Social and Emotional Learning Talking Points - November 2011

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1 Social and Emotional Learning Talking Points - November 2011 Austin lsd, in collaboration with the Collaborative for Academic, Social, and Emotional Learning (CASEL), has been awarded a grant from the NoVo Foundation of New York for $750,000 over the next three years for district-wide implementation of Social and Emotional Learning (SEL). This award follows a planning grant of $125,000 awarded last year. Austin, Anchorage, and Cleveland are currently CASEL Collaborating Districts, with five more districts to be added in the next year. Social and Emotional Learning works in five competency areas: These competencies are addressed in three ways: Direct skill instruction for students Supportive and caring school environment that supports the skills Modeling of skills by adults in the school Austin ISD has developed curriculum standards for grades K-12, which are currently being reviewed by teachers. These standards will be entered into SchoolNet in early Spring 2012 for access by all district personnel. Elementary schools in the Austin and Crockett Vertical teams, as well as Govalle, Andrews, Allison, Sanchez, Metz, and ACES are implementing the district curriculum, using Second Step as the primary instructional resource. Feedback is very positive from elementary schools, citing student and teacher SEL skill improvements. Middle schools and high schools in the Austin and Crockett teams have been assisting with writing curriculum standards and choosing instructional resources for full implementation in August During the spring semester of2012, middle school teachers on each campus will be piloting Second Step as a resource for middle school. Faculty on all middle and high school campuses will receive professional development to build their own SEL skills. All schools in the Austin and Crockett vertical teams are expected to complete No Place for Hate designation during as part of the Whole Child, Every Child Initiative. Applications to implement SEL standards with district primary resources in will go to principals in November 2011 with a due date of January 27, A committee will review all applications and select two or three vertical teams in addition to Crockett and Austin teams for implementation The SEL department consists of a Director, Program Specialist, and 2 Coaches. School support is provided for faculty and parent trainings, model lesson delivery, and observation oflessons and feedback. CASEL provides consultant support. AISD consultants are Rob Scharnberg from Maryland and Judy Nuss from Pennsylvania Austin ISD presented a session on SEL in collaboration with Cleveland and Anchorage at the Conference of the Council of the Great City Schools in Boston on October 27, Interest in and support for SEL is growing throughout the country, and Austin is poised to be a leader in the field CASEL will be holding its Collaborating Districts Initiative meeting in Austin in October 2012, with eight districts participating. In addition to Austin, Cleveland, and Anchorage, it is anticipated the districts will be Chicago, Denver, Sacramento, Oakland, and Washoe County, Nevada (Reno area).

2 Kindergarten-Grade 5 Visual Review of Research Second Step Program The Second Step Program Promotes School success School connectedness Safe and respectful school climate By directly teaching students the skills that strengthen their ability to: Learn Manage emotions Have empathy Solve problems Skills for learning , Empathy , Students who can self-regulate are better able to participate in and benefit from classroom instruction. The program promotes development of students' self-regulation skills. It provides practice through games for Kindergarten- Grade 3 and through instruction in Skills for Learning across all grades. Skills for Learning are necessary for haying empathy, managing emotions, and solving problems. The Skills for Learning are woven into all units. Being able to feel or understand what another person is feeling prepares students to manage their own strong emotions and solve interpersonal problems with others. - The program teaches students skills for identifying emotions in themselves and others, labeling these emotions, and taking the perspectives of others. - These skills are the basis for helpful and socially responsible behavior. Having empathy is also related to academic success. r , Students who can recognize strong emotions and calm down cope better and are less prone to aggressive behaviors. -The program teaches students proactive strategies that help prevent strong emotions from escalating into negative behaviors. Calm students are better able to use other skills, such as problem solving, to help them get along better with others and make good choices. r ,., Students who can solve interpersonal conflicts with peers are less likely to engage in impulsive or aggressive behaviors. The program teaches students to use four Problem-Solving Steps after calming down. Creating a neutral problem statement, generating safe and respectful solutions, and evaluating the consequences of these solutions steers students toward selecting prosocial solutions. The Second Step Program Prevents Problem behaviors.antisocial behavior Peer rejection Low academic achievement Impulsivity By developing students':.self-regulation skills.social-emotional competencies.school connectedness 2011 Committee for Children Second Step: Skills for Social and Academic Success

3 Effective SELSnapshot What does effective SELlook like and sound like in the classroom? Exhibit a warm and caring demeanor and voice Treat all students with respect and fairness Focus on students' positive qualities/contributions Use inquiry and open-ended questioning strategies Facilitate cooperative learning activities Provide opportunities to think critically, problem solve, and reflect on learning Promote civic values, active citizenship, and service What do students who have strong SELcompetencies look like and sound like? Honor agreements for a safe, caring climate. Take responsibility for learning and behavior. Take turns talking and listening. Pay attention to the person speaking. Contribute diverse ideas, opinions, and comments. Respect the opinions of others. Engage constructively during cooperative activities. What does effective SELlook like and sound like across the whole campus? Active participation in a safe, caring, engaging, supportive, and well-managed learning environment. Sequenced, Active, Focused, and Explicit (SAFE)evidenced-based SELskills instruction. Interactive, cooperative, and reflective instructional practices for modeling, practicing, and reinforcing SELskills and dispositions. Modeling of SELskills by adults and students. Teachable moments to teach, model, and reinforce SELthroughout the school day. Integration of SEl activities throughout the curriculum and school.

4 ~.. SELWheel Recognizingone's emotions and values as well as one's strengths and limitations Managing emotions and behaviors to achieve one's goals Making ethical, constructive choices about personal and social behavior Showing understanding and empathy for others easel's Five SEL Competencies Forming positive relationships, working in teams, dealing effectively with conflict 1. Self-Awareness Identifying emotions Accurate self-perception Recognizingstrengths Sense of self-confidence Self-efficacy 2. Self-management. -Impulse control Stress management Self-discipline Self-motivation Goal setting Organizational skills 3. Social Awareness Perspective-taking Empathy Appreciating diversity Respect for others 4. Relationship Skills Communication Social engagement Building relationships Working cooperatively Resolving conflicts Helping/ seeking help 5. Responsible Decision Making Problem identification Situation analysis Problem solving Evaluation Reflection Ethical responsibility

5 second--11 ::t ~ Scope and Sequence Kindergarten-Grade 5 lessons Kindergarten.... -_.. _._,..-. Empathy 1. Learning to Listen 2. Focusing Attention 3. Following Directions 4. Self-Talkfor Staying on Task 5. Being Assertive 6. Feelings 7. More Feelings 8. Identifying Anger 9. Same or Different? 10. Accidents 11. Caring and Helping 12. We Feel Feelings in Our Bodies 13. Managing Frustration 14. Calming Down Strong Feelings 15. Handling Waiting 16. Managing Anger 17. Managing Disappointment 18. Handling Being Knocked Down 19. Solving Problems 20. Inviting to Play 21. Fair Ways to Play 22. Having Fun with Our Friends 23. Handling Having Things Taken Away 24. Handling Name-Calling 25. Reviewing Second Step Skills Grade 'I 1. Listening to Learn 2. Focusing Attention 3. Following Directions 4. Self-Talk for Learning 5. Being Assertive Empathy '6. Identifying Feelings 7. Looking for More Clues 8. Similarities and Differences 9. Feelings Change 10. Accidents 11. Showing Care and Concern 12. Identifying Our Own Feelings 13. Strong Feelings 14. Calming Down Anger 15. Self-Talk for Calming Down 16. Managing Worry 17. Solving Problems, Part Solving Problems, Part Fair Ways to Play 20. Inviting to Join In 21. Handling Name-Calling Grade 2 1. Being Respectful 2. Focusing Attention and Listening 3. Using Self-Talk 4. Being Assertive Empathy 5. Identifying Feelings 11. Introducing 6. Learning More About Feelings 12. Managing Embarrassment 7. Feeling Confident 13. Handling Making Mistakes 8. Respecting Different 14. Managing Anxious Feelings Preferences 15. Managing Anger 9. Showing Compassion 16. Finishing Tasks 10. Predicting Feelings 17. Solving Problems, Part Solving Problems, Part Taking Responsibility 20. Responding to Playground Exclusion 21. Playing Fairly on the Playground Grade 3, Empathy Unit3: 1. Being Respectful Learners 2. Using Self-Talk 3. Being Assertive 4. Planning to Learn 5. Identifying Others' Feelings 6 Understanding Perspectives 7. Conflicting Feelings 8. Accepting Differences 9. Showing Compassion 10. Making Friends 11. Introducing 12. Managing Test Anxiety 13. Handling Accusations 14. Managing Disappointment 15. Managing Anger 16. Managing Hurt Feelings 17. Solving Problems, Part Solving Problems, Part Solving Classroom Problems 20. Solving Peer-Exclusion Problems 21. Dealing with Negative Peer Pressure ~~~=~""""',""",,,,,,,,,,,,,,..,,,..U2""""'=''''''"''''''''''''''_~~'''',",",,,",,,,,''''''-'''=_''''''''''''==''f'?=$'"g~,,,,,,,,,,,,,,,,,,,,,,,,,,,,,=,,,,,..,,,,,,,,,,,,,,,,"''''''''' _"''''''''''''''"''"'''Em_''''e;e 2011 Committee for Children Second Step: Skills For Social and Academic Success """".".,.. """""""''''..,.='""''~

6 Second Step Scope and Sequence cont'd Grade ~l Empathy and Skills for Learning 1. Empathy and Respect 2. Listening with Attention 3. Being Assertive 4. Respecting Similarities and Differences 5. Understanding Complex Feelings 6. Understanding Different Perspectives 7. Conversation and Compliments 8. Joining In 9. Showing Compassion 10. Introducing 11. Managing Strong Feelings 12. Calming Down Anger 13. Managing Anxiety 14. Avoiding Jumping to Conclusions 15. Handling Put-Downs 16. Solving Problems, Part Solving Problems, Part Making a Plan 19. Solving Playground Problems 20. Taking Responsibility for Your Actions 21. Dealing with Peer Pressure Grade 5 Empathy and Skills for Learning 1. Empathy and Respect 2. Listening with Attention 3. Being Assertive 4. Predicting Feelings 5. Taking Others' Perspectives 6. Accepting Differences 7. Disagreeing Respectfully 8. Responding with Compassion 9. Introducing 10. Calming Down 11. Managing Anxiety 12. Managing Frustration 13. Resisting Revenge 14. Handling Put-Downs 15. Avoiding Assumptions 16. Solving Problems, Part Solving Problems, Part Making a Plan 19. Seeking Help 20. Dealing with Gossip 21. Dealing with Peer Pressure Committee for Children Second Step: Skills for Social and Academic Success