Beyond Content Standards Social Emotional Learning Competencies help

Beyond Content Standards… Social Emotional Learning Competencies help students succeed Lauren Kazee, LMSW Mental Health Consultant Michigan Department of Education Michigan Department of Health and Human Services

U. S. Has Slipped from 1 st to 13 th in HS Graduation Rates Approximate percentage of persons with high school or equivalent qualifications ages 25 -64 13 1 1 27 1. Year of reference 2004. 2. Including some ISCED 3 C short programs 3. Year of reference 2003. Source: Organization for Economic Cooperation and Development (OECD), Education at a Glance 2008

As of 2013, Americans ages 25 -34 rank: 10 th out of 33 countries for high school attainment 13 th out of 34 countries for college attainment. https: //www. usnews. com/news/articles/2013/06/17/report-us-drops-in-high-school-collegegrad-rates

Michigan Graduation Rates The Class of 2014 graduation rate was 78. 58% The Class of 2016 graduation rate was 79. 56% The Center for Educational Performance and Information- May 15, 2017

Content State Standards (CSS) NGA Center and CCSSO developed K-12 CSS Michigan’s SBE adopted our state CSS in June 2010. (full implementation complete by 201415 school year)

MDE’s Strategic Plan

Every Student Succeeds Act (ESSA)

National Association of State Boards of Education “Health and success in school are interrelated. Schools cannot achieve their primary mission of education if students and staff are not healthy and fit physically, mentally, and socially. ”

What we know… Research shows that increased physical, social and emotional well-being can improve academic performance. (“Health & Academics: Making the Link” Massachusetts Department of Education, 2000) Emotional, behavioral and social difficulties diminish the capacity of children to learn and benefit from the educational process (Rones & Hoagwood, 2000

What Are Risk and Protective Factors? Risk factors make it more likely that a teen will develop a disorder. Protective factors make it less likely that a teen will develop a disorder.

Risk Factors What factors outside of school keep students from coming to classes? What factors inside the school keep students from coming to classes?

Risk Factors are present in: Community (e. g. , drugs) Family (e. g. , conflict) School (e. g. , failure) Biology (e. g. , brain chemistry)

MASLOW-Hierarchy of Needs Motivated and Learning Sense of Positive Self-Esteem Sense of Belonging and Importance Sense of Being Loved and Appreciated Free of Fear and In A Safe place Physical Health

Protective Factors include: Caring adults Genuine youth-adult relationships Recognition Opportunities for involvement

In a Truly Safe School Every Student Feels Like… They Belong. They are Valued. They Feel Physically and Emotionally Safe.

Michigan Model for Health ™

Federal grants received at MDE 2008 -Integrating Mental Health in Schools 2009 -Bridging State Capacity 2010 -Safe and Supportive Schools 2013 -Safe Schools/Healthy Students 2014 -Project Aware 2014 -School Climate Transformation 2016 - CASEL-CSI 2017 -Nat’l Institutes of Justice

National Association of State Boards of Education “From Practice to Policy-Social Emotional Learning” paper released October 2013

Activity What are some of the skills and competencies that students will need to master the CSS?

Activity What skills are employers looking for? 21

Goals of SEL Programming ü to promote students’ social-emotional skills ü positive attitudes, ü lead to improved adjustment ü academic performance as reflected: Ø in more positive social behaviors, Ø fewer conduct problems, Ø less emotional distress, Ø better grades and achievement test scores.

Components of SEL Self-Awareness • Recognize one’s own feelings, interests, strengths, and limitations. Self. Management Social Awareness Relationship Skills • Regulate emotions and manage daily stressors. • Take perspective of others and appreciate similarities and differences. • Exhibit prosocial behavior and demonstrate positive social skills in order to develop meaningful relationships. Responsible Decision Making • Make ethical decisions, and strengthen the ability to develop appropriate solutions to identified problems. 23

Demonstrated Impact of SEL Interventions

Illinois, Kansas, Austin and Anchorage

Next Steps? Finalize SEL Competencies & Guide Disseminate Statewide Offer Trainings (online modules) Explore Legislative Support

Contact Information: Lauren Kazee, LMSW Mental Health Consultant Michigan Department of Education Michigan Dept of Health and Human Services kazeel@michigan. gov