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

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

3. 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.

4. 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)

5. 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

6. 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

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

8. 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

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

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

11. 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

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

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

14. 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)

15. 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

16. 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

17. 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

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

19. 21st CENTURY SKILLS
4Cs: Critical thinking, collaboration, communication and creativity
Life and career skills
Information, media and technology skills
(Partnership for 21st Century Learning)

20. 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.

21. 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.

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

23. Social-Emotional Learning

24. 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. 

25. 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.

26. Resources: SEL
The Missing Piece A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools

27. Resources: SEL
Book-List.pdf

28. Resources: SEL http://educationvotes.nea.org