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SEL Session 4

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Let It Go so since I get to software you not too long ago it's good to see you again sure wish I could be sitting in the same room with you where this is our fourth in a series of six trainings today we talkin about social emotional learning but we just kind of start off with are there any questions we've been through three of these now so far does anybody have any questions from previous sessions that you would like to do a score to air this time or should we just go ahead and move forward if you have it you can either put them in chat or please feel free to on Microsoft come on board or just give you a butt 15 seconds here to think about that okay so I'm going to start sharing my screen here and as always we will Haley I'm going to need you to give me permission to share my screen sorry about that should be all set okay when am I going to see you all again hope you're doing this is always such a hard time for training because the end of the school year so many competing priorities or no has been anything but a normal school year so the whole idea of wrapping up in figuring out going this summer and one schools going to start and what it's going to look like two must be a million questions by spinning around in your head so send all that I'm pretty much as we done in the past sessions you know one of these 90 minutes to get it today we're going to start off similar to what we did last time in terms of having some content and then we're going to move into discussion in for discussion this time well at the prison today I have post six different questions I'm going to let you as groups that Haley has put you give assembled for yourself to look at those questions and pick one or two that you would like to respond to them I have a report of time because it's really important that we we figure out how any of this information might become integrated into the work that you're doing or going to do I'm going to ask you all that you meet your microphones at the beginning so the weekend not have any distractions that way again questions use the chat box on a Haley will be going through that and taking a look and see if there's any questions we need to answer now and please if you need brakes please take them as you need them we'll have two more sessions left those sessions that we are going to be coming into for June 17th and 21st when we talked about what would I call mindful discipline positive discipline to be another way to look at it conscious discipline what are some strategies and programs that will be a video or two were going to take a look out there to give some demonstration and then I'll ask her she's going to get together we're going to talk about Partnerships that matter for compassion schools in mental health for students and staff today we're going to talk about social emotional learning for students and staff we're going to break that into sort of the history the purpose some supporting data I did do some digging around in the Pennsylvania and turns of where you're at with social emotional learning as a I used to be a part of the collaborating states initiative which Pennsylvania was part of under castle and that was a very interesting process to see how different states handle social emotional learning emotional learning what I talked about the importance of adults teacher SEL and not only do we teach it but we were able to mop with you can talk a little bit about the implementation for from other states some of the things that have guided their work and if pressure going to get them to the discussion questions there's going to be a few we're going to kind of pretend that not all of you have great knowledge of Shuffle emotional learning some of you right now if I have medium knowledge some of your experts on that bear with me as we go through this I wanted to share with you some artwork through Temptation today right is part of our state Education Agency we we do a Statewide art show where students submit their artwork I think you can tell a lot by what people are thinking do the artist that they create to how they express themselves and I think you'll see and in some of the pictures that I've chosen to share with you today about how students think about The Human Condition how students think about other people how students think about themselves and it's all part and wrapped into the social emotional well-being of each of us begin quote that I really like is that the relationship among the adults in the school and this is what adult social emotional learning really comes in has more impact on the quality and the character of the school and then the accomplishments accomplishments of the youngsters and any other Factor how we get along that so filters into what we would call the culture and the climate within the school which becomes part of the backbone for some of the work that we do under the guise of social emotional learning teaching social emotional learning is he teaching Common Core to address social emotional learning development of their students this is troubling given the researchers have found that they strongly suggested that the learning process is 50% social emotional learning and 50% gives us an idea as we think about the importance and what our role is in terms of social emotional learning that we're going to talk a little bit later but Push Pull people who feel like this is part of my job and it's essential. of my teaching and others who will say none of my business to teach will take a look at some of the Continuum on that so let's talk a little bit about going to kind of house social emotional learning got started Mark Greenberg sort of the sort of the father of social-emotional learning he was at Penn State for a lot of years he'd actually grew up here in Washington so we have a connection from one of our washingtonians being very go to the part of the development of social emotional learning broken the rule of PowerPoint presentations about not putting too many words in a slide but because we are at a distance because some of the things that I will talk about may not be remember to put more words in the slide cuz you will have these five you will be able to refer back to them so bear with me and I apologize for the number of words that are here anyone ask me I was born with scars from multiple Fields such as emotional intelligence Child Development prevention science bullying prevention and public health came together in 1994 not that long ago to identify key skills and competencies student need to successfully navigate school and life has developed SEL as an umbrella framework in an attempt to end the piecemeal approach to social emotional issues that students face and create a common understanding and go for student development now probably more than ever we need focus on the well-being of our students and staff the unprecedented time we are just beginning to emerge from will have a lasting impact that is unknown to us to that end we all need safe stability belonging purpose hope in an overall path to continued well-being SEL can provide a structure for those important elements and so as we've talked about brain science in the past sessions went out with stand that having conditions in our brain right for learning has a lot to do with our social emotional well-being some people have also argue about you know can we really teach this stuff I actually can we change the stairs social emotional skills are there be changeable personality characteristics lots and lots of research has been done by burying sorry lots and lots of research has been done by varying organizations that this is a pretty rigorous study and they had an analysis of 213 research studies of SEO programs more than 270,000 cape all students in a variety of school settings they compare those who had SEL and those who did not have a CLS and they still have by this comparison in this sort of meta-analysis if you will sort of an increase in social emotional skills 22% positive attitude pro-social behaviors each 9% academic achievement and in 34 studies there was 11% it was a decrease in conduct problems there was an in decreasing emotional distress because they were able to teach students different rules different methods in terms of dealing with the act that they were feeling these findings were consistent across grave location weather Urban or suburban and student demographics I am putting a team they another another a meta-analysis by Taylor Linda Taylor and colleagues reviewed studies of 82 interventions involving over 97th on Austin students I do understand long-term effects of socially based social school-based SEL programs and found continue benefits related to academic Behavior outcomes and emotional well-being and substance abuse so lots of science the research for the point to the fact that there is value certainly in this work and I think it's really helpful for us even if we think already that this is a good thing to add that we we look at the data we look at that would sort of under pins that hold idea who sings that we talked about and I believe I shared this with you in the past social emotional learning is sometimes perceived as just being one more thing that's heat on an already incredibly full Educators plates what is truly valuable and in small frequent doses it really helped bring about many valued outcomes both in how we learn and how we navigate our lives in and outside the classroom skills that students develop in Stow emotional learning empathy collaboration so on they are closely connected to the standards of many academic subjects so when people have said to me and I really feel that there's just too much on my plate to handle anything new in front of teaching my response has been many cases will what if this is what if this were the play What If This Were the thing that was the vehicle in terms of how we teach going back to the standards that we are the principles that we talked about last time and understanding the how we teach to reinforce the what we teach being really interglobe to that overall learning and how we integrate those things into our daily life sometimes it's important many people in their social emotional learning there is there a pullout Lassen's specific to social emotional learning they will take their time in their classroom to leads to sometimes in relaxation times they will take times to to lead student or conduct a classroom in a way that really does speak to the social Amo the well-being of everyone in the classroom teachers and students alike when students develop the social emotional skills necessary to engage in school in classrooms the classrooms experience more time on task able to regulate their own behavior to meet expectations and teachers are using their social emotional skills to create an environment that motivate and engaged to these all contribute before spending all of our time trying to manage and unruly classroom or behavior that's out of control we're going to end up having a challenge with the opportunities that lie before us in terms of learning lessons we talked about intuition the ability to Intuit students behavior and sort of look at who they are where they are what triggers they might have in their life and being able to sort of in general you don't have to know you know the Deep intricacies of any child's life cuz that's just not possible but you have sort of a idea who the High Flyers are in the room you have an idea about this Behavior may lead to that I've seen of the number of time we look for patterns and I like all of those sort of investments in time and have our energy and then our Focus can really help this is sort of cut it off at the pass before things begin to happen and if we teach students how to self-regulate in a way that brings them self-satisfaction inside that is not paternity for us than to teach them tools that they will carry with them for the rest of their lives so this is where we started talking about is we not into the social emotional work work here in Washington State just in terms of how people thought about this work and that it is not simply everybody believes this is important and we are to do this there are still people who don't see the value or don't see that it's any of the school's business so we end up with a continuum that's very similar to how we think about social emotional learning all the way from it's not my responsibility to teach self heard many Educators say it wasn't trained to be a counselor or social worker or therapist in any way I'm here to teach math I'm here to teach language this is what I need to do but we have to think in terms of I would say the vehicle by which we get that information to our students the next iteration up on that it's a it's an okay ideas with others in my school need to teach it and that's what length the fact that a lot of the teaching staff across the state of Washington for example really thought that it was the counselors in the social workers in the school that it was their job to talk about social emotional learning start of create that atmosphere Assassin Creed that culture and climate where learning can really happen and becomes effortless that is I think not necessarily true in that we're not thinking about it as a team effort that each one of us has a cog in this real that each one of us thinks about our role in terms of how we contribute to the setting of that culture and climate kids go from one classroom to the next there's the school-wide part that we're going to talk a little bit about school-wide versus classroom today the next iteration up from this as I get helps with the process of learning and living so I can live with it I think it's a good idea but I really don't have much time to spend with it then there's people who will think that it's as important as academics and then we have a group of people Walter think that is probably more important than academics when it comes to life on challenges we talked a little bit about know who is involved in the teaching of SEL some like I said earlier the councillors could be the social workers could be leaving the nursing staff and other professionals within the district who might work on this I would argue that it is not just a count or a work activity that it really does extend to a wide variety of people within the school teachers and administrators front office staff counselors social workers and nurses Food Service staff I mentioned to you before that I went from a one-room schoolhouse where there are eight of us in the whole school and in transition one year where there was a hundred and thirty-three in my one class and that was pretty much big time culture shock to me one of the people who had a particularly wonderful attitude and wasn't anything she said to me but she just noticed me she took an interest in me she asked questions about what was going on in my life and she was a food service that is the one who taught me we had metal place that we ate at I went to school and she taught me to hold the plate by the cold fruit that was put on the plate so that when they put the hot food on the plate it didn't get too hot and I would end up dropping it and this was 57 years ago and I still remember if those are important elements in our life that we can carry with us are bus drivers to people who carry it to and from school their lot of times are the first and last people who see you everyday have named have more of an intimate connection with you in a way that teachers don't even have that so it's important that they have it I also was good friends with some of our custodial staff and lastly how we work with social emotional learning in schools it's becomes vital that we try our very best to partner with our families that would be able to bring some level of consistency and again I'm talking on a general basis we're not looking at knowing every kid in every family and intimate. what's a broad parameters about what works and doesn't work and sometimes that that takes checking in with some of our families to find out what has worked at home with the students for might be particularly Troublesome to us and that work with the parents in a partnership fashion and share some of these social emotional learning ideas back and forth with them and learn from them about what works at home and be able to integrate those two plans together it's really important that we think about this as what's the stomach sort of process talk about the broad definitions and we're going to move into here sort of two views of social emotional learning one is going to be sorted with the National Review Wiki come out of the collaborative for academic and social emotional learning with learning which is the office and headquarters are based in Chicago but they have a national presence they have something I mentioned earlier elaborating States initiative right now there are 40 states that are part of that the collaborating states initiative so certainly the vast majority of states are part of that are there are still some holdouts who are doing their own thing and then it's really important do we do this by school by District by state that there is a Readiness to benefit and that there is General stamping with compassionate schools that there's General my end and people say yes this is the direction I want to go rather than choosing the right I'm going in that direction when there's still some people out there who feel like I'm not so sure that this is where we got to go Clayton comes from Castle it really is for the broader picture of social emotional learning it is widely understood as a process through which people build awareness and skills and managing emotions setting goals established a relationship and making responsible decisions that support success in school and in life Duff definition what is compassion schools why do we have compassion in schools and social emotional learning I just want to say a little bit about that when we start of the compassionate schools movement there really was my wife that was being talked about in terms of kids school were impacted by trauma go to that level of desperation and so really we were looking at this whole but with the whole process about and we're not necessarily meeting educational standards I needed to take a look at that and really compassion School sort of created the vehicle for that focus on that particular group of kids while still considering the broader section of kids that compassion schools impacts all kids so does social emotional learning so they the very very close to Kindred ship and not necessarily a lot of differences were seeing less and less as time goes on so somebody asked if you could just take a look if your mic that would be great thank you so what I found in Pennsylvania so what's going on with you so I can watch learning at 3 in 1st and 4th it is pre-k through 12th grade it's really part your career Readiness skills Continuum as Governor schools schools that teach become sort of the model students develop the ability to regulate emotions collaborate amongst diversity and demonstrate empathy and respecting their choices in order to prepare for careers After High School besides setting up school students for Success there are immediate emotional needs present in the students in Pennsylvania which strategic Casio digital can help address so that is sort of the overall preamble to scl Pennsylvania on how the state has sort of looked at that just some data from your Pennsylvania youth survey we have a very similar survey here in Washington state says 38% of students reported I felt depressed or sad most days in the last 12 months 41% of the students reported experiencing the death of a close family member or friend in the past year and 70% of the students reported that they had considered suicide in the past year grass clipping to the startling 20% of high school seniors reported that they have considered suicide in the past year we're going to talk about that as a part of our mental health Continuum our last session so distance from data and to sort of Corp this we talked about the adverse childhood experiences study in Washington state for example we did a study of our healthy youth survey which is on par with your Pennsylvania youth survey we found that 43% of the students in our classrooms and 10th and 12th grade had trouble with three or more of the adverse childhood experiences from that list that I had given you we also had learned in our studies here that the if you had three or more of the adverse childhood experiences on your on your dance card so to speak in life I bet that's where we began to see a cognitive impact that's when we began to see students with attention deficit disorder is that where we're having a difficult time paying attention in school because of trauma related activities their mind was taken away with this other thoughts another soda thoughts of survival only for them but for their family as well that was 43% so I think as we look at that if we look at the 38% here it's probably pretty consistent from one state you also have stored as part of value of a school climate improvement process which comes out the national school climate Center which I think Pennsylvania has adopted for that you see it. ages of preparation evaluation action planning implementation and reevaluation as we move into that if we look at these the action planning to that which is station number 3 there talk about how to develop that the $50 down on the action planning for that school improvement process really focuses on social emotional learning I did not take the time in this hour and a half we had today to sort of unpack. for you and transfer what that means but I would encourage you to go to take a look at that maybe bring that into consideration for some of the things that were talking about today about maybe you looking at social emotional learning more elements of it as a portion of the school improvement process I know that some of you are already doing that and I don't want to make an assumption here that that's not being done because I believe that it is but I always think that no matter what we do we have room for improvement in ways of things that we're already doing that are good for both of us and and four students so these are basically we're going to look at a moment's here at castles model this is Pennsylvania's model right now there are three what I will call standard on that you have really related to career-ready skills and those karate skills while self-awareness and self-management we have talking about establishing and maintaining relationships and then of course there's social problem solving important elements and those are what your state has a tendency to focus on when we look at Castle for example this is their model and you'll see that you combine some of these already together into the three that you have anything that makes any difference in terms of whether there's five or whether there's three here in Washington we decided to have six it was a group effort we had a committee that work for about three years to come to that conclusion with a lot of data that wasn't between but just briefly to go over the castle model here we have the self-awareness what is recognizing one's emotions and values as well as wants drinks limitation that a self-management which is managing emotions and behaviors to achieve one's goals then we have social awareness showing an understanding and empathy for others we have relationship skills which is forming positive relationships working in teams and dealing effectively with conflict and then lastly we have responsible decision-making which is making ethical second choices about personal and social behavior Washington added one more land to this in terms of efficacy and where we not only had the choice is made but we turn those choices into action models were students were actually able to make things happen for themselves so that was where we deviated a little bit their model also includes sort of a ripple effect if he will moving out from the class super cup instruction which really begins with you and a sort of a form of the focus on some of these principles and how you get there that works its way pretty readily into school climate and culture in do some of the policies and we really encourage schools to sort of take a look at policies I had asked you to do that last time as a part of our principal started to sort it examined where your policies might be in support of or in conflict with the with the policies and practices that are already in the school and to take a look at those and how those might be the rehab they may be reconciled and some way to sort I'm more of a focus on that and then last things we talked about already sword with family and we haven't talked as much yet about Community Partnerships in terms of how we build Liaisons with Community does a wide swath of members out there who are dying to figure out how to become a part of the school culture they recognize you as especially in rural communities where do things have a tendency to stay at home and live at home create families at home that there is no investment in their future as a Workforce as contributing members to Society of trying to help and support school grounds of what they're doing so they see it as sort of a long perfect for themselves this is a little bit of capitals data 29% of the students feel like their schools are supported supportive and encouraging and environment 83% students who made academic games when they participated in Sao program so that I could any component are there was 11% average gained on standardized tests by those who participated in the program's there is an improvement in Behavior for students in 11% increase in in break point averages for students in who had us as little as just one SEL program Super Bowl more to the point I think a little bit about where the workforce is going consensus is going to students and adults need a greater Mastery of social emotional skills support the diverse and dynamic Workforce we strive to achieve in the United States labor market Blairstown workers who can read write and do math they want employers who can think critically show initiative Behavior solve problems and work in teams all of which are the social emotional skills that are really sort of embedded in the content of those programs between 1989 through 2012 job that required social interactions Group by 12% in the market where at science technology engineering and mechanics mathematics jobs that require less social interactions decreased by three. three percentage points I think we have seen also during the course of the pandemic there has been somewhat of a migration of workforces thinking about the need for retooling how we work with Society I think that's a process that has really just begun we are beginning to think about that and ways there's many many workers from a Workforce many employers out there out there who are thinking in terms of I can teach them what they need to do just bring me somebody who has confident again going back to the skills that we show here about thinking critically initiative Behavior solving problems those are really the critical skills teaching them be on the ground skills for the job that they're going to do is something that's a lot of employers can do this also APUSH sort of a way from necessarily going to colleges the only answer for great success in life there are people who are finding other settings for that so this is a continuously evolving world but at no point have I seen where social emotional learning benefits not going to benefit the fact in the workforce and or the people who are actually doing the work enjoy scl support to support equity I think of equity would find out if we get into this here with Equity is not just about race or culture but it is about many socio-economic as well as as the that make up our communities and perform one another they can be many different cultures within the same race as he should be implemented in a manner that ensures that a support skill development in a culturally responsive Urban cultures are very different than real therefore we need to pay attention to two things with regard to SEO programs and practices one ensure that notion some cultural differences are referenced and discussed as if your programs and practices are implemented to do this Educators consider the echo logical conditions that affect Equity including the quality of instruction the types of behavior management strategies used we'll get into that with our mindful discipline on next week and the overall cam text in which the student learns next is creating conditions necessary to promote adult social emotional competencies if adults do not have the social emotional competencies to model for their students and used it may be difficult to translate programs and practices effectively to students when we began our work here in Washington state back in 2015 we had a group of about 45 people from a wide variety of disciplines got together to say what should social emotional learning look like in Washington state and one thing that continue to come up over and over again was the importance of the adult competencies around social emotional learning ought to be able to demonstrate the master and Mentor students in the same techniques and strategies and guiding principles that guide the crown be at work being done by being critical of mother freaking lie that we choose in terms of moving forward to social emotional learning pieces to that just one example of that would be like the restorative practices for those of you who use that and are familiar with that very translatable skills into conflict resolution and taking accountability and resolving conflict in the in the larger world I'm really important piece to that so we as adults need to figure out how we do that in our daily lives for teachers so we can put up the Big Apple's this is my fact we have a module that we put together with open to anyone free of charge who wants to go on to our website and I can give you that I can give you that information of how to get there several States and taken our modules and made it but it fit their State's better Michigan did the most work and actually added another one of my Jewels we had five now do we have actually have seven now but when I left there were six which included trauma-informed social emotional learning but I threw module was really all about creating a professional environment and embedded in that professional environment really was about the adult social emotional learning and how important that was and that the social emotional competencies are effective teachers I sort of came forth also for families as well these are things that are important to regulate and manage your own emotions to understand others feelings and prospective listen and respond compassionately the others direct recognize one's own assumptions and biases talked about in our implicit bias presentation that was given a couple weeks ago notice one's own emotional reactions to behavior so that self-awareness peace about how we are where internally the personalized misbehavior is not just about us or the students feeling toward us but maybe something completely unrelated to us going on inside we see the negative behavior as a undeveloped skill I apologize for that npl informed means of survival remain calm in the midst of challenging behaviors and and maintain healthy boundaries all important parts of social emotional learning for the adults and for the teachers who work with that II so list for a moment and put that into the five standards that castle has put forward and take a look at what that sdl might look like under each one of those standards under self-awareness we have the ability to best feelings interest values and strength to accurately maintain a well-grounded sense of self-efficacy within ourselves that we can create things to happen in the classroom feel that sense of responsibility and our own personal power what we have in the power to give that power away to someone else and Empower others we can recognize strengths and limitations and how they impact our own teaching so that's that sort of that awareness piece that we bring to that Under Our Spell management peace we have the ability to regulate emotions and emotional displays as well as help children regulate their emotions so we have the ability we've mastered the ability to get out of our limbic system and into our neocortex or thinking brain we are using all his strengths and limitations to set our self-improvement cold when we have the ability to the actual eyes and work for those goals are we recognize that prospective differ according to age and of your Social awareness they are different recording a gender and social ethnic ethnic educational and economic backgrounds those are super important when it comes to our ability to say they hold a different opinion than I and I okay with that we can begin to move forward back to under relationship skills we have prevent manage and resolve interpersonal conflict between themselves and students parents and colleagues as most conflict between students so we have that ability to do that and then on the responsible decision-making that we use multiple forms of evidence coming from families coming from appears coming from our students to make decisions about instruction what works but doesn't work our class management being able to empower others sort of help us make those decisions in in create a new eyes if you will to be able to think about how that management might work India interactions with suit with our parents and her colleagues are all really important parts of that so if you're if you're going to to take a look at that more about yourself the center on great teachers and leaders would really is sort of under the American institutes for research it is a great body of work they have produced a tool to self assess SEL while we're in the sand capability for a teacher's and self-possession social emotional instruction and pregnancy this is a really valuable I think piece to look at this can be done privately their link to that is on the bottom I would encourage you to take a look at that you'll be able to click on that once you get a copy of PowerPoint one of the examples from the book kind of just talked a little bit more specifically if you were to take a look at the teacher social emotional skills and self-awareness self-management social awareness response Vision making we can divide those into social teaching practices and instructional teaching practices and then we can divide those into those 10 areas on the right hand side what we talked about student-centered discipline has Michael discipline the language that we use how we Master our responsibilities and choice and how we govern the amount of One support we offer to our students while still holding them accountable or falls under the social. practice is part under the instructional teaching practices part we learned you know how we do Cooperative learning how we share with each other that we have classroom discussions that are orderly and that can really follow it a certain way logical pathway in order to bring constructive results that we encourage our students as well as ourselves to continue self-assessment and self-reflection that we have a balanced instruction that we to sort of read The Q's of students when I learning is being affected when a teaching is being affected when they are able to learn as opposed to and not being able to do that which I think is particularly challenging in in some of the virtual training that you had to do this past year certainly Academic Press and expectations that we hold our students were that maintaining high expectations and then the confidence building goes all fall under the instruction teaching teaching practice the weekend begin to further divide that out this is part of the link that I just shared with you right now in terms of that assessment tool this goes more into detail in that before it actually gets in for this test so I would encourage you to take a look at that as you can the national Equity project education Equity means that each child receives what he or she needs to develop to his or her full potential academic and social potential super important it is that we have to give intentionality to this work Equity will not magically follow you know the implementation if we doing SEL Equity will naturally be there is something that we have to focus on Equity can absolutely have a lot to do with how view different cultures what do we mean by those different culture certainly races one of those cultures which is in the news every day in terms of how we may have missed the mark on equity in terms of various cultures and how we look at them how we treat them the opportunities that we give them and to be mindful of the fact that these people from those various cultures are going to carry with some of those messages that come out of the broader National view of that it's really important that we give and we understand what people need in order to overcome that in a way that gives them that ability to be build gives them the ability to feel that they have a sense of belonging and a purpose that they have the respect that they're also held accountable in the same way that we are for the actions that we take and that we learn how to Emily balance that we continually learn how to look at our self-awareness and their own assessment of how we treat that whether it's unconscious or conscious bias in those regards so it is important that we really take an honest look at who that is the cultures may go beyond like I mentioned earlier maybe World culture Urban culture baby. All people are surviving how they choose to live with values they hold all of those play into who the cultures of the people that were working with taking those into account and trying to continually work with the ability to add on to what already is working well in their life so super important that we looked for those efforts to plan Monitor and revise approaches for Equitable outcomes when you think about you know where different things need certainly we can put that into a graphic that looks like if we have a cactus or roads or Fern the only different things we exposed Cactus to what we would give a fern to survive it would die if we supposed to firm to what a cactus needs to survive it would die so making those adjustments remember we talked about in the very first training that we did with this the the bathroom bility and flexibility there are some there's a difference between Equitable and equal Equitable I think is our goal that we can to make those Justin's as a part of that students also really have the capacity to understand the different students need different things in order to to thrive and survive and so as a part of that we want to really take a look at what it is we're giving that and bring them into the conversation about what different students needs and that they are not only an agreement with that but might even contribute to helping meet those needs at different levels based on the student's particular need 2 consideration for concealed culturally responsive practices that as we began to weave these cultures into our SEL lessons in approaches culturally responsive practices approaches which in which students social strengths and identities are used as assets for developing social emotional academic skills that promote school and Wellness what are some of the strengths of various cultures that have been used over the Millennia to strengthen some of these outcomes for their students if we recognize those practices they will support students and academic achievement and a sense of well-being by affirming their cultural place in the world that they bring that diversity is a strength not a weakness culturally responsive practices are intentional in critically examining the power and privilege that might come with different races implicit bias instruction institutional racism it's there for you to take a look at that honestly would serve as barriers to realizing the full potential of Transformer emotional learning practices Waterbury schools are using multi-tiered systems of support or positive behavioral interventions and supports to guide schools in the systemic prevention-focused approach to meeting the needs of all students is typically includes a Continuum of academic and our Behavior Support remember that says really important to note here and Timmy was academic and behavioral support and provide Universal strategies for engaging all students in high quality learning which basically tier one with everyone gets basically intensive support services for students who have higher levels of need the which basically will Encompass your tier-2 and tier-3 which difficult sometimes to meet tr3b needs within the school setting but certainly instances where that has worked a process for determining which students would benefit from additional support progress monitoring and data-driven decision-making processes to ensure the interventions will meet the needs of students we integrate tiered supports with student with SEL it's important to recognize that as a compliment both again to emphasize behavioral and academic support at all the tears the how we begin to take a look at that we might even consider dividing the Tier 1 and tier 3 as we look into what are we how do we differentiate between what is a behavioral support what is an academic support and how can we put those in the various categories I know some of our schools here locally have done that I wanted to just talk to you a little bit about some of the SEL applications that I've been able to witness work with the state of Virginia some of their practices they had a some guidelines for school-wide SEL these are just ideas and I kind of see the work that we're doing in these six sessions which is very generic fire hose YouTube ideas trying to present maybe a buffet of things that you might think of as you're beginning to make plans for next year about what might be important or maybe different ways to look at things if you looked at in the past or different ways to look at ways to get different ways to look at how much you already implementing are where there might be need to be some potential changes for the work that you that you're doing enhancements how about the ability to sort of look at some of the things you do against a job well done and which I know it's certainly the case in in many of our schools and then certainly in case of yours as well these are some of the school-wide cl5 from the state of Virginia carrying Beyond bathroom using role models to inspire altruistic behavior and providing opportunities for school and community service where students actually would go out into the community using skills that they had benefited from in their souls emotional earnings to work with in one particular school they had their one of their plastic took over doing the book CD for one of the nurses homes in the area and it went in to visit with various clients and I were able to sort of help them work and manage that business in a way that really provided the extra attention for the community that live there it was call Community they're able to sort of give back and way and some of them were able to actually work with their relatives and friends and relatives and so forth that sort of really created a lot more homogeneous sort of interaction between the two creating a positive more cultured in school developing caring School community that promotes the core values of the school and I think it's important that we think as we do this work to to think about what our values are that would I would encourage you to spend some time thinking what the values of all Altoona Area School District is what would you want to Aspire to an infant take a look at that I'd also encourage you to come up with a mission statement and a vision statement the mission about you cuz we want to accomplish Novation about what it is we wish to be, what are we aspired to those are important elements to take that time so that everybody can get on the same page and discuss what is it were really about our parents and Community as partner are helping parents in the whole Community join in the schools and Cooperative effort to build the character we're going to spend more time on that as we come into session 6 approximately also a new Virginia these were 9 areas I think would they look that they were very important to them treating students with respect I'm not going to take time to read all those right now but those are some ideas that you can look at to see whether not there might be something of interest for you to consider or modify and for your own working in your own mushrooms in the state of Washington these were three creating conditions to support student SEL collaborate with families communities Extended Learning opportunity providers which we did a lot of work with and to build a adult capacity again there you that came back up as a as a particular core value of what it was we wanted to do information on this side is way too much to go into and in our time together today I think it's important that you have a chance to talk here are a couple of videos that I highly recommend for you to take a look at 1 Mary Helen Marino she is geared toward learning with an emotional brain I cannot take a look at that I've had chance to meet and listen to a doctor Richard Davidson several times from University of Wisconsin brilliant man but able to speak to us in ways that really make sense that's a 20-minute video the other first radio 7 Minute video the heart brain connection the Neuroscience of social emotional academic learning we'll go we're deeply into that basic premise for him is social emotional learning changes the brain so take a look at those two and I'll come to time we've got probably about a little over half an hour left I would like for each of you and Haley if we could go ahead and think about I wouldn't push you do yet we're going to get ready to put people into their six groups. Let me just sort of set this up a little bit I've come up with six different questions here I would like to have you take a look at those some of them going to fit better than others for you and trim where you're at in your own development I would like you to take that into consideration maybe those that interest you I think it's important we going to take some time to read through those in his how motivated are your colleagues gentleman SEL how do you know the challenges you anticipate or you experience as you consider implementing scl in your school and I think you could take that on even if you were at the beginning stages and you have implemented it but are still struggling with how it will mature itself in your school are you currently measuring nesel related outcomes use the weather not you actually have formally adopted at the old program or not then maybe some extra it's SEL related programs in your school and how do you integrate those into what you're doing and how do you use the date or your continuous quality improvement in your school number 3 is how does scl aligned with other initiatives that are currently being implemented in your school how do they align what initiatives were chosen maybe for scl particular specific goals but may not necessarily really be formalized into an adopted for the program I want you to find the focus areas that SEL would be or is it dressing this does not need to be framed in terms of deficits remember you want to be a strength face as we possibly can but it should indicate where you are now and where you would like to be so that sort of idea of both mission and vision what are some strategies you will take to ensure your SEO efforts support an equitable learning and Bar what current considerations do you and your colleagues have about cultural responsiveness and school programming again I'm going to use a term of broad culture I can everyone in your building discuss challenging issues with respect and openness to learn and lastly more probably June to the times is how does SEL relate to public health concerns especially in light of the pandemic how do you see SEL shaping the future of the new climate and culture post-pandemic so I'd like you to as a group whatever greed is maybe taking one of those questions I said one or two I don't think we've got time for 2 but I'll leave that up to you and making your choices I'd love to take like 15 minutes for some discussion and then 15 minutes to debrief so we have a has to hear what each other has to say and Hayley I'm going to turn it over to you to sort of make the magic happen hair this time so I have everybody ready and your breakout room so I'm going to open the room and then we'll give a reminder when it's about 5 minutes to wrap up and then we'll bring everybody back dr. Do you have a preference of where did you get your message RPD of a preference which room you're in or would you rather just be in the right here until they return I'm just going to be perfect when you should have the ability to join I know last time you said that you're kind of got in the way whenever you did join so it's up to you you certainly can join any of the rooms I'm going to I'm going to pop in just to see if anybody has question or anything and then I'll be back to okay I think I'm going to not because we have such a short. Of time and I don't want them to turn their focus away from the discussion right now so I'm going to wait and see what they have to say when they report at hi there sorry I was muted hello that's okay why wasn't for I didn't want you to be all alone me into okay well as long as you guys are good do you need anyting she's been popping in and out. Perfect I just thought you were in a room by your day only once I just want to make sure someone was with you thanks Haley you're welcome Ronnie thinking 2:15 you're muted I'm sorry I think that works. I'd like to have 15 minutes for people to sort chair out wrap up and and ask any okay I just gave them a five-minute warning so then I'll close the rooms then okay thanks I seen any of these programs so Haley it looks like we have four rooms rather than six is that right there were six there some people that work together okay I think we're at time and I want to be respectful for people to be able to disengage by 230 here today your time so I'd love to hear first of all which question you decided to respond to and I forgot to tell you I apologize that I put the questions once we go into those brakes put the questions into the chat room, but I did a little bit late so I'm learning as I go so let's start off if we could with the room number 6 can we do that or did somebody else want to go first I'm totally flexible with that and supervisor the special ed and we actually talked about two different questions since 3 and questioned for kind of went together so we talked about what initiatives we have going on on I'm and then also what where we could improve so some initiatives we talked about we have the ptg program up at the junior high and high school we have second connect so that's one way that we have kids to get connected with an adult and we also have the pass program in preschool on that focuses on social emotional learning Concepts some of the elementary schools are implementing PBIS hear it really well and we have other ones that we feel like needs some revamping and in that program we do have the mountain lion backpack program which gives kids food on the weekends to help meet that basic need of you know making sure that don't go hungry and then we talked about how are our emotional support teachers have you know a lot of really good lessons that they work with the kids and and really are able to touch on all of those in a trillion I see all type Concepts where we need to go and we talked about needing to implement some sort of universal screening so that we can have our finger on the pulse the know like where the needs are of the so now we're you know what kind of things we need to address I'm we talked about improving the home-school connection so you know building relationships with families and making them feel you no more comfortable with the school and with the policies we have in place and the last thing we talked about was working on our code of conduct in the discipline policy so just going back to what I talked about last week that you know making sure that we're using mindful discipline and restorative this is rather than just punitive and sending kids home are you mostly Elementary in the group that you had together now we have representation call really quite a quite a list of things going on there I have you are as far as universal screening have you had anything that you are considering at this point in time yet or are you still looking we're in the process of gathering a a digital assessment library for the school psychologist and part of that from Pearson there is a universal screening with that we haven't looked at it to know what it it looks like Amber that is an option that we are looking for other pieces but it just happens to come along with it have you heard of Panorama are you familiar with Panorama I'm not now everyone else here Shake encourage you to take a look at that there's some really good screening tools as a potential for that thank you very much group number 5 play that's us just two of us in our group today we're both CR together on my counselor night over at Abner we chose the first question how does SEL line with other initiatives are implemented in our school we are the only building here continue to have state recognition for our PBIS program which is very similar you know too many of the things that you've mentioned in there all we have is your one and this year we have developed Arts here program I know you mentioned that in the last training so that that's definitely something that we have that's very similar to everything that you've discussed and and how motivated are the colleagues and Implement SEL how do we know who's in the town I don't think in our case that we're going to have much of an issue because we already have building right by in to these kinds of initiatives we already have teams you know we work with the gentleman from the are you ate you know that continues to help us. our program here so I don't think it's going to be an issue at this particular building thank you very much for sure and get everyone in terms of kind of where you're at in your own Roman Atwood not so thank you for taking that and and running it the way you did and Trans Am getting that great things going on thank you Bebe is and congratulations on your being noteworthy in your application of that number for including Lake are PBIS program and also we talked about be there as well thank you we are mostly Elementary were Juniata Gap Logan and and Lincoln and we got some of our programs and then also Heather from Penn Lincoln talking about their morning meeting which seemed really interesting their class their homeroom class had a morning meeting each day I think is everyday like that seems like they like really great way to feel community can you tell me that all about what that morning meeting was and how was it constructed what was the format and for that other teacher and they were able to share like concerns if they had Landon school things that happened over the weekend or during the evening than the night for Justin decompressed and just share like water my thoughts for the day and try to you know just gather themselves before they started their day it just really seemed to build a sense of Community within each classroom and want to talk about now I'm sure as people are coming back into the schools and things that are happening with this new frontier that we will enter its with breakfast to go because that has also eliminated a lot of issues in the cafeteria and that gives the teachers time to help the kids to sort through some things so that's our plan for next year great planning I love that that's terrific thank you so much for sharing number three it I think your community you'll have to meet yours I deal with this. Do you have to mute his laptop Schleich unction F3 this is at three elementary schools with counselors and in principles and we talked a lot about question number one talking about you think the hurdles with colleagues wanting to teach SEL work on that and we all eat it since incredibly important I think this is one of the principal at unioto had said we do it I think she's right because I think it's so inherent in talking about feelings and relationships and how to handle select a time on that and I guess allocate time to talk about these things. But I think one of the things that we run in when I think you said it earlier Ron was I mean so many expectations and responsibilities of teenagers these days with the Core Curriculum and different interventions and different hard to add one more thing you know I can't we hear that a lot. one more thing so I mean we got to figure out a good balance I suppose you're a good plan to make sure we do that well and we don't feel like we're over loading whelming teachers to where we say counselors can't do everything he just need to work on that as well but we got to make sure we do it in a way that's not going to be able to buy it I appreciate that David at that is a constant theme that we get her all the time I don't know what the school do we go to I want to say if we can when I try to be defensive around there for people who've taken the time it feels like we if there are mechanic working on the car feels like we've handed them the right tool instead of saying you know like a use a screwdriver for everything and your supplier screwdriver here's a wrench these are all different tools used to different things and how do you how do you integrate social emotional learning into the curriculum into how you deliver the west and goes back to the house with these rather than what we teach so rather than riding on its learning new methods for how to approach and I realize that takes time for people to get there and once they do and they find out that it's easier than it was there's an awful lot of Champions that come out of that but it takes a while to get there so I appreciate hearing that I understand that and it does feel like an ad on let's work on that and see kind of where we might be able to go with that so thank you for good things going on number two number two like Andrew Jessica and Lori I'm not sure if all part of them were there good afternoon there's a group of us here at the high school and we talked about question number one for one of the things that we talked about was all teachers or 90 5 greater percentage of teachers got into teaching because they want to help students they genuinely like the students and want to assist them with whatever it is that chemically emotional issues just trying to help them become the best possible people that can and so some of the difficulties and somewhere along the line they ended as it slows they may lose that a bit over overtime in and if we find it in and those kinds of things so just in creating this you know beginning of the year setting the tone at the very very beginning of the year and encouraging our staff to 2m social emotional learning issues in the discussions we've had over the last training sessions to to find that spark if you will land in educating our youth great, I appreciate hearing all of that anybody else the ad for that group good secondary teacher sometimes it's really easy to focus on curriculum and passing the Keystone test and passing the PSATs and no I had a teacher tell me the one time we know I do a lot with the tendons and a teacher told me you know I teach algebra and if they show up they'll learn algebra I'm too busy worrying about the students that are he worried about the students that aren't here and I remember working in that teacher closely that kind of refrain the students who aren't in the seat and how we can get them in there so focusing on that trauma wife students aren't there as well excellent points all the way around back when you talk about that you know they can come in with an enthusiasm they lose it and then they refined it refindings to come to reframing and you help them do that so good good job thank you so much for for Shana and good number one okay we're up here from the junior high school and we looked at a question number 3 which was you know looking at what we were what initiatives we have currently and we do Rachel's Challenge here which is an excellent program in creating units and the school Community here increases you know the socialization within the kids it gives appear almost support group and it also it's just this amazing we were talking about positive presence in the school the different activities that we also have a coffee cart here run through one of our programs that's amazing and chief to socialization and interaction and that's that's a great thing we have the p2g as well and the PDS a gram and then we also looked at questions Bix just briefly and we talked about it talks about the pandemic and what it has created and is created isolation it's created you know a decrease in socialization for piers I'm an increased mental health symptoms you know we know this by the community report and in a public health so I think this program us as a group would increase positive in person near discussions and directions increase pure staff and faculty and family connections you know in broadening the understanding of new and shifting Dynamics based on the pandemic and then also just an increased awareness of I know that myself in the stock I had presented last year to the Seas just on different mental health conditions to understand symptomatology be aware of what other symptoms look like when it's presenting in kids based mentally do all of these different things can be beneficial through this program in bringing to light the pandemic and helping kids cope search up having left all the way around but great schools on great ideas in terms of all around that so thank you all for your discussion for your sharing for for being the lack of a better term vulnerable a way of talking about what's going on with with in your schools are areas for improvement I took some notes on that because I want to better understand that sort of where you're at are there any questions as we bring this come to a close why can't an Uber coming down to the end of the year we've got two more sessions are next week's going to be on the 17th followed by one the 21st and I will wrap up with art with R6 content questions and then I'll be working back with Haley and probably a group of people in terms of kind of next steps where we go out of your continued Improvement I'm used to be here continue the input and where this goes for how do District can improve memory super important so thank you so much for your for your attention for honoring me with your time today and for you for all of your dissipation is been really appreciated so have a wonderful rest of the week and we will see you on the 17th thanks

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