Social and Emotional Learning. Collaborating States Initiative

Transcription

1 Social and Emotional Learning Collaborating States Initiative

2 The California Team Tom Adams Deputy Superintendent of Public Instruction, Instruction Learning and Support Branch, California Department of Education (CDE) Katie Brackenridge, Senior Director, Expanded Learning Time Initiatives, Partnership for Children and Youth Linda Darling-Hammond, President, Learning Policy Institute Michael Funk, Director, After School Division, CDE Erin Gabel, Deputy Director, External and Governmental Affairs Office, First 5 California Heather Hough, Executive Director, CORE-PACE Research Partnership Mai Xi Lee, Social Emotional Learning Director, Sacramento City Unified School District Brent Malicote CASEL CSI Team Lead Director, Professional Learning Support, CDE Christine Olmstead, Ed.D. Assistant Superintendent Instructional Services Division, Orange County Department of Education Jennifer Peck Senior Advisor to Tom Torlakson (State Superintendent of Public Instruction) David Rattray, Executive Vice President, Education & Workforce Development, Los Angeles Chamber of Commerce Jane Robb, Instructional Specialist, California Teachers Association Ilene Straus, California State Board of Education Liaison to the Planning Group

3 SEL Five Core Competencies Impulse control Stress management Self-discipline Self-motivation Goal setting Organizational skills SELF- MANAGEMENT SELF- AWARENESS Perspective-taking Empathy Appreciating diversity Respect for others SOCIAL AWARENESS Social and Emotional Learning (SEL) RELATIONSHIP SKILLS RESPONSIBLE DECISION- MAKING Problem identification Situation analysis Problem-solving Evaluation Reflection Ethical responsibility 3 Communication Social engagement Building relationships Working cooperatively Resolving conflicts Helping/Seeking help

4 The Challenge of Definitions Intra/Interpersonal Skills Deeper Learning 21 st Century Skills Life Skills Mindsets (Growth/Learning) Grit Self-Control Self Discipline Social Problem Solving Emotional Intelligence Conditions for Learning Climate/Culture Character Education Mental Health Promotion Violence Prevention Bullying Prevention Drug Prevention Civic Engagement Multicultural Education Positive Youth Development Project-based Learning Restorative Practices Service-learning 4

5 Students who receive SEL programing, compared with controls, perform Social and Emotional Learning (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, ) 9%ile Points Higher in Prosocial Behavior 9%ile Points Lower in Conduct Problems 10%ile Points Lower in Emotional Distress 11%ile Points Higher in Academic Achievement

6 Teachers Believe SEL Benefits Students in School, Work, and Life (Bridgeland et al., 2013) Students from all types of backgrounds, both 97% affluent and poor would benefit from learning SEL skills in school Preparing students for the workforce 87% Students becoming good citizens as adults 87% Students ability to move successfully through 80% school and stay on track to graduate Preparing students to get to/through college 78% 6

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10 SEL Guiding Principles for California The following Guiding Principles are designed to build on the strong SEL practice already happening across our state and to support using research-based practices and evidence to guide decision-making. These Guiding Principles seek to empower local stakeholders to continue to advance SEL in ways that meet the needs of their specific contexts and populations. 10

11 Guiding Principle 1: Transformative Educational System Transformative Educational System: shift to a system in which SEL is not a nice to have, but a must have: Systems approach Diverse and inclusive leadership teams SEL instruction and integration Student-centered discipline policies and practices Climate and Culture 11

12 Guiding Principle 2: Equity-based Equity-based: commit to addressing trauma, racism, and implicit bias through asset based strategies. Address the opportunity-gap Representation Assets-based Student and Adult-led Healing-informed 12

13 Guiding Principle 3: Capacity-building Capacity-building: Build the capacity of both students and the adults who support them through an intentional focus on positive relationships and fostering social and emotional skills: Student competencies Developmental standards Adult social and emotional competencies Pre-service training and ongoing professional learning Positive relationships and belonging 13

14 Guiding Principle 4: Community Schools Community Schools: Implement an approach which maximizes the resources of the school day including expanding learning opportunities and family and community partnerships. Family and community partnerships Expanded Learning 14

15 Guiding Principle 5: Continuous Improvement Continuous Improvement: Practice a prototype and learn process. Implementation plans and progress monitoring Continuous improvement methodology 15

16 Guiding Principles Transformative Educational System: shift to a system in which SEL is not a nice to have, but a must have. Equity-based: commit to addressing trauma, racism, and implicit bias through asset based strategies. Capacity-building: Build the capacity of both students and the adults who support them through an intentional focus on positive relationships and fostering social and emotional skills. Community Schools: Implement an approach which maximizes the resources of the school day including expanding learning opportunities and family and community partnerships. Continuous Improvement: Practice a prototype and learn process. 16

17 17 Recognizing an Active SEL Landscape

18 Questions? Brent Malicote Professional Learning Support Division California Department of Education