DELIVERABLES Deliverables SCC will provide the Board of Education with recommendations on the following: Non-Deliverables SCC will not address the following: SEL Framework The core social & emotional learning competencies, adapted based on PASUD student data SEL Learning Standards The content & skills needed to achieve the core SEL competencies SEL Grade Level Learning Targets Descriptors of performance expectations at each grade level (i.e., what students should know and be able to do) SEL Curriculum Describes teaching and learning experiences at the classroom level SEL Assessment & Evaluation System Assessment: how student feedback will be provided on the attainment of SEL competencies Evaluation: measures the effectiveness of SEL implementation Districtwide SEL Implementation Plan A unified Pre K-12 plan, implemented in phases over time, beginning at the secondary level. Evaluation of current site based programs New community surveys or needs assessment Site level implementation plans, including recommendation on teacher advisory Interim Board Report Progress report document due 11/8/16 for 11/15/16 Board meeting Final Board Report Report document due 2/7/17, including recommendations plus compendium of PAUSD student SEL data. SCC presentation at 2/14/17 Board meeting. Recommendations requiring additional dedicated personnel beyond the current PAUSD staffing budget Page 1
EXAMPLES OF SCC DELIVERABLES SEL Framework The core social & emotional learning competencies, adapted based on PASUD student data Example: CASEL http://www.casel.org/social-and-emotional-learning/core-competencies/ CASEL (Collaborative For Academic, Social & Emotional Learning has identified five interrelated sets of cognitive, affective and behavioral competencies. The definitions of the five competency clusters for students are: Self-awareness: The ability to accurately recognize one s emotions and thoughts and their influence on This includes accurately assessing one s strengths and limitations and possessing a wellgrounded sense of confidence and optimism. Self-management: The ability to regulate one s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals. Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed. Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others. Page 2
SEL Learning Standards The content & skills needed to achieve the core SEL competencies Example: Illinois State SEL Learning Standards http://www.isbe.net/ils/social_emotional/standards.htm Learning Standard Early Elementary Late Elementary Middle/Jr. High Early H.S. Late H.S. A. Identify and manage one s emotions and 1A.1a. Recognize and accurately label emotions and how they are linked to 1A.1b. Demonstrate control of impulsive 1A.2a. Describe a range of emotions and the situations that cause them. 1A.2b. Describe and demonstrate ways to express emotions in a socially acceptable manner. 1A.3a. Analyze factors that create stress or motivate successful performance. 1A.3b. Apply strategies to manage stress and to motivate successful performance. 1A.4a. Analyze how thoughts and emotions affect decision making and responsible 1A.4b. Generate ways to develop more positive attitudes. Example: Austin Independent School District Objectives https://www.austinisd.org/sites/default/files/dept/sel/images/a.i.s.d._sel_standards_- _Elementary_and_Secondary_9-11-12_0.pdf CASEL Competency Goal I: Develop selfawareness skills to have knowledge of one's emotions, to develop an accurate and positive selfconcept, and to recognize individual strengths and external support systems Goal II: Develop and demonstrate selfmanagement skills and resiliency to regulate emotions and to monitor and achieve behaviors related to school and life success demonstrates ability to demonstrates an awareness manage emotions of own emotions constructively demonstrates awareness of personal qualities demonstrates honesty / integrity Goal IV: Demonstrate Goal III: Develop interpersonal social awareness skills (relationship) skills needed to establish needed to establish and maintain positive and maintain positive relationships relationships demonstrates awareness of other people's emotions and perspectives demonstrates consideration for others and a desire to contribute to the wellbeing of their school and community uses positive communication and social skills to interact effectively with others develops constructive relationships 1A.5a. Evaluate how expressing one s emotions in different situations affects others. 1A.5b. Evaluate how expressing more positive attitudes influences others. Goal V: Demonstrate decision making skills, problem solving skills, and responsible behaviors in school, personal and community contexts considers ethical, safety and societal factors in making decisions uses effective decision-making skills Page 3
SEL Grade Level Learning Targets Descriptors of performance expectations at each grade level (i.e., what students should know and be able to do) Example: Illinois State Performance Descriptors http://www.isbe.net/ils/social_emotional/descriptors.htm 1A Identify and manage one s emotions and Stage A Stage B Stage C 1. Describe how various situations make you feel. 2. Describe your physical responses to strong emotions. 3. Recognize that feelings change throughout the day. 4. Demonstrate patience in a variety of situations. 5. Demonstrate a range of emotions through facial expressions and body language. 6. Practice self talk to calm yourself. 1. Identify emotions (e.g., happy, surprised, sad, angry, proud, afraid) expressed in feeling faces or photographs. 2. Name the emotions felt by characters in stories. 3. Identify ways to calm yourself. 4. Describe a time you felt the same way a story character felt. 5. Discuss classroom and school rules. 6. Share feelings (e.g., through speaking, writing, drawing) in a range of contexts. 1. Identify a range of emotions you have experienced. 2. Describe situations that trigger various emotions (e.g., listening to music, talking to a friend, taking a test, being scolded). 3. Recognize mood changes and factors that contribute to them. 4. Depict a range of emotions (e.g., make a poster, draw a picture, participate in a role play). Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F) Example: Austin Independent School District Student Expectations https://www.austinisd.org/sites/default/files/dept/sel/images/a.i.s.d._sel_standards_- _Elementary_and_Secondary_9-11-12_0.pdf Grades 6-8 Student Expectations demonstrates an awareness of own emotions Recognizes uncomfortable emotions as indicators of situations in need of attention Analyzes emotional states that contribute to or detract from one's ability to problem solve Explains possible outcomes associated with different ways of communicating emotions demonstrates awareness of personal qualities Analyzes how personal qualities and temperaments influence choices and successes Applies self-reflection techniques to recognize one's strengths, areas for growth, and potential Implements a plan to build on strengths, meet a need, or address a challenge Objective C: Student Objective D: Student has demonstrates awareness of a sense of personal external supports responsibility Identifies peer and adult role models as sources of support Evaluates the benefits of participation in extracurricular activities Identifies societal influences on the development of personal characteristics Analyzes whether societal influences are supportive or nonsupportive Identifies the areas of control one has over situations in life Analyzes the short and long term effects of safe, risky, and harmful behaviors Defines one's responsibility for the effects of safe, risky, and harmful behaviors Page 4
SEL Curriculum Describes teaching and learning experiences at the classroom level Example: Second Step (Committee For Children) http://www.cfchildren.org/portals/1/ss_multi/ss_doc/el- G8_Scope_Sequence_SS.pdf Second Step Scope and Sequence: Grade 4 Lesson Concepts UNIT 1: EMPATHY AND SKILLS FOR LEARNING Objectives Students Will Be Able To LESSON 1 Empathy and Respect LESSON 2 Listening with Attention LESSON 3 Being Assertive The Second Step program helps you succeed at school. Having respect and empathy helps you get along with others. Listening with attention helps you learn, work with others, and make friends. Being assertive means asking for what you want or need in a calm, firm, respectful voice. Being assertive helps you be successful in a variety of social and academic situations. Define respect Define empathy Demonstrate listening-with-attention skills Identify passive, aggressive, and assertive responses Demonstrate assertive responses with their partners Example: CASEL http://secondaryguide.casel.org/casel-secondary-guide.pdf http://www.casel.org/guide/ratings/elementary/ http://www.casel.org/guide/ratings/ Page 5
SEL Assessment & Evaluation System Assessment: how student feedback will be provided on the attainment of SEL competencies Evaluation: measures the effectiveness of SEL implementation Example: Compendium of tools and reports http://www.extension.umn.edu/youth/research/sel/docs/issuebrief-measurement-resource.pdf Example: Devereux https://www.kaplanco.com/content/products/dessaintroduction.pdf Example: Strive Task Force http://www.strivetogether.org/sites/default/files/images/strive%20together%20volume%20ii%20edited.pdf Page 6
Districtwide SEL Implementation Plan A unified Pre K-12 plan, implemented in phases over time, beginning at the secondary level. Example: RPTIM chart www.pds-hrd.wikispaces.net/file/view/rptim+chart.doc Innovation Readiness Planning Training Implementation Maintenance Describe the initiative or innovation that you are working on. What is the change you are looking for? How will you build readiness for the change you desire? Describe how you will share relevant information in a variety of ways to increase awareness and the desire to learn more about the innovation with all of your stakeholders Create a timeline for your innovation. What resources will you need and where will you locate them? Create and prepare your models. Plan and develop your professional learning experiences. Who is your target audience for professional learning? How will you evaluate the implementation of the innovation? Describe all of the various professional learning opportunities that will be provided for the innovation. How will you know the professional learning opportunities made a difference? Describe how you will collect data on the implementation of the innovation. How will you know the innovation is taking place? Is there a need for more training to make implementation successful? How will you monitor the ongoing implementation of the innovation? How will you collect data and feedback to make adjustments where needed? What are your next steps? Example: Everett M. Roger s Diffusion of Innovations Theory http://www.indiana.edu/~t581qual/assignments/diffusion_of_innovations.pdf Rogers popularized the theory in his book Diffusion of Innovations, which explains how, why, and at what rate new ideas and technology spread. The four main elements in the diffusion of new ideas are the innovation, communication channels, time, and the social system. The characteristics which determine an innovation s rate of adoption are relative advantage, compatibility, complexity, trialability, and observability to those people within the social system. Page 7