Washington State SEL Development - Update Presenters Ron Hertel - PowerPoint Presentation

Washington State SEL Development - Update Presenters Ron Hertel , OSPI ron.hertel@k12.wa.us (360) 725-6042 Sarah Butcher, SEL for Washington SELforWA@gmail.com (425) 442-3430

Outcomes for the Day Define Social Emotional Learning Build a shared understanding of how WA SEL Standards provide the foundation for improving school climate, student learning and school connectednessDiscuss how equity, relationships, and trauma informed practices intersect with Social Emotional LearningProvide an update on SEL resources and policies for Washington SchoolsUnderstanding your SEL needs

Defining SEL SEL is broadly understood as a process through which people build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that supports success in school and in life.As an educational approach, SEL recognizes students are complex human beings whose learning and behavior are just as impacted by their emotions—and their control over those emotions—as they are by the quality of instruction and discipline. OSPI SEL Professional Development ModuleRH http://www.k12.wa.us/StudentSupport/SEL/OnlineModule.aspx Segment 1, 2a

Why Social Emotional Learning Matters SB

True or False?SEL is synonymous with behavior management.Social/emotional skills are multifaceted and complex.Children who are academically and developmentally on track don ’ t need social and emotional skill development. After we learn a social/emotional skill, we use it consistently across contexts. Social/emotional skills are consistent across cultures. Social/emotional skills are only taught in preschool and early elementary. SEL aligns well with a multi-tiered system of support (MTSS). SEL is focused only on skills that make children better students. SEL should only be taught in school. Choosing an SEL curriculum is the first step in implementing SEL. SEL should be taught year round. Family engagement is a key component of SEL.

What SEL is NOT SEL is not a way to “grade.” SEL is not a way to identify deficits.While some will argue that SEL can be accomplished by a curriculum that may miss the point.There are great curriculums—Second Step, RULER, PBIS, Restorative Practices, CHAMPS—but we shouldn’t forget that SEL is really about school climate and culture and individual relationships. RH

SEL in the Daily Life of Students Consider: Why is SEL important for schools and classrooms?How does SEL support employability skills?How does SEL relate to public health concerns?Individuals may be highly skilled in some SEL areas and less skilled in others.The ways in which we interact and express emotions differ. We must check our own assumptions as we work to help others become increasingly skilled in SEL. RH

Social and Emotional development depends on Context Context includes:Environment in which we liveHow different settings we live, learn, play and work in are safe and supportive Our cultureOur cultural responsiveness Our characteristics– class, gender, age, sexual orientation, ability, status, etc.RH

Why Does Context Matter? Small Group Discussion RH

“A more positive school climate is related to improved academic achievement, beyond the expected level of achievement based on student and school socioeconomic status backgrounds,” and can mitigate the negative effects of poverty on academic achievement. Berkowitz , R., Moore, H., Astor, R. A., & Benbenishty , R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87 (2), 425–469. SEL and Positive School Climate SB

“School climate has been conceptualized to include the physical, academic, social, and disciplinary environment... A positive school climate creates the conditions for SEL; the social and emotional competence of each member of the school community, both individually and collectively, affects school climate.” School Climate and Social and Emotional Learning: The Integration of Two Approaches , Pennsylvania State University, Robert Wood Johnson Foundation, January 2018 SB

When classrooms are safe and engaging, and learning is both supported and rewarding , students feel connected and successful.When students are fearful, traumatized or overcome with emotion, learning is impaired. National Scientific Council on the Developing Child (2010). Persistent fear and anxiety can affect young children’s learning and development. Working paper no. 9. http:// www.developingchild.net (accessed 3/27/17); Vogel, S., & Schwabe , L. (2016). Learning and memory under stress: Implications for the classroom. Science of Learning, 1 , 16011. SB

The Heart-Brain Connection What is the relationship between SEL and the brain?What does research say about the impact of trauma on brain development?Why is it important to understand the neurobiological basis of SEL? RH

ADVERSE CHILDHOOD EXPERIENCES IN WASHINGTON SCHOOLS SOPHOMORES AND SENIORS (2010) http://www.k12.wa.us/CompassionateSchools/ RH

Based on everything we know about brain chemistry, the impacts of trauma understanding how students learn If we are going to be successful with our kids, we must CONNECT before we CORRECT Relationships Matter RH

How We Connect Preserve the relationship to the maximum extent possible Be present – hold spaceGive the benefit of the doubt - listenHelp students/staff develop a social/emotional vocabulary Be willing to give up power and empower the student Reframe and feedback Be willing to make repairs Work as a team with colleagues and students Avoid transactional agreements Understand the student’s culture and respond accordingly RH

Applying an Equity Lens to Social, Emotional, and Academic Development, Key Findings:The authors identify five barriers that contribute to inequitable access to a high-quality SEL education: Poverty, Exclusionary discipline practices and policies in school, Lack of trauma-informed practices in school, Implicit bias in school staff, and Educator stress and burnout.They also identify five opportunities for overcoming those barriers: School racial and socioeconomic integration initiatives, Restorative justice practices for school discipline, Trauma-informed system interventions, Culturally competent and equity-literate educators, and SEL and mindfulness programming to support students and teachers . Simmons DN, Brackett MA, and Alder N, Pennsylvania State University, Robert Wood Johnson Foundation, June 1, 2018 SB

Schools Can’t Do It Alone SB

Background of Washington K-12 SEL Efforts Washington state is working toward a systemic and common approach to SEL 2015 ~ OSPI directed to develop comprehensive SEL benchmarks2016 ~ SEL Module in development, including Washington-specific standards and benchmarks2017 ~ SEL Module released statewide2017- 2019 ~ Development of indicatorsSB

SEL Module Outline Segment 1 : Overview of SEL and the benefits of SEL.Segment 2: Embedding SEL Schoolwide, which explores school-level policies and practices to embed SEL within the functioning of schools;Segment 3: Creating a Professional Culture Based on SEL, which provides information about adult SEL, including implicit bias, culturally responsive practice, and ways to support school staff and engage families with SEL efforts ; Segment 4: Integrating SEL Into Culturally Responsive Classrooms , which provides tools and resources on how to embed and integrate SEL into classroom practices in a culturally responsive way; and Segment 5: Identifying and Selecting Evidence-Based Programs , which provides strategies on how to select SEL programs in a way that meets the needs of diverse students. RH

SEL Module – Segment 3 Professional Culture RH

Conceptual Model of SEL in Educational Settings RH

Adult SEL What it Looks Like in the School SettingSelf-Awareness Self-awareness refers to the ability to recognize your strengths and limitations and how these impact teaching . Self Management Teachers are expected to consistently regulate their own emotions and emotional displays as well as help students regulate their own emotions. Social Awareness Socially and emotionally competent teachers recognize that perspectives differ according to age, gender, and social/ethnic/educational/economic background. RH

Adult SEL (cont.)What it Looks Like in a School Setting Relationship skills Socially and emotionally competent teachers establish and maintain healthy and rewarding relationships with students, parents, and colleagues. Responsible decision making Socially and emotionally competent teachers use multiple forms of evidence to make decisions about instruction, classroom management, and interactions with students, students’ parents, and colleagues. RH

Washington’s Social Emotional Learning Framework SELF SOCIAL Self Awareness Social Awareness Self Management Social Management Self Efficacy Social Engagement SB

Guiding Principles Professional Learning School/Family/Community Partnerships Cultural Responsiveness SB

Awareness SB

Management SB

Efficacy and Engagement SB

Developing Indicators Example Only – Social Engagement Role models / mentorship Identify an adult they can talk to. Recognize qualities of positive role models. Demonstrate awareness of where to go for support when in need. Identify school and community resources and understand when and how to use them . Grade Bands Early Elementary Late Elementary Middle School High School Indicator development through the following lenses Developmentally on target Culturally responsive Trauma informed Instructional and Environmental Conditions When given settings, curriculum or content, and opportunities to engage with other children, youth and/or adults, awareness of other people’s emotions, perspectives, cultures, language, history, identity, and abilities, might be demonstrated by: SB

DISCUSSION Within the group you most closely identify (Teacher, Parent, Student, Advocate, etc.), what do you see as the principle benefit in the application of SEL? RHSB

Get Involved… SEL Workgroup meetings are open to the public and there is time for public comment at each meeting.Information about the workgroup and access to the Module are available on line. http://www.k12.wa.us/StudentSupport/SEL/default.aspx Go to www.SELforWA.com and join the grassroots coalition to stay informed. Like our Facebook Page and follow us on Twitter @SELforWA Spread the word. If you are a champion for SEL, please let your elected officials and school administrators know. RH SB