Social Emotional Learning is broadly understood as a

Social Emotional Learning is broadly understood as a process through which people build awareness and skills in managing emotions, setting goals, establishing relationships and making responsible decisions, leading to success in school and in life. CASEL. (2015). What is Social and Emotional Learning? Retrieved from: https: //casel. squarespace. com/social-andemotional-learning

What Do We Call This Work? Ø Social Emotional Learning (SEL) Ø Trauma Informed Schools Ø Trauma Sensitive Schools Ø Compassionate Schools Ø Healing Centered Engagement Ø Social and Personal Learning Ø Social Emotional and Academic Development (SEAD) Ø Character Development

Social Emotional Learning (SEL) Making ethical, constructive choices about personal and social behavior Forming positive relationships, working in teams, dealing effectively with conflict Recognizing one’s emotions and values as well as one’s strengths and limitations Managing emotions and behaviors to achieve one’s goals Showing understanding and empathy for others Content courtesy of CASEL

Whole Child Tenets Ø Each student enters school healthy and learns about and practices a healthy lifestyle. Ø Each student learns in an environment that is physically and emotionally safe for students and adults. Ø Each student is actively engaged in learning and is connected to the school and broader community. Ø Each student has access to personalized learning is supported by qualified, caring adults. and Ø Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment. Association for Supervision and Curriculum Development (ASCD) in Education

Social Emotional Learning Through an MTSS Lens

Adverse Childhood Experiences The ACE Study findings suggest that certain experiences are major risk factors for the leading causes of illness and death as well as poorer quality of life in the United States. • 17, 421 adult members of a large HMO, • 44 percent of respondents reported suffering sexual, physical, or psychological abuse as children, and • 12. 5 percent reported domestic violence in the home. (Fellitti et al. , 1998)

Adverse Childhood Experiences 1. 2. 3. 4. 5. 6. 7. 8. 9. Child physical abuse Child sexual abuse Child emotional abuse Neglect (emotional and physical) Mentally ill, depressed or suicidal person in the home Drug addicted or alcoholic family member Witnessing domestic violence against the mother Loss of a parent to death or abandonment, including divorce Incarceration of any family member

ACEs in WASHINGTON SCHOOLS – SOPHOMORES AND SENIORS (2010)

Our Culture expects us to discipline based on a long history of action and belief. The result is discipline is often called, by parents, students and educators- PUNISHMENT. The perception is that this is effective and without it chaos will reign. If we are to create compassionate schools we must discard, or at the very least modify those ingrained beliefs and our perceptions that result from those beliefs.

To make connections we must transform a culture of SHAME, BLAME AND PUNISHMENT to a culture of CONNECTING, UNDERSTANDING and COMPASSION.

Dweck – Mindset Defined

Leadership Ø Leadership is a verb, not a noun Ø Leadership is action, not a position Ø Leadership is defined by what we do, not the role we are in. Excerpted from Jim Clemmer’s “Growing the Distance: Timeless Principles or Personal Career, and Family Success. ”

Resistance to Change

We Must Talk About What We Want • Change is difficult • My personal experience is the majority of people are receptive to and embracing of change…. . • …. as long as it does not require them to do anything differently.

Readiness to Benefit – A process by which we ready ourselves to embrace potential change focusing on transitions and gaining new competencies.

SEL Module Outline ØSegment 1: Overview of SEL and the benefits of SEL. ØSegment 2: Embedding SEL Schoolwide, which explores school-level policies and practices to embed SEL within the functioning of schools; ØSegment 3: Creating a Professional Culture Based on SEL, which provides information about adult SEL, including implicit bias, culturally responsive practice, and ways to support school staff and engage families with SEL efforts; ØSegment 4: Integrating SEL Into Culturally Responsive Classrooms, which provides tools and resources on how to embed and integrate SEL into classroom practices in a culturally responsive way; and ØSegment 5: Identifying and Selecting Evidence-Based Programs, which provides strategies on how to select SEL programs in a way that meets the needs of diverse students. http: //www. k 12. wa. us/Student. Support/SEL/Online. Module. aspx

My Proposal • Use the talent and power of this group to leverage resources to implement this work • Partner with CASEL, OSPI, Others(? ) to conduct action research and implement change. • End product could be peer reviewed reseach, plans of action, ………

CASEL is Interested • Still in the formative stages.

Social and Emotional Competencies Important, effective SEL abilities for teachers: Ø Notice one’s own emotional Ø Regulate and manage your own reactions to students, emotions, Ø Understand students’ feelings Ø Depersonalize student misbehavior —seeing negative behavior as an and perspectives, undeveloped and ill-informed means Ø Listen and Respond of survival, compassionately to students’ Ø Remain calm in the midst of struggles, challenging student behaviors, and Ø Recognize one’s own Ø Maintain healthy boundaries. assumptions and biases,