NEA College & Career Ready Working Group Fall 2017 Convening NEA Headquarters – Washington, DC September 15-17, 2017

Bridging the Gaps for High Risk Students: Social-Emotional Learning NEA Career and College Ready Standards Work Group

ESSA ESSA recognizes that significant numbers of students require supports to successfully meet challenging state academic standards. ESSA clearly underscores that student and learning supports permeate efforts to enable every student to succeed. ESSA conveys a fragmented picture and a lack of coherence with respect to essential supports.

What We Know We know that many students have daily struggles in school and on issues of injustice are pervasive for them Economic, social class, race, and school quality are significant concerns The first step in addressing inequities involves critical self- reflection Authentic collaboration is needed to disrupt inequity patterns ACTIITY: Turn to the person on your right and briefly discuss (3 minutes), and make a list, of what you think the specific barriers are for some of your students. what have you observed, or heard, over the recent years as specific examples. Come back together after the 3 minutes, ask for some staff to share their conversations. (5 minutes)

ESSA Moving from a 2-component to a 3-component framework for school improvement Instructional Component Governance/Management Component Learning Supports Component Instructional Component Governance/Management Component From the Center for MH in Schools & Student/Learning Supports, UCLA

Intervention Continuum School Resources (facilities, stakeholders, programs, services) examples General health education Social and emotional learning programs Recreation programs Enrichment programs Special education for SLDs, ED, and OHI

Intervention Continuum School Resources (facilities, stakeholders, programs, services) examples Conflict resolution Home Involvement Support for transitions Learning/behavior accommodations & response to intervention Work programs

Intervention Continuum School Resources (facilities, stakeholders, programs, services) examples Drug and alcohol education Drug counseling Pregnancy prevention Violence prevention Gang intervention Dropout prevention Suicide prevention

Intervention Continuum Community Resources (facilities, stakeholders, programs, services) Recreation & enrichment Public health& safety programs Prenatal care Home visiting programs

Intervention Continuum Community Resources (facilities, stakeholders, programs, services) Immunizations Child abuse education Internships & community service programs Economic development

Intervention Continuum Community Resources (facilities, stakeholders, programs, services) Early identification to treat health problems Monitoring health problems Short-term counseling Foster placement/group homes Family support

Intervention Continuum Community Resources (facilities, stakeholders, programs, services) Shelter, food, clothing Job programs Emergency/crisis treatment Family preservation Long-term therapy

Intervention Continuum Community Resources (facilities, stakeholders, programs, services) Probation/incarceration Disabilities programs Hospitalization Drug treatment

Interconnected Subsystems Subsystem for Promoting Healthy Development & Prevention Problems Subsystem for Treatment of severe and chronic problems Subsystem for Early Intervention Primary prevention-includes universal interventions (low end need/low cost per individual programs) Indicated interventions as part of a “system of care” (high need/high cost per individual programs) Early-after-onset-includes selective & indicated interventions (moderate need, moderate cost per individual)

Addressing Barriers and Re-engaging Students in Classroom Instruction Range of Learners: based on their response to academic interaction at any given point in time On Track: Motivationally ready & able Moderate Needs: Not very motivated/lacking prerequisite knowledge and skills/different learning rates & styles/minor vulnerabilities High Needs: Avoidant/very deficient in current capabilities/has a disability/major health problems

Addressing Barriers and Re-engaging Students in Classroom Instruction Barriers to learning, development, & teaching Learning Supports Component 1. Addressing barriers 2. Re-engaging students in classroom instruction Enhancing the Focus on Equity of Opportunity & the Whole Child On Track: No Barriers Moderate Needs

Addressing Barriers and Re-engaging Students in Classroom Instruction Instructional Component 1.Classroom teaching 2. Enrichment activity High Standards Desired Outcomes for All Students 1. Academic achievement 2. Social-emotional well-being 3. Successful transition to post- secondary life High Expectations & Accountability

Desired Outcomes for ALL Students High Expectations and Accountability Academic achievement Social-emotional well-being Successful transition for post-secondary life

21st CENTURY SKILLS 4Cs: Critical thinking, collaboration, communication and creativity Life and career skills Information, media and technology skills (Partnership for 21st Century Learning)

SKILLS FOR SUCCESS Grit: Measures of self-control, persistence and conscientiousness Agency: The amount of power that a person has to influence their own life. Growth Mindset: The belief that positive traits, including intelligence, can be developed with practice. Resilience: Does one have the tools and strategies, and knows how to use them, to move through difficult times/situations and move forward.

SKILLS FOR SUCCESS Noncognitive Traits and Habits: Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains. (attitudes and personality traits) Social and Emotional Skills: Social and emotional competence.

Building Knowledge for Big Ideas Community partnerships Wrap-around services Restorative Justice practices

Social-Emotional Learning

Social-Emotional Learning: Gaps Many risky behaviors (e.g., drug use, violence, bullying, and dropping out) can be prevented or reduced when multiyear, integrated efforts are used to develop students' social and emotional skills. 

Social-Emotional Learning: Gaps This is best done through effective classroom instruction, student engagement in positive activities in and out of the classroom, and broad parent and community involvement in program planning, implementation, and evaluation.

Resources: SEL www.CASEL.org The Missing Piece A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools www.ASCD.org/ASCD/pdf/siteascd/policy/sel_policybrief_final_11-16-15.pdf http://amhp.psych.ucla.edu/ http://www.casel.org/core-competencies/ https://drc.csel.org/resources

Resources: SEL https://maec.org/resources/disproportionality-discipline-and-race http://www.nnstoy.org/wp-content/uploads/2017/08/NNSTOY-Social-Justice- Book-List.pdf https://www.tolerance.org/ https://racialequityresourceguide.org/build/pre-made-guides https://www.policylink.org/

Resources: SEL http://educationvotes.nea.org http://neatoday.org/2017/06/30/essa-sel/ http:www.nea.org/tools/15887.htm