1. Academic Advisory Council Presentation Addressing Bullying Prevention through Social and Emotional Learning (SEL) January 9, 2017

2. Strategic Initiatives
Strategic Theme #1
Effective and relevant instruction to meet the needs of all students
Strategic Initiatives
Define pillars of effective instruction to increase the academic achievement of all students
Embed cultural competence, equity and access within instructional practices
Provide instructional programming customized to the individual strengths, needs, interest, and aspirations of each learner
Provide digital and blended learning opportunities utilizing current technology
Expand and enhance prekindergarten programs and services in collaboration with our community and agency partners.
Develop the capacity to deliver effective instruction in prekindergarten to grade 2
Strategic Plan
Strategic Theme #2
Positive and supportive school climate
Strategic Initiatives
Ensure a comprehensive “Single School Culture” in every school
Align behavioral and social/emotional services while increasing accessibility
Addressing bullying prevention through Social Emotional Learning (SEL)
Align new and existing community and parent partnerships
Long-Term Outcomes 2021
Increase reading on grade level by 3rd grade
Goal: 75%
Ensure high school readiness
Increase the high school graduation rate
Goal: 90%
Foster post-graduate success
Strategic Theme #3
Talent development
Strategic Initiatives
Develop leadership advancement pathways for all employees
Develop and implement a recruitment system that attracts high quality and diversity in candidates by job group/category
Develop and implement rigor in selection and hiring processes that effectively identify and screen for high quality, skilled applicants
Strategic Theme #4
High performance culture
Strategic Initiatives
Implement a comprehensive performance management system
Implement rigorous project management structures, protocols and processes
Build a district-wide culture of pride, trust, and respect
Establish and implement recognition and differentiated compensation systems
Develop resource allocation processes aligned with student needs
Enact systemic customer service
Phase 1
Phase 2
Phase 3

3. What is SEL?
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

4. Social and Emotional Learning

5. Teachers Value Social and Emotional Learning
According to The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools
93% of teachers want a greater focus on SEL in our schools.
(The Missing Piece, CASEL.org)

7. SEL – the National Picture

8. Wallace Foundation Grant
9 locations across U.S.
Partnership with district and Out of School Time providers
How can Social and Emotional Learning be developed in partnership in and out of school time?
What adult skill development is needed?
Planning grant through June 2017; plan to be submitted for additional funding for implementation
Technical Assistance provided by CASEL, Weikart Center, and Forum for Youth Investment

9. Student Mindsets and SEL Standards
Developed summer 2016
In vetting process – counselors, teachers, administrators, out of school time providers
Implementation by SY2018

10. Learning Strategies LS.1
Demonstrate critical-thinking skills to make informed decisions
LS.2
Demonstrate creativity
LS.3
Use time-management, organizational and study skills
LS.4
Apply self-motivation and self-direction to learning
LS.5
Apply media and technology skills
LS.6
Set high standards of quality
LS.7
Identify long- and short-term academic, career and social/emotional goals
LS.8
Actively engage in challenging coursework
LS.9
Gather evidence and consider multiple perspectives to make informed decisions
LS.10
Participate in enrichment and extracurricular activities

11. Sample Learning Strategies Standard
Anchor Standards
PK-2 Standards
3-5 Standards
6-8 Standards
9-12 Standards
LS.3 Use time-management, organizational and study skills
A: Time management
B: Organizations skills
C: Study skills
LS.3.PK-2.A
Follow a classroom routine with guided support (visual schedule, explicit teaching and practice for transitions, learn to tell time).
LS A
Develop a plan with action steps and time frames with guided support to achieve a goal (follow the classroom routines and schedule, complete tasks in given time).
LS A
Implement a system to efficiently complete all assigned tasks when expected (due dates, planner, project checkpoints, and schedules).
LS A
Create a schedule to prioritize academic and extracurricular activities (post-secondary readiness planning, short and long term goals setting, agenda, planner or organizational technology tools).

12. Self-Management Skills
SMS.1
Demonstrate ability to assume responsibility
SMS.2
Demonstrate self-discipline and self-control
SMS.3
Demonstrate ability to work independently
SMS.4
Demonstrate ability to delay immediate gratification for long-term rewards
SMS.5
Demonstrate perseverance to achieve long- and short-term goals
SMS.6
Demonstrate ability to overcome barriers to learning
SMS.7
Demonstrate effective coping skills when faced with a problem
SMS.8
Demonstrate the ability to balance school, home and community activities
SMS.9
Demonstrate personal safety skills
SMS.10
Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

13. Sample Self-Management Skills Standard
Anchor Standards
PK-2 Standards
3-5 Standards
6-8 Standards
9-12 Standards
SMS.7
Demonstrate effective coping skills when faced with a problem
SMS.7.PK-2.A
Define, recognize, and understand different emotions (happy, sad, angry, fear).
SMS A
Demonstrate the use of effective coping skills and explain the benefits of using them when faced with a conflict (reduced stress, independence, self-esteem, self-confidence, improved friend/family relationships).
SMS.7.6-8
Demonstrate the ability to utilize coping skills in a variety of situations/settings as conflicts arise (teacher conflict; peer, family, and dating issues; proactive vs. reactive).
SMS
Evaluate coping skills and develop a proactive approach that will promote positive outcomes when problem solving (seeking support, adjusting expectations, positive reframing, cool down techniques).

14. Social Skills
SS.1
Use effective oral and written communication skills and listening skills
SS.2
Create positive and supportive relationships with other students
SS.3
Create relationships with adults that support success
SS.4
Demonstrate empathy
SS.5
Demonstrate ethical decision-making and social responsibility
SS.6
Use effective collaboration and cooperation skills
SS.7
Use leadership and teamwork skills to work effectively in diverse teams
SS.8
Demonstrate advocacy skills and ability to assert self, when necessary
SS.9
Demonstrate social maturity and behaviors appropriate to the situation and environment

15. Sample Social Skills Standard
Anchor Standards
PK-2 Standards
3-5 Standards
6-8 Standards
9-12 Standards
SS.7 Use leadership and teamwork skills to work effectively in diverse teams
SS.7.PK-2.A
Identify and demonstrate characteristics of a leader in a structured classroom setting (e.g. honesty, care for others, responsibility, fairness).
SS A
Identify and demonstrate characteristics of a leader in a structured and unstructured setting (e.g. decisiveness, empathy, accountability, confidence, focus, inspiration, advocating for others, being an up stander when bullying arises).
SS A
Demonstrate leadership in the midst of external pressures in school and community. (e.g. peer pressure, media influence, social norms).
SS A
Demonstrate ways to facilitate group progress towards identified goals.
SS.7.PK-2.B
Recognize that everyone has similarities and differences (e.g. physical attributes, abilities, culture, interests).
SS B
Demonstrate the ability to problem solve when differences arise (e.g. compromise, take turns, listening to others’ points of view).
SS B
Examine when it is appropriate to assume leadership or act as a team player in achieving group goals (e.g. family, school, community).
SS B
Analyze how individual differences of group members can positively impact the group goals (e.g. opinions, beliefs, skills, culture).