Research has shown that Social Emotional Learning (SEL) has an impact on every aspect of children's development: their health; ethical development, citizenship,

Research has shown that Social Emotional Learning (SEL) has an impact on every aspect of children's development: their health; ethical development, citizenship, academic learning and motivation to achieve. Promoting Children’s Ethical Development through Social and Emotional Learning,

CASEL –University of Illinois

Presenters

Alison Adler Ed.D. Chief, Safety and Learning Environment

Kim C. Williams Assistant Director, Prevention Center

Diane E. Curtis Specialist, Prevention Center

Kimberly Allen Specialist, Department of Safe Schools

June Z. Eassa Specialist, Prevention Center

SINGLE SCHOOL CULTURE© PROCESS

Create a Single School

Culture©

BEHAVIOR

ACADEMICS

CLIMATE

Gangs

Homeless

Abuse

Divorce

Poverty Alcohol

Tobacco

Weapons

Pregnancy

Drugs

Risk Factor ChartDomain Risk Factors

Individual/Peer

Alienation/rebelliousness

Friends who engage in problem behavior

Favorable attitudes toward problem behavior

Family

Family management problems

Family conflict

Family history

School

Early academic failure

Early conduct problems

Lack of commitment to school/poor school affiliation

Community

Availability of drugs/and or weapons

Community laws and norms favorable toward problem behavior

Low neighborhood attachment and community disorganization

Severe economic deprivation

Protective Factor Chart

Domain Protective Factors

Caring and Support

Nurturing staff and positive role models

Creative, supportive school leadership

Peer support, cooperation and mentoring

Personal attention and interest from teachers

Warm, responsive school climate

High Expectations

Minimum mastery of basic skills

Emphasis on higher order academics

Avoidance of negative labeling and tracking

Opportunities for Meaningful

Participation

Leadership and decision-making by students

Student participation in extracurricular activities

Parent and community participation in instruction

Culturally diverse curricula and experiences

Protective Factors“The personal, social and institutional

resources that promote adolescent development or buffer risk factors that might otherwise compromise development…” (Garmezy & Rutter, 1985)

“The conditions that foster the development of resiliency in youth…” (Benard, 1991)

Single School Culture© for Climate

A Compendium of Standards and Benchmarks for K-12 Education

Prevention Center

InitiativesLife Skills – Working with Others

Standards

-Displays effective interpersonal communication skills

-Demonstrates leadership skills

-Uses conflict resolution techniques

-Works well with diverse individuals and in diverse situations

-Contributes to the overall effort of a group

Benchmarks

-Demonstrates respect for others in the group

-Engages in active listening

-Effectively resolves conflicts of interest

-Works well with different ethnic groups

-Displays empathy with others

-Enlists others in working toward a shared vision

Character Education

Educational Enhancement Groups (EEG)

Student Success Skills - FAU

Too Good for Drugs

Safe Schools Ambassadors

Students Working Against Tobacco (SWAT)

Students Against Destructive Decisions (SADD)

Alternatives to Suspension

FACE IT

Red Ribbon Week

Brown Ribbon Month

Unitedstreaming

Bullying Prevention

Conflict Resolution

Peer Mediation

School Based Team (SBT)

Mid-continent Regional Educational Laboratory, Colorado, Kendall & Marzano

Single School Culture© for ClimateAmerican School Counselor

Association

National Standard

Personal/Social

Prevention Center

Initiatives

Standard A - Students will acquire the knowledge, attitudes and inter-personal skills to help them understand and respect self and others.

Standard B - Students will make decisions, set goals and take necessary actions to achieve goals.

Standard C - Students will understand safety and survival skills.

Character Education

Educational Enhancement Groups (EEG)

Student Success Skills - FAU

Too Good for Drugs

Safe Schools Ambassadors

Students Working Against Tobacco (SWAT)

Students Against Destructive Decisions (SADD)

Alternatives to Suspension

FACE IT

Red Ribbon Week

Brown Ribbon MonthUnitedstreaming Bullying Prevention

Conflict Resolution

Peer Mediation

School Based Team (SBT)

Motivationally ready & able

Not very motivated/ lacking prerequisite knowledge & skills/ minor vulnerabilities

Avoidant / very deficient in current capabilities. Has a disability/ major health problems

Barriers to

Learning

Range of Learners

(categorized in terms of their response to academic instruction)

I =

II =

III =

Instructional Component

(a) Classroom Teaching

(b) Enrichment Activity

Desired Outcomes

Examples of Barriers:Negative attitudes toward schooling

Deficiencies in necessary prerequisite skills

Disabilities

School and community deficiencies

Lack of home involvement

Lack of peer support

Peers who are negative influences

Lack of recreational opportunities

Lack of community involvement

Inadequate school support services

Inadequate social support services

Inadequate health support services(Adelman and Taylor, 1998)

Why Should We Do It?

Social and Emotional Learning (SEL)

• Emotions affect how and what we learn

• Relationships provide foundation for learning

• Promotes attachment to school

• Positive effects on academic performance

• Benefits to physical health

• Essential for lifelong success

• Demanded by employers

• Risk of maladjustment, failed relationships, unhappiness reduced

Promoting Children’s Ethical Development through Social and Emotional Learning, CASEL –University of Illinois

SEL Outcomes Related to School Success

Performance Increases in achievement over time Better problem solving and planning Improved learning-to-learn skillsAttitudes Better sense of community (bonding) Higher academic motivation and aspirations Increased understanding of consequences of

behaviorBehavior Increase in prosocial behavior Reductions in aggression and disruptions Lower rate of conduct problems

Promoting Children’s Ethical Development through Social and Emotional Learning, CASEL-University of Illinois

SCHOOL CLIMATE & CLASSROOM MANAGEMENT

Prior research from Prior research from Add HealthAdd Healthhas shown a has shown a strongstrong association associationbetween between school connectednessschool connectedness

and every and every riskrisk behavior behaviorwe studied.we studied.

“Improving the Odds” Schools as a Source of Risk and Protection – Robert Blum

RESULTS - Factors Associated with School Connectedness:

LEVEL 1

Systems of Prevention

Primary prevention (low end need/low cost

per student programs)

LEVEL 2

Systems of Early Intervention

Early-after-onset

(moderate need, moderate

cost per student programs)

LEVEL 3 Systems of Care

Treatment of severe andchronic problems(high end need/high cost per

student programs)

Interconnected systems for meeting the needs of all students

SCHOOL BASED TEAM

Multidisciplinary team to support students’ academic, social,

behavioral, and emotional growth and development. The team

utilizes a systematic approach that is student and family

centered; solution focused; and culturally competent.

SCHOOL BASED TEAM

ReferralsParent, Administration, Teacher, Coach, Student,

School Counselor, ESE, Nurse, ESOL, School Police, etc.

InterventionsAcademics: Tutorial, Supplemental Academic Instruction, etc.

Behavior: Conflict Resolution, Alternative to Suspension, Alternative Education, etc.Climate: Parent Involvement, Mental Health Providers, Foster Care, Prenatal Care,

Community Partners, etc.

SCHOOL BASED TEAM (SBT) TESTIMONIAL

BILL THOMPSON, PrincipalForest Park Elementary School

MULTI-DEPARTMENTAL INTEGRATION

•Exceptional Student Education (Response to Intervention)

•Supplemental Educational Services

Student Success Skills

Student Development Plan

•Alternative Education

(Procedures Manual)

•Multicultural Education

•Elementary Education

•Secondary Education

Community Agencies

Agencies have Cooperative Agreements to provide behavioral health services

Agency staff must sign the SBT attendance log and confidentiality statement

Agency staff are background checked by School Police

Agency staff must be covered by insurance

Agency staff must maintain confidentiality about student/school issues

Agency staff, Department of Juvenile Justice (DJJ) or Department of Children and Families (DCF) may be invited to attend the meeting by SBT

DATA ELEMENTS

Safe Schools Alert and Acknowledgement Systems for Youth (SSAASY)

Risk OverviewSchool Based Team Action Plan

TERMSSchool Based Team Tracking Detail (L24)

Information Highway (L25)EDW

SSAASY ReportsSecured Information Highway

SSAASY

RISK OVERVIEW

Any High School

PANEL: ___ L24. SBT TRACKING DETAIL SCREEN YEAR: 06 Thursday August 11, 2005 2:43 pm STDT: ________ SCHL: GR: REF NUM REF DATE REFERRED BY TEACHER REFERRAL CODE REF CODE DESCRIPTION SCH TCH NAME ____________________________ SBT TEAM MT DT _____________ SBT TEAM RECOM ____ ____ ____ ___ ____ C/L ASSIGNED ___________ REVIEW DATE PLEASE HIT ENTER AFTER SECTION WAS UPDATED SBT TEAM MT DT __________ SBT TEAM RECOM ___ ___ ___ ___ ___ C/L ASSIGNED _______ REVIEW DATE _____________ PLEASE HIT ENTER AFTER SECTION WAS UPDATED

SBT TEAM MT DT _______ SBT TEAM RECOM ___ ___ ___ ___ ___ C/L ASSIGNED ______ REVIEW DATE ________ CLOSE CASE Y/N? CASE CLOSE DATE ______ EVENT NUMBER: PF1=HELP PF3=EXIT PF10=DELETE PLEASE TYPE KEY ELEMENTS. TERML: Z257