Indiana SocialEmotional Learning Competencies Serving the Whole Child

Indiana Social-Emotional Learning Competencies: Serving the Whole Child Christy Berger, Assistant Director of Social, Emotional, and Behavioral Wellness Jeff Wittman, School Social Work and Foster Youth Specialist @Educate. IN Working Together for Student Success

Objectives 1. To share the importance of Whole Child Teaching. 2. Learn about Indiana’s Seven Social-Emotional Learning (SEL) Competencies. 3. To discuss the role adults play in Social-Emotional Learning. 4. Describe how to implement SEL Competencies in your space. 5. Explore SEL strategies that can be used with youth. 6. Introduce Self Care as a priority for educators @Educate. IN

Why Address The Whole Child Wellness In Schools? An estimated 3. 8 million Hoosiers live in mental health professional shortage areas. 1 in 5 youth, ages 12 -17, get the recommended amount of \\\\m exercise. congue tempus Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor. Source IYI Kids Count Data Book 2019 @Educate. IN The child abuse and neglect rate has nearly doubled in the past 10 years. In Indiana 1 out of 5 high school students seriously considered attempting suicide in the last 12 months. In 2017, there were 483 juvenile youth who received treatment for mental health illnesses.

Social, Emotional, and Behavioral Wellness at IDOE ★ Assistant Director of Social, Emotional, and Behavioral Wellness at IDOE- Christy Berger CBerger@doe. in. gov ○ Mental Health Supports for students ○ Multi-Tiered Systems of Support ○ School Improvement ○ Staff to support work: Lisa Truitt, Jeff Wittman, Jessica Yoder, and School Counseling Specialist ★ Social, Emotional, and Behavioral Website is live! ★ Toolkits for Social-Emotional Learning to support Multi-Tiered Systems of Support. ★ MTSS Roadshow @Educate. IN

IDOE SEL Timeline August IDOE Begins Service on CISC Educational Outcomes Task Force September May IDOE Accepted in Granted $9 M CASEL’s CSI Project (1 of 25 States) Aware November Title IV August Competitive IDOE Creates Grant $ Used for Position January SEL CISC State-wide Dedicated to SEL Plan (1 of 2 States) (Completed Dec. 2018) @Educate. IN January IDOE Launches SEL Resources February IDOE Cosponsors Educating the Whole Child Summit December IDOE Begins January IDOE “Happiness Legislative Class” Priority Creation Work July Resilience Roadshow and Dr. Anda visit

MTSS Framework @Educate. IN

Social-Emotional Learning @Educate. IN

Social-Emotional Learning Social and Emotional Learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills. . . understand manage emotions. . . set and achieve positive goals. . . establish and maintain positive relationships. . . feel and show empathy for others. . . and make responsible decisions. @Educate. IN

Benefits of Social-Emotional Learning Social-emotional learning interventions increased students' academic performance by 11 -percentile points compared to those that did not participate in SEL programs. Source @Educate. IN On average, there is an $11 return on investment for every one dollar spent on Evidence-Based Social-Emotional Learning Programming - ranging from a reduction in suspension rates, juvenile crime rates, his/her lifetime earnings, and overall better mental and physical health. Source

Benefits of Social-Emotional Learning Teaching social-emotional skills in kindergarten leads to students being more likely to: • • Graduate from high school and college Have stable, full-time employment • And less likely to: • • • Commit crimes Be on public assistance Struggle with substance abuse, and mental health problems as young adults Source @Educate. IN Social-emotional programs can have a positive impact on teachers, as well. When teachers are receiving professional development and implementing SEL programs they can see an: • • • Source Increase in positive feelings about their job and students Increase efficacy for regulating emotions Reduction in stress levels Increase in overall SEL competence.

Common Myths Social-emotional learning is all about feelings. • Emotional awareness and regulation are pivotal components but the development of communication skills, executive functioning skills, conflict management, and many other fundamental life skills are connected to SEL programming. Social-emotional learning is only for students with behavior and/or discipline problems. • Teaching SEL skills as a preventive measure helps ensure students are learning in a regulated state. SEL provides multiple opportunities for students to practice strategies to help strengthen neural pathways. @Educate. IN

Common Myths Social-emotional learning is “touchy-feely” and takes away from academic time. • SEL focuses on developing skills necessary for academic success (e. g. , organization, time-management, communication skills). Additionally, SEL strengthens relationships, which can allow more time to be dedicated to academic instruction and less on managing behavior. Social-emotional learning is only for elementary students. • SEL skills are essential across all developmental levels and have been demonstrated as essential for postsecondary success. @Educate. IN

CASEL and vs. Indiana CASEL Indiana @Educate. IN

Activity @Educate. IN

@Educate. IN

Role of Adults to Implement SEL Programs Personal Commitment to SEL and Ongoing Reflection @Educate. IN

Role of Adults to Implement SEL Programs @Educate. IN

IDOE Resources www. doe. in. gov/sebw CBerger@doe. in. gov @Christy. ADSEL @Educate. IN

Highlights of SEBW Website The Why Infographic Grade Bands SEL 101 video @Educate. IN 100 Days of Neuroscience

Strategy Sharing A Few Strategies @Educate. IN

Tier 1 strategies for all students Proactive language (trauma informed lens) Positive Behavior Intervention Supports Social-Emotional Learning Competencies 100 Days of Neuroscience lessons Regulation strategies (boxes, zones, visuals) Literacy integration Morning meetings Mindfulness practices Brain Intervals @Educate. IN

Tier 2 strategies for some students In classroom Beyond classroom Regulation boxes Small-group instruction (counselor, social Calming corner worker or behavioral specialist) Mentor/Mentee program (student/student) Buddy classroom (reflection sheet) Check in/ check out Use restorative interventions Relax, Regulate and Return App Peace Walk (conflict resolution) Mentor/Mentee program (adult/student) @Educate. IN

Tier 3 strategies for few students Create individualized behavioral support plans Provide referrals for outside community mental health partners One on one skill development (counselor, social worker, behavioral specialist or special education teacher) 504 plan Individualized Education Plan School-based therapist @Educate. IN

Strategies from SEL Toolkit @Educate. IN

The ability to demonstrate cognitive flexibility and a willingness to learn. Developing mindset is a critical learning skill for building perseverance, adaptability, self -discovery, resilience, and the ability to receive and give constructive feedback. @Educate. IN

2 A. Students identify a wide range of emotions. Teaching Emotional Awareness; Building Emotional Vocabulary @Educate. IN 2 B. Students recognize personal strengths. Building Student Strengths—Helping Connect to Future Career Pathways & Decision-Making

Brain Intervals ❖ ❖ ❖ ❖ Dance break Social time Simon Says Doodle for five minutes Do 25 jumping jacks Play Rock Paper Scissors Tell a joke Share quotes @Educate. IN The ability to have body awareness and recognize sensations in the body. Gaining sensory-motor integration is an important skill for managing transitions, changing routines, increasing alertness for learning, and improving regulation.

1 A. Students demonstrate an understanding of body awareness and sensations in the body. • Teaching Mindfulness Practices • Mindful Breathing Exercises ○ Ensuring Daily Practice ○ Not a Response to Poor Behavior • Mind-Body Connection @Educate. IN

The ability to recognize and manage one’s emotions. Regulation skills build positive self control, positive self-discipline, and impulse control.

Cooperative Learning Game, If You Build It - page 46 in SEL Toolkit 4 B. Students understand teamwork and works with others. @Educate. IN The ability to work well with others, including in the group and teamwork environment. Collaboration works to build positive communication and conflict management skills.

Book List

32 COLLABORATION 4 B. Students understand teamwork and works with others. CONNECTION 5 A. Students treat others fairly and respectfully, is able to see multiple perspectives and is openminded. MINDSET 7 A. Students demonstrate a willingness to learn, especially when faced with challenges or following a failure. 7 B. Student practices flexible and innovative thinking. ● Interactive game supports multiple SEL Competencies ● Can use as a thumb ball with questions pre-written or with numbers/feeling faces (younger students)— can also then control which questions are asked to each student

Teacher Wellness “There is no better Tier 1 intervention than a healthy teacher. ” • Dr. Adam Saenz, author of “The Power of a Restoring Hope and Well-Being to Change Lives” • Additional Resource: The Heart of Learning Teaching: Teacher: and http: //www. k 12. wa. us/compassionateschools/pubdocs/The. Heartof. Learninga nd. Teaching. pdf • IDOE Science of Happiness Course - Coming Fall 2019! @Educate. IN

Contacts Name Position Email/Phone Christy Berger Assistant Director of Social, Emotional, and Behavioral Wellness cberger@doe. in. gov Director of School Improvement rleclaire@doe. in. gov Lisa Truitt Social, Emotional, and Behavioral Wellness Specialist ltruitt 1@doe. in. gov Jeffrey Wittman School Social Work & Foster Youth Specialist jwittman@doe. in. gov Jessica Yoder Project AWARE Specialist jyoder@doe. in. gov Robin Le. Claire @Educate. IN

@Educate. IN