selling social emotional learning (sel) at your school: start a program that will transform your...

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SELLING SEL Create an SEL Program that Will Transform Your School JC Shakespeare [email protected]

Author: shakerjc

Post on 17-Dec-2014




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School Counselors are in a unique position to transform their schools by being the visionaries, the cheerleaders, and the patient shepherds of a social-emotional learning program. This presentation gives the information and the inspiration counselors need to start and maintain a successful SEL program. Check for more research, ideas and resources.


  • 1. Create an SEL Program that Will Transform Your School JC Shakespeare [email protected]

2. COUNSELORS ARE: Visionaries Cheerleaders Patient Shepherds PRESENTATION BLUEPRINT: First Hour: Philosophical Foundation/Basics BREAK: Q & A/Activity Second Hour: My Experience A Tale of Two Schools BREAK: Q & A/Activity Third Hour: INSPIRATIONAL VIDEO ABOUT MY SCHOOL!!! Workshop Opportunities/Q & A 3. Three-Centered Check In What thoughts do I notice? What feelings are present? What physical sensations can I identify? 4. Where It All Starts 5. OOF 6. Emotion is the on-off switch for learning. Priscilla L. Vail 7. Higher and more prolonged levels of cortisol in the bloodstream (like those associated with chronic stress) have been shown to have negative effects, such as: Impaired cognitive performance Suppressed thyroid function Blood sugar imbalances such as hyperglycemia Decreased bone density Decrease in muscle tissue Higher blood pressure Lowered immunity and inflammatory responses in the body, slowed wound healing, and other health consequences Increased abdominal fat, which is associated with a greater amount of health problems than fat deposited in other areas of the body. Some of the health problems associated with increased stomach fat are heart attacks, strokes, the development of metabolic syndrome, higher levels of bad cholesterol (LDL) and lower levels of good cholesterol (HDL), which can lead to other health problems! 8. But, as the 21st century dawns, neuroscience informs us that these past views of emotions were wrongheaded, and that, in fact, emotions are not frivolous luxuries in which we indulge ourselves nor interlopers in the process of rational thought but instead are the primary organizing factors upon which consciousness, reason, and memory are built. Cracking the Learning Code 9. Self-awareness: The ability to accurately recognize ones emotions and thoughts and their influence on behavior. This includes accurately assessing ones strengths and limitations and possessing a well-grounded sense of confidence and optimism. Self-management: The ability to regulate ones 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. 10. Sequenced activities that lead in coordinated and connected ways to SKILLS Active forms of learning Focused on developing one or more social skills Explicit about targeting specific skills Durlak, et al. 2011 11. Consistency and Continuity Multi-year approach Consistent implementation Multi-Component Integrated with academics Cant be an add-on! Systemic Coordinated approach Culture and climate change (3-5 years) 12. Insufficient dosage, duration, effectiveness once a week lesson replacing an academic class period Often gets squeezed, not implemented consistently Untested curricula Fragmentation/Marginalization Not at the core of school culture Not applied to daily interactions Not integrated into academic content Focus only on classrooms Dont forget playground, lunch room, hallways, etc. 13. Limited Training Teachers need training in promoting SEL skills, dealing with peer conflict, addressing other SEL issues RESOURCES: My Teaching Partner CARE (Cultivating Awareness and Resilience in Education) SMART (Stress Management and Resiliency Training) 14. Research shows that SEL can have a positive impact on school climate and promote a host of academic, social, and emotional benefits for students. Durlak, Weissberg et al.'s recent meta-analysis of 213 rigorous studies of SEL in schools indicates that students receiving quality SEL instruction demonstrated: better academic performance: achievement scores an average of 11 percentile points higher than students who did not receive SEL instruction; improved attitudes and behaviors: greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, and better classroom behavior; fewer negative behaviors: decreased disruptive class behavior, noncompliance, aggression, delinquent acts, and disciplinary referrals; and reduced emotional distress: fewer reports of student depression, anxiety, stress, and social withdrawal. 15. BREAK ACTIVITY 1. What are we currently doing to address the social and emotional needs of our students? (Include classroom instruction, assemblies, extracurricular activities, etc.) 2. Which of these items have been effective? What has made them successful? 3. Which of these items have not been effective? What has prevented them from being effective? 16. My Experience with Building (and NOT Building) an SEL Program 17. High School: Look for the Best in Others Dream Big Choose Positive Influences Speak with Kindness Start Your Own Chain Reaction Middle School: Dream Big and Believe in Yourself Be Kind to Others Practice Positive Gossip Show Appreciation to Those You Love Be the Answer Elementary School: Use Kind Words Do Nice Things Include Others Start Your Own Chain Reaction 18. The Friends of Rachel Clubs are just one of the many benefits of having Rachel's Challenge in your school. This unique program provides the opportunity for your school to partner with Rachel's Challenge to continue the chain reaction of kindness and compassion in your school and community. The main goal of these these clubs is to help create a permanent cultural change in your school. Almost every school has a FOR Club training with students but not not every school chooses to purchase the club program with all its materials. Your school can decide whether you want to take all the information and inspiration gained in the training and start your own club or you can order the club program which includes the Club Club Handbook, RC Classroom Manual, RC Coach and the materials materials mentioned in the "Also Included" tab. 19. Things We Did This Year FOR Club Action Plans Chain links in every classroom Gratitude Lesson Recommitting to the challenge Compliment plates hung as mobiles in the classroom Handling differences Malala Reaching out to families of bullying victims Tricia Norman/Rebecca Sedwick Shea Shawhan Jasmine Sanchez Bullying interventions 5-8th graders created posters, then gave presentations to younger grades Bucket Fillers lessons (posters, teaching to youngers) Rosa Parks: Creating Change Circle of Concern vs. Circle of Influence 20. THINGS WE DID, cont. Wooden Ted Talk Competition Compliment, Opposite-Hand Dodgeball PostIt Compliments Mix it up Monday lunch Cross the Line Retreats w/younger grades Welcome Wednesdays! 21. BREAK ACTIVITY 1. From your perspective as a counselor, what are the three biggest issues/challenges facing your school today? 2. How would a focus on SEL address these issues? 22. BUILDING A TEAM 1. What names come to mind (teachers, administrators, staff) when you think about colleagues who get SEL? 2. Who will you ask to be on your Steering Committee to research curricula and facilitate implementation? 3. What objections/challenges do you anticipate facing in this stage? (Its OK to name names!) 4. If you can identify specific people who might be roadblocks, are they most likely to be persuaded with well-researched data, success stories from others, or inspirational input from you and others? (You may just have to work around them!) 23. ACTION PLAN 1. Formulate a Vision Statement for your school (or district). Include short- term, long-term, and big picture goals. 2. Plan initial rollout: PD for staff, communication with parents, and introduction to students. 3. Will you use a specific curriculum? Assess budget, implementation factors such as scheduling, who will teach, etc. Choose an evidence-based curriculum. Click HERE to access CASELs Guide to Effective SEL Programs. 4. Build first year goals into the school calendar -- schedule staff trainings and set target dates for classroom implementation. 5. If you have not done a Campus Climate Survey, do one early in the year. Use the data as a baseline for future evaluations.