Blog sebl presentation
- 1. Board Presentation: Social, Emotional and Behavioral Learning February 13, 2013 Presented by the SEBL Team
- 2. Goal Goal 2 1 Goal 3 Goal 4 Goal 5
- 3. Smart Goal During the 2012-2013 school year, the Director of Student Services will develop a systematic, coordinated approach for addressing students’ social, emotional and behavioral learning needs as measured by the completion of action plan activities.
- 4. Social Emotional Learning A definition of Social Emotional Learning: Social and Emotional Learning (SEL) is the process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors.
- 5. Illinois Learning Standards (SEL) The standards describe the content and skills for students in grades K - 12 for social and emotional learning. Each standard includes five benchmark levels that describe what students should know and be able to do K-12 . These standards build on the Illinois Social/Emotional Development Standards of the Illinois Early Learning Standards. These standards have been developed in accordance with Section 15(a) of Public Act 93-0495. This Act calls upon the Illinois State Board of Education to "develop and implement a plan to incorporate social and emotional development standards as part of the Illinois
- 6. ISBE Social/Emotional Learning Goals Goal 1 - Develop self-awareness and self-management skills to achieve school and life success. Goal 2 - Use social-awareness and interpersonal skills to establish and maintain positive relationships. Goal 3 - Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
- 7. Process Administration provided information regarding current state and desired outcome Developed SEBL Committee Conducted a gap analysis Stakeholder surveys – student, staff, parent Conducted research – curricula, assessment, counseling model, staffing Comprehensive comparison analysis of all components Recommendations
- 8. SEBL Committee Kendrick Bailey DHS Counselor Christine Barrow Elementary Counselor Ali Bond Director of Student Services Alyssa Cabrera School Social Worker Karen Conlon School Psychologist Lou Dobrydnia DHS Counselor Liz Grose School Psychologist Terri Hadley DMS Counselor Stephanie Hayes DHS Counselor Kim Klokkenga DHS Counselor Terri Patterson DVMS Counselor Teresa VonRohr School Social Worker
- 9. Gap Analysis Current State Desired State Character education takes PreK-12 character a variety of formats at each education provided through level No specific curriculum systematic curriculum to to address social emotional address social emotional learning learning No monitoring of student Assessment tools to social emotional monitor social emotional learning/needs learning/needs Disparities within Equitable counseling staff counseling staff available at as per ASCA each building recommendations Parental communication is Develop parent information
- 10. SEL Survey Results Stakeholder # of #1 Element Responses of Concern Students 2310 Bullying Staff 186 Bullying Parents 770 Positive Choices
- 11. Comprehensive Overview of SEBL Systematic Approach • Character Education • Developmental Curriculum provided by Counseling Model for IL teachers within: Schools (Based on • Elementary - class ASCA model) meetings • Academic • Middle Schools - Classroo • Career m Counseli Intervention Block • Personal/Social • High School - Freshman Instructio ng Emotional Advisory/ Homeroom n Support District RtI/Data wide • Tiered Support Collection Component • Character Education • Benchmark data (3 x/yr) s Advisory • Progress Monitoring Data • Parent Education (Tier2/Tier 3 interventions) • Staff • Program Evaluation Development/On- • Discipline Data going • Discipline Approach
- 12. Classroom Instruction • Character Education Curriculum (guaranteed/viable) provided by teachers within: Classroo • Elementary - class m meetings Instructio • Middle Schools – n Intervention Block • High School – Freshman Advisory/ Homeroom
- 13. Counseling Support • Developmental Counseling Model for IL Schools (Based on ASCA model) • Academic Counseling Support • Career • Personal/Social Emotional
- 14. District Wide Components District Wide • Character Components Education Advisory • Parent Education • Staff Development/O n-going • Discipline Approach
- 15. RtI/Data Collection RtI /Data • Tiered Support Collection • Benchmark data (3 x/yr) • Progress Monitoring Data (Tier2/Tier 3 interventions) • Program Evaluation • Discipline Data
- 16. Recommendations - Curricula Research based Curricula for Character Education Guaranteed and viable PreK-8 Second Step 9-12 School Connect Directly aligned to the state SEL standards including: empathy, emotional management, problem solving, self regulation, executive function skills (bully prevention and positive choices) Professional Development will be provided Integrated within PLC design
- 17. Second Step Skills Skills Pre-K K-3 4-5 6-8 Skills for Learning Empathy & Communicati on Emotion Management Friendship Skills & Problem 6th Solving Bullying Prevention Substance Abuse Prevention Goal Setting 8th
- 18. School-Connect Module 1 – Module 2 – Module 3 – Module 4 – Creating a Developing Building Resolving supportive Self- Academic Conflicts & Learning Awareness Strengths & Making Community and Self- Purpose Decisions Management Thinking differently, Awareness & Apply self- Building an active listening control of personal awareness & self- retaining growth and management to friendships development academics Working Build on character Identify & apply Identify conflict collaboratively strength multiple intel styles & potential strengths effects Fostering trusting, Reduce negative Obstacles to Introduce & apply supportive thinking, manage academic problem solving relationships anger, cope achievement, skills w/stress attitude toward school Practice in Positive emotions Career & college Practice specific
- 19. Distribution of Time for Counselors Delivery System Component Elementary Middle High School School Time School Time Time Guidance Curriculum – 35%-45% 25%-35% 15%-25% assist with the implementation of the character ed. curriculum Individual Student Planning 5%-10% 15%-25% 25%-35% – planning intervention lessons, scheduling classes, career development Responsive Services – 30%-40% 30%-40% 25%-35% Small Group or 1-1 System Support - Building 10%-15% 10%-15% 15%-20% wide support
- 20. Recommendations - Assessment Assessment Collect benchmark data to identify students who are average, at-risk and in need of intervention Progress monitor students who are in Tier 2 and Tier 3 interventions Evaluate the curriculum Summative assessment Process assessment Outcome evaluation
- 21. Recommendations - Staffing Approach Note: ASCA Recommendation is 1/250 Elementary - 1 counselor per building Current state is 1/1816 Phase 1 - 3/1816 or 1/605 Future state is 5/1816 or 1/363 Middle School – 1 counselor per building Current state is 2/925 or 1/463 (adequate/reasonable) High School – 1 counselor/250 student per ASCA recommendation Current state is 3/1230 or 1/410 Phase 1 - 4/1230/or 1/308 Future state is 5/1230 or 1/249 Student Services Secretary 1 FTE
- 22. Counseling Models Elements Traditional Developmental Developmental Counseling Model for IL Foundation Crisis Counseling Preventive & Beliefs, vision, mission statement, needs assessment results, school improvement Information Crisis plans, Domains: academic, career, social Service Counseling emotional; School Legislation/Standards/Competencies Counseling Curriculum Management Programming/ Career Planning Program design, advisory council and steering committee, materials and staff support, Scheduling & Development sequential schedule/calendar, time distributions, program components Delivery Reactive Proactive Developmental Goals and Competencies, Implementing the Four Components: Clerical/Task Goal-Oriented Counseling Curriculum, Individual Planning, Oriented Responsive Services, System Support Accountability Unplanned Planned Daily Accountability Process, Assessment of Student Competencies and Program Unstructured Activities Ancillary Service Accountable Integral Part of Educational Prog.
- 23. Parental Information/Communication Parent survey indicated the following areas of interest: Behavior Management Child Development Reinforcing Study Skills Workshops for parents Communication through district blog, building newsletters, email
- 24. New Initiatives in 2013-14 Parent Forums on key topics: drugs, alcohol, depression Consider more random drug testing & frequent locker searches Deterrent for students Ensure safety in our schools A possible safe haven for students who struggle with drugs, alcohol, depression (non punitive resource and referral system) School Tipline - http://www.schooltipline.com/ The establishment of standardized processes and procedures (ie: communication, data collection,