Guidelines and Resources for Social and Emotional Development and Learning: Educating the Whole Child Engaging the Whole School.

Slides:



Advertisements
Similar presentations
Integrating the NASP Practice Model Into Presentations: Resource Slides Referencing the NASP Practice Model in professional development presentations helps.
Advertisements

WV High Quality Standards for Schools
© PMB 2007 Personal Development and Mutual Understanding Unit 1 Rationale and Overview.
GUIDELINES on INCORPORATING SOCIAL EMOTIONAL LEARNING into ACADEMIC SUPPORT Anne L. Gilligan, M.P.H. Safe and Healthy School Specialist Learning Support.
The Individual Health Plan Essential to achieve educational equality for students with health management needs Ensures access to an education for students.
Imelda V.G. Villar, Ph.D. Professional Regulatory Board - Psychology
 A strategic plan is a guiding document for an organization. It clarifies organizational priorities, goals and desired outcomes.  For the SRCS school.
SCHOOL PSYCHOLOGISTS Helping children achieve their best. In school. At home. In life. National Association of School Psychologists.
The Professional School Counselor in Intermediate District 287
FY2016 Budget Priorities Goal 1: High Quality Instruction Evaluate instructional initiatives and align funding to deliver a rigorous, relevant instructional.
Collaborative for Academic, Social, and Emotional Learning Social and Emotional Learning for School and Life Success Presenter School/District.
Family Services Division THE FAMILY CENTERED PRACTICE MODEL.
Illinois Educator Code of Ethics Training
Early Success A framework to ensure that ALL children and families in the District of Columbia are thriving... CHILDREN & FAMILIES Community Supports Education.
Policy 4373 Revision Process Student Code of Conduct Expected Behavior in Safe and Supportive Schools.
[Insert your presentation title here.]. ASCD: A Worldwide Community of Educators.
You and Early Childhood Education
Developmentally Appropriate Practices (DAP)
Week Four: Principles of Inclusive Education
INSTRUCTIONAL LEADERSHIP FOR DIVERSE LEARNERS Susan Brody Hasazi Katharine S. Furney National Institute of Leadership, Disability, and Students Placed.
10 Early Childhood Program Standards. Relationships  Promote positive relationships with all parents and children.  Children’s learning is encouraged.
Improving Secondary Education and Transition Using Research-Based Standards and Indicators An initiative of the National Alliance on Secondary Education.
Moving From Parts to a Whole Tools That Unite Partners Around A Whole Child Vision Youth in the Middle Jessica Cameron Project Manager, Whole Child Initiative.
School Leadership Evaluation System Orientation SY13-14 Evaluation Systems Office, HR Dr. Michael Shanahan, CHRO.
Suicide Prevention & School Response Linda C. Wolfe, RN Director, School Support Services September 2012.
Community Involvement The Community Compact Model Engaging Student, School and Community.
True learning is based on discovery guided by mentoring rather than the transmission of knowledge John Dewey.
United Way of Greater Toledo - Framework for Education Priority community issue: Education – Prepare children to enter and graduate from school.
Angeliki Tapakoude Head of Nursing Services Ministry of Health, Cyprus Nursing Services in Cyprus Present and Future Challenges.
PHYSICAL EDUCATION …the New PE … This isn’t the “PE” class from the past This isn’t the “PE” class from the past.
Alaska’s Standards for Culturally Responsive Schools 1 TLS Institute, Anchorage Hilton, Sept th, 2013.
The Personal/Social Domain included in the Definition of College and Career Readiness December 9, 2014.
Special Education in the United States Susie Fahey and Mario Martinez.
Elementary Guidance: A Good Way to Grow. What Is Guidance Class? Students in 1 st -5 th grade in the Chippewa Falls Elementary Schools participate in.
SCHOOL COUNSELING "Helping children to become all that they are capable of being." Created by Tammy P. Roth, MEd Licensed School Counselor.
Ensuring Fair and Just Schools: a focus on Evidence-based, Preventive Interventions at the School and District Level Oakland Unified School District A.
Talking to Families about QUALITY. Why should early childhood professionals always talk about quality?
High School Inc. Academies at Valley High School April 26, 2011 Jane A. Russo, Superintendent Dawn Miller, Assistant Superintendent, Secondary Division.
Frances Blue. “Today’s young people are living in an exciting time, with an increasingly diverse society, new technologies and expanding opportunities.
Research Findings: Good Practices in Student Retention and the First Year Experience Robert D. Reason Assistant Professor and Research Associate Foundations.
SAS: Resiliency December 8, Build: SAS Resiliency Clear Standards and Curriculum Frameworks –Update –Student / School Resiliency and School Climate.
Guideposts for Success Strategic Service Delivery Component Disability Employment Initiative.
MISSION STATEMENT The Neshaminy community empowers students to become productive citizens and lifelong learners. Neshaminy - We build futures!
DVC Essay #2. The Essay  Read the following six California Standards for Teachers.  Discuss each standard and the elements that follow them  Choose.
Distinguished Educator Initiative. 2 Mission Statement The Mission of the Distinguished Educator is to build capacity in school districts to enable students.
Developing Safe and Civil Schools Presented by Maurice J. Elias, Ph.D. Rutgers University and CASEL, Collaborative for Academic, Social, and Emotional.
Wells Branch Leadership Academy Annual Title 1 Meeting September 23, 2015.
Simpson County Schools Summer Leadership Retreat 2011 Enhancing Leadership Capacity and Effectiveness to Impact Student Learning and Staff Performance.
Positive School Climate Dr. Shanda C. Crowder Clinical Assistant Professor and Director The Positive Schools Center University of Maryland, School of Social.
The Second Annual School Mental Health Conference Families, Schools and Communities: Working Together to Improve Mental Health The Three Rs and an SEL.
Ready schools... Ready schools... Ready Children... Ready Families... Ready Schools... Ready Communities Ready Schools Virginia’s Definition of School.
PLEASANTON UNIFIED SCHOOL DISTRICT SCHOOL CLIMATE TRANSFORMATION GRANT.
Social and emotional learning (SEL) involves processes through which children, youth, and adults develop fundamental emotional and social competencies.
Coffee County School System Sept A Vision for Public Education in Georgia.
Welcome to An Evening of Dialog sponsored by. I.Why now?
Meeting the LEAPS Act May 5, PEI: Building Rigorous and Robust PreK-3 Family Engagement 1.
A Developmentally Responsive Middle Level Education Kimberly Frazier November 20 th, 2009.
School Leadership Evaluation System Orientation SY12-13 Evaluation Systems Office, HR Dr. Michael Shanahan, CHRO.
 Student Competency Framework SCF. What is SCF?  Governments and educators around the world recognize that it is necessary that young people are equipped.
Creative Center for Children is proud to be accredited by the
Fitness and Conditioning
Social and Emotional Learning
Wisconsin’s Social Emotional Learning Competencies
NAEYC Early Childhood Standards
Social and Emotional Learning: Educating Hearts and Minds Created by Veronica Rodriguez “The virtues of men are of more consequence to society than their abilities;
A non-profit organization providing support to North Carolina parents and professionals for more than 25 years.
The Whole Child Approach
The Transition Planning Process
Social and Emotional Learning at Scholars
Presentation transcript:

Guidelines and Resources for Social and Emotional Development and Learning: Educating the Whole Child Engaging the Whole School

WHAT IS SOCIAL AND EMOTIONAL LEARNING or SEDL? As described by the Collaborative for Academic, Social, and Emotional Learning (CASEL), Social and Emotional Learning is the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions; developing caring and concern for others; making responsible decisions; establishing positive relationships; and handling challenging situations constructively and ethically

WHY NOW? Compliance and implementation of The Children’s Mental Health Act of 2006 (Chapter 667, Laws of 2006) and amended Education Law Section 305, subdivision 35: “The Commissioner of Education shall, in cooperation with the Commissioner of Mental Health, develop guidelines for voluntary implementation by school districts that incorporate social and emotional development into elementary and secondary school education programs prescribed in paragraph (b) of subdivision one of section three of the Children’s Mental Health Act of 2006.”

WHAT IS THE BIG DEAL? Social and emotional development and learning (SEDL) has an important role to play in: – making schools safe and maintaining a caring school climate – facilitating students’ holistic development – enhancing student motivation, self-expectations and high achievement – SEDL plays a major role in becoming College and Career Ready

WHAT DOES IT MEAN TO EDUCATE THE “WHOLE CHILD”? When educating the whole child, schools and afterschool programs must focus on the following tenets: Students enter school healthy and learn about and practice a healthy lifestyle Students learn in an intellectually challenging environment that is physically and emotionally safe for students and adults. Students are actively engaged in learning and are connected to the school and broader community. Students have access to personalized learning and are supported by qualified, caring adults. Graduates are challenged academically and prepared for success in college or further study and for employment in a global environment

HOW IS SEDL RELEVANT TO ESD/SVP? SEDL begins at home and is further facilitated through seven approaches in different combinations: - Continual outreach to and inclusion of families and the surrounding community; - Attention to school climate and to relationships among and between students and adults; - Age-appropriate skill acquisition through character education, social-emotional learning and standards-based instruction; - After school, out-of-school, extra curricular, service learning programs and mentoring; - Alignment of district and school support personnel, polices, and practices -- in special and general education -- to assist all students; - Cross-systems collaboration with community-based child and family services for students in greater need; - Appropriate ongoing development of professional and support staff and partners.

FIND OUT MORE Dedicated website: