the following statement(s):
As I develop positive communication and interpersonal skills I will be able to demonstrate the qualities of pro-social behavior and express my personal space and boundaries to others.
Academic Vocabulary: Communication, Decision-making, Health, Wellness, Influences, Boundaries, Respect, Behaviors, Emotions, Skills, Relationships
Technical Vocabulary: Interpersonal, Pro-social, Self-esteem,
Office of Standards andInstructional Support
Unit Description: This unit addresses positive communication skills as it relates to personal needs, boundaries, and pro-social behavior in order to establish healthy relationships. Through the examination of effective communication skills students will investigate the importance of positive decision-making in order to enhance elements of healthy relationships such as advocacy, cooperation, consideration and respect.
Unit Generalizations
Key Generalization (s): Effective inter-personal skills allow individuals to express emotions, personal needs, and boundaries and build healthy relationships.
Supporting Generalizations:
Positive communication with peers enhances an individual’s overall health and wellness.The communication of personal space and boundaries helps maintain healthy relationships.Positive decision making (including cooperation, consideration, and respect for others) exemplifies pro-social behavior.
Considerations:
Performance Assessment: The capstone/summative assessment for this unit.
Claims: (Key generalization(s) to be mastered and demonstrated through the capstone assessment.)
A responsible health student will develop effective inter-personal skills that allow him/her to express emotions, personal needs, and boundaries in order to build healthy relationships.
Stimulus Material:(Engaging scenario that includes role, audience, goal/outcome and explicitly connects the key generalization)
As a student health advocate you will interview another student to assess emotions, boundaries, and pro-social behaviors in a healthy relationship (Using one of the following scenarios as examples for the interview).1. During PE class or at recess your team lost a game and the winning team is teasing you and taunting you. You feel they are displaying poor sportsmanship. You want to fight back. What are some verbal and non-verbal ways to communicate your emotions, personal needs, and boundaries in a respectful way?2. You received a new video game for your birthday and you allowed a friend to borrow the game but the game was damaged when he/she returned it to you.
Product/Evidence:(Expected product from students)
Students will include the following three questions as part of the interview to identify communication skills and pro-social behavior.1. How did you feel when confronted with one of the situations?2. How would you communicate your feelings, personal needs, and boundaries with friends and/or family?3. How would you respond differently in a similar situation to demonstrate a positive response or evidence of pro-social behavior?Students will analyze the peer interviews to determine if they demonstrate good communication skills and present the results of the interviews in a case study. The students may choose to video the interview or use pencil and paper to record responses. At a minimum, the interview must include all three questions.
Differentiation:(Multiple modes for student expression)
A shortened case study/report; a one-on-one verbal report to the teacher
Office of Standards andInstructional Support
Ongoing Discipline-Specific Learning Experiences
1. Description: Think/work like a health advocate-positive communication skills
Teacher Resources: csefel.vanderbilt.edu-addresses the social and emotional needs of young children
http://www.randomactsofkindness.org/
Student Resources: Personal experiences
Skills: Develop positive communication skills in order to enhance peer and family relationships.
Assessment: Students will keep a daily journal throughout the unit to record and describe various types of communication they use with different people in their life.
2. Description: Think/work like a health advocate-pro-social behavior
Teacher Resources: csefel.vanderbilt.edu-addresses the social and emotional needs of young children
oneworldoneheartbeating.com
Student Resources: The Toughest and Meanest Kid on the Block by Ben SchecterThe Ant Bully by John Nickle
Skills: Acquire Advocacy skills needed to demonstrate pro-social behavior.(conflict resolution, bullying intervention, etc.)
Assessment: Students will reflect upon examples of pro-social behavior they have witnessed or been a part of with peers and the impact it had on the situation. Eg. graphic organizer
3. Description: Teacher Resources:
Student Resources:
Skills: Assessment:
Prior Knowledge and Experiences
Office of Standards andInstructional Support
Learning Experience # 1 Positive inter-personal skills
Task Description: The teacher may… so that students can…
The teacher may provide examples of ineffective inter-personal skills so students can analyze the effects of positive verbal communication skills.
Generalization Connection(s): Effective inter-personal skills allow individuals to express emotions, personal needs, and boundaries and build healthy relationships.
Teacher Resources: Role play, newspaper article, short video clips, magazine articles,
Student Resources: Newspaper articles, magazine articles
Assessment: The students will complete a T chart with examples of positive communication skills. E.g. Small group poster, individual chart
Differentiation Resources Differentiation Strategies
Access/expression for all learners:(Multiple means for students to access content and multiple modes for student to express understanding.)
Pre-made T chartMagazines
Draw pictures, cut out pictures from magazines, partner work
Extensions for depth and complexity: Magazine pictures of interactions with positive and/or negative communication.
Give the students a cut out picture from a magazine and have them write a paragraph explaining the type of communication that is taking place.
Critical Content: Pro-social behavior Inter-personal communication skills
Key Skills: Describe examples of pro-social behavior Develop goals for learning positive inter-personal
communication skills
Critical Language: Communication, inter-personal communication, pro-social behavior
Office of Standards andInstructional Support
Need
Understanding that 1 in 8 students in Colorado is an English learner, as well as the need for all students to develop academic and technical language skills, Colorado was very purposeful by including the Critical Language section as an intentional component of the Colorado District Sample Curriculum Design.
The research behind the Critical Language section of the template comes from both second language acquisition and literacy theories.
Office of Standards andInstructional Support
Critical Language
Critical Language includes the Academic
and Technical vocabulary, semantics, and
discourse which are particular to and
necessary for accessing a given discipline.
Office of Standards andInstructional Support
Vocabulary: Choosing Words to TeachExplanation Examples
Tier 1 Basic words, well known, often used
•The most familiar words•Known by average 3rd grader
clock, baby, happy
Tier 2* Academic Vocabulary
High frequency words used across several content areas
•Important to academic success•Not limited to one content area
coincidence, absurd, hasty, perseverance ORdeconstruct, analyze, interpret, synthesize
Tier 3*Technical Vocabulary
Low-frequency words, often limited to specific content areas
• Rare words• Often content-area related
STI’s, bullying , pro-social, first-response
Office of Standards andInstructional Support
Why is this language element “critical” ?
Consider the following . . . There is no egg in eggplant & no ham in hamburger. A slim chance & a fat chance are the same, but a wise man and a
wise guy are opposites. If vegetarians eat vegetables, what do humanitarians eat? We get in a car, but on a bus. And, don’t get me started on all the ways we use “up!” (wake
up, bring up, call up, stay up, dress up, warm up, write up, fix up, stir up, lock up, clean up, cloud up, dry up, shut up, speak up, wrap up, up to it, etc, etc, etc. . .)
-Hopewell, 2012
Office of Standards andInstructional Support
Write a legend explaining shooting stars.
Do not underestimate languagechallenges for students.
Office of Standards andInstructional Support
Vocabulary (Tier 1, 2, 3)
Critical Language
Disciplinary Literacy
Understanding relationships
Office of Standards andInstructional Support
A Bit About… Differentiation
What is meant by differentiation?Multiple means for students to access content and
multiple modes for students to express understanding
Content, Process, and Product (teacher)Readiness, Interest, Learning Profile (student)Differentiation does not mean that every single lesson
or unit includes a differentiated content, process, and product for each student’s interest, readiness level, and learning profile.
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