INCREASING STUDENTS’ SOCIAL ENGAGEMENT Adobe Connect Meeting May 2012
Feb 25, 2016
INCREASING STUDENTS’ SOCIAL ENGAGEMENT
Adobe Connect MeetingMay 2012
Social Engagement
Every school has students who feel invisible, alienated, and alone. The
extent to which schools and communities are willing to face that reality together determines the real safety of the learning environment.
Social Engagement• In a national sample of 148,189 sixth
to twelfth graders:– only 29%–45% of surveyed students
reported that they had social competencies such as empathy, decision making, and conflict resolution skills, and
– Only 29% indicated that their school provided a caring, encouraging environment
(Benson, 2006).
From: Safe and Sound (CASEL 2003)
What is Social-Emotional Learning?
• Social and emotional learning (SEL) is the process of purposefully: – developing the ability to recognize and
manage emotions in self and others– developing care and concern for others– making responsible decisions– establishing positive relationships– handling challenging situations
effectively
CASEL, 2011
Comprehensive Social-Emotional Instruction
Five Critical Components:
• Self-Awareness (identifying emotions, self-confidence, self-efficacy)
• Self-Management (impulse control, stress management, self-discipline, motivation, goal setting, organizational skills)
• Social-Awareness (perspective taking, empathy, appreciating diversity, respect for others)
• Relationship Skills (communication, social engagement, relationships, cooperation, resolving conflicts, seeking help or helping)
• Responsible Decision Making (problem solving skills, ethical responsibility)
CASEL, 2011
From Safe and Sound (CASEL, 2003)
SEL Outcomes
SEL Outcomes• Are effective in both school and after-school
settings and for students with and without behavioral and emotional problems
• Are effective for racially and ethnically diverse students from urban, rural, and suburban settings across the K-12 grade range
• Improve students’ social-emotional skills, attitudes about self and others, connection to school, and positive social behavior; and reduce conduct problems and emotional distress CASEL
Coordinating Educational Strategies
Strategy #1• Provide instruction in processing, integrating,
and selectively applying social and emotional skills in developmentally, contextually, and culturally appropriate ways
• Instruction should include explicit teaching, modeling of critical skills as well as guided practice, and structured opportunities for students to apply the skills independently
Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011
Multi-Tiered Support Example
Tier 1 (All Students)• Provide explicit social skills instruction utilizing the Cooperative
Thinking Strategies Curriculum during home room period.Tier 2 (Supplemental Instruction: Small Group)• Review skill taught during homeroom and provide role playing
and authentic opportunities for practice along with additional instruction on why and when to apply the strategy
Tier 3 (Intensive Instruction: Very Small Group or individual)• Pre-teach missing foundational skills (e.g., listening skills) and
preview skill to be taught in core instruction. Provide role play and authentic opportunities to practice skill across a variety of settings and situations. Assist students in understanding why and when to apply the skills. Support the students in setting goals around utilizing the skill and provide self-monitoring strategies and progress monitoring tools. Ensure coherence between intervention providers.
Video ExamplesTeaching Social Emotional Skillshttp://www.edutopia.org/daniel-goleman-social-emotional-learning-video
Technology Integration Examplehttp://www.youtube.com/watch?v=CgVhmHKIk7w
Coordinating Educational Strategies
Strategy #2• Intentionally provide opportunities for all
students to contribute to their class, school, and community and experience the satisfaction, sense of belonging, and enhanced motivation that comes from such involvement
• Such opportunities may include structured peer collaboration, service learning projects, and school to work experiences
Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011
Multi-Tiered Support Example
Tier 1 (All Students)• Provide opportunities for structured peer collaboration within each
lesson cycle• Facilitate the application of content to social issues and problems
which are important within the community and to the studentsTier 2 (Supplemental Instruction)• Provide students with service learning opportunities and high status
jobs on campus• Pre-teach “employability skills,” teach students to set goals and self-
monitor skill application and outcomes • Provide bi-weekly feedback and advisementTier 3 (Intensive Instruction: Very small group or individual)• Provide students with supported service learning opportunities and
high status jobs on campus• Pre-teach “employability skills,” teach students to set goals and self-
monitor skill application and outcomes • Provide weekly feedback and advisement
Video ExamplesStrategies for Group Work• https://www.teachingchannel.org/vid
eos/teaching-with-group-work
Teaching Through Service Learning• http://
www.edutopia.org/blog/authentic-service-learning-jim-berman
Coordinating Educational Strategies
Strategy #3• Establish safe, caring learning
environments, include peer and family initiatives, improve classroom management and teaching practices, and implement whole-school community-building activities
Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011
Social Engagement • Programs emphasizing school-wide
conflict resolution, peer mediation, and direct teaching of social skills and self-management strategies have shown positive effects
Learning First Alliance, 2001
Multi-Tiered ExampleTier 1 (All Students)• Provide explicit social skills instruction utilizing the Community Building
Curriculum during home room period.• Implement peer mediation programTier 2 (Supplemental Instruction: Small Group)• Review skill taught during homeroom and provide role playing and authentic
opportunities for practice along with additional instruction on why and when to apply the strategy
• Implement bully prevention program utilizing Bullies, Victims, and Bystanders curriculum
• Implement conflict resolution program• Set goals and teach self-monitoring• Monitor and provide feedback bi-weeklyTier 3 (Intensive Instruction: Very Small Group or individual)• Pre-teach missing foundational skills (e.g., anger management) and preview
skill to be taught in core instruction and supplemental instruction. Provide role play and authentic opportunities to practice skill across a variety of settings and situations. Assist students in understanding why and when to apply the skills. Support the students in setting goals around utilizing the skill and provide self-monitoring strategies and progress monitoring tools. Ensure coherence between intervention providers. Monitor and provide feedback weekly.
Video ExampleBuilding Community• https://
www.teachingchannel.org/videos/middle-school-class-culture
Peer Mediation Example• http://vimeo.com/12556029
Social-Emotional Learning Programs
Effective programs and approaches are typically sequenced, active, focused, and explicit (S.A.F.E.), meaning they:
• S: use a Sequenced set of activities to achieve skill objectives
• A: use Active forms of learning• F: include at least one program component
Focused on developing personal or social skills• E: Explicitly target particular personal or social
skills for developmentCASEL
Instructional/Intervention Implications
• School-based programs are most effectively conducted by school staff (e.g., teachers, student support staff) indicating that they can be incorporated into routine educational practice
• Explicitly teaching social-engagement skills and expectations is critical and should be embedded alongside academic instruction
• Regularly providing students with structured opportunities to work together will allow students to apply and practice what they have learned
Modeling Positive Relationship Skills
• Strive for a High Ratio of Positive Interactions with Students (Sprick, Borgmeier, & Nolet, 2002).
• Commit to a Short Series of Positive ‘Micro-Conversations’ (Mendler, 2000).
• Emphasize the Positive in Teacher Requests (Braithwaite, 2001).
• Strive for at Least One Daily Positive Verbal Interaction (Fields, 2004).
Transition Programs
• Implement summer transition programs aimed at building a sense of community and connectedness amongst incoming student
• Implement 6th and 9th grade academies intentional community building and increased academic and behavioral supports
• Provide 6th and 9th grade transition courses for students who are at-risk for becoming off-track for on-time progression or graduation
Extra-Curricular Activity Involvement
• Expand extra-curricular activities to provide greater access and draw for a wide range of students
• Intentionally facilitate uninvolved students’ participation in extra-curricular activities– Connect with adult sponsor and peer
member
Service Learning• Provide opportunities for service learning
and desirable on-campus jobs– e.g., Student technology support team– e.g., Peer mentoring and leadership groups
• Encourage the formation of and participation in academically oriented peer groups and peer groups which focus on service learning and community outreach
Adult and Peer Mentoring• Implement a school-wide peer mentoring program
pairing academically and behaviorally successful students with at-risk students– Schedule a credit generating Leadership Course during
intervention/enrichment block to facilitate regular mentoring sessions
• Implement mentoring programs which pair college educated or college-attending mentors with students
• Implement a transition mentoring/tutoring program– Middle school students mentor elementary school
student– High school students mentor middle school students
Virtual Mentoring• If you do not have easy access to
your feeder schools or have difficulty getting mentors to come on-site to provide mentoring…– Consider virtual mentoring and tutoring
options– http://
fcit.usf.edu/matrix/lessons/collaborative_infusion_languagearts
Check & Connect
• Strategy incorporates close monitoring of school performance, mentoring, case management, and other supports.
• Check-- continually assess student engagement through close monitoring of student performance and progress indicators.
• Connect-- provide individualized attention and mentoring to students, in partnership with school personnel, family members, and community service providers.
• Students enrolled in Check & Connect are assigned a “monitor” who regularly reviews their performance (in particular, whether students are having attendance, behavior, or academic problems) and intervenes when problems are identified.
• The monitor also advocates for students, coordinates services, provides ongoing feedback and encouragement, and emphasizes the importance of staying in school.
What Works Clearinghouse
Implementation Implementations
• Make sure there is structure• Make sure there is support and
communiction between mentors
ALAS• Intervention for middle and high school students• Each student is assigned a counselor/mentor who monitors
attendance, behavior, and academic achievement. • The counselor/mentor provides feedback and coordinates
interventions and resources to students, families, and teachers. • Counselors/mentors also serve as advocates for students and
intervene when problems are identified. • Students are trained in problem-solving, self-control, and
assertiveness skills. • Parents are trained in parent-child problem solving, how to
participate in school activities, and how to contact teachers and school administrators to address issues.
What Works Clearinghouse
Coping Power• Emphasizes social and emotional skills that are needed
during the transition to middle school. • Incorporates child and parent components. • Child component consists of thirty-four, 50-minute group
sessions and periodic individual sessions over the course of 15–18 months, although the program can be shortened to fit into a single school year
• Lessons focus on goal setting, problem solving, anger management, and peer relationships.
• Parent component is composed of 16 group sessions and periodic individual meetings.
• Lessons support the child component of the program and address setting expectations, praise, discipline, managing stress, communication, and child study skills.
What Works Clearinghouse
Lions Quest Skills for Adolescence • School-wide program designed for middle school
students (grades 6–8)• Designed to promote good citizenship skills, core
character values, and social-emotional skills and discourage the use of drugs, alcohol, and violence
• Program includes a classroom curriculum, school-wide practices to create a positive school climate, parent and family involvement, and community involvement
• The curriculum may vary in scope and intensity, lasting from nine weeks to three years.
• Lessons use cooperative group learning exercises and classroom management techniques to improve classroom climate.
What Works Clearinghouse
Putting it all together…• http://
www.edutopia.org/linda-darling-hammond-social-emotional-video