1. Social Emotional Learning: A Campus Wide Program
Audrey Robinson, PhD, LPC, RPT, CSC;
Kem Edwards, MS, LPC-S, CSC;
Alyssha Walker, MS, CSC
Bring:
Cootie catchers, thermometers, concrete brain, dog finger puppet, glitter jar, coke, water, rice jar

2. About the Presenters
Audrey is an elementary school counselor, Licensed Professional Counselor, and Registered Play Therapist. She has written lessons for SEL curriculum for two different school districts. She is the chair of the district guidance committee and webmaster for the district elementary counseling site for Mesquite ISD.
Kem is the Director of Counseling Services at Mesquite ISD. She has pioneered a district-wide unfunded SEL program and serves on an area-wide SEL committee. She is a Licensed Professional Counselor-Supervisor who specializes in supervising school counselors.
Alyssha is an elementary school counselor at a large Title I school at Mesquite ISD. She has written lessons for SEL curriculum for the school district. She serves on the district guidance committee.

3. Objectives
Review research and outcomes related to Social Emotional Learning (SEL).
Compare two models of SEL.
Create a campus-wide SEL plan that is vertically aligned at each grade level.
Identify resources for infusing SEL throughout the school culture.

5. WHat is SEL?
The process of how we manage emotions, set and achieve goals, feel and show empathy, establish and maintain healthy relationships, and make responsible decisions. -CASEL
The ability to understand and manage one’s emotions, reactions, and relationships. -MOMENTOUS INSTITUTE
“To generate and coordinate flexible, adaptive responses to demands and to generate and capitalize on opportunities in the environment” (Waters & Sroufe, 1983, p.80)
This is not a new idea. It’s just the new language.

6. SEL Research
Durlak, Weissberg, Dymnicki, Taylor, & Schellinger (2011) performed a meta-analysis of 213 school-based SEL programs and found SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement.
We’re going to talk about the research to give us the why do this, because it would be irresponsible to have practices without the evidence.

7. SEL Research
Jones, Greenberg, & Crowley (2015) found a statistically significant link between early SEL measures in kindergarteners from low SES status and young adult outcomes across education, employment, criminal activity, substance use, and mental health.

8. 42%
Research shows that students who receive SEL training are 42% less likely to be involved in physical aggression in schools. It also reduced reactive stress responses.

9. Casel
Competencies Wheel

10. CASEL MODEL
Self-awareness: Know your strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”
Self-management: Effectively manage stress, control impulses, and motivate yourself to set and achieve goals.
Social awareness: Understand the perspectives of others and empathize with them, including those from diverse backgrounds and cultures.
Relationship skills: Communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.
Responsible decision-making: Make constructive choices about personal behavior and social interactions based on ethical standards, safety, and social norms.

11. Mesquite ISd - Proud History

12. MISD Today 77% Economically Disadvantaged - 88% at Elementary Schools
Proliferation of mental health concerns and disruptive behaviors that are rooted in toxic stress and trauma.
High social-emotional deficits
High exposure to toxic stress

13. WHY

14. Momentous Institute
SEL Model

15. Where We Started

16. https://youtu.be/awO-RORgx8A

17. Well, Well, Well

18. MISD Core Values

19. Mesquite ISD CARE model
Of Social and Emotional Learning

20. Implementation
We started small with developmentally appropriate, engaging lessons for PreK-2.
Continued expanding on SEL in 3-5.
Secondary is an area where we are continuing to grow to fullying integrating SEL skills that have been taught and practiced in early childhood.
We are scaffolding the universal language of SEL up to our secondary students by building a more age appropriate vocabulary that mirrors the early childhood concepts.
“Settle Your Glitter” to “Find Your Calm”

22. Techniques Doghouse Brain Model Glitter jar

23. Glitter Jar
12.7 oz. bottle, hot water, inch of glue, fine & chunky glitter

25. Fortune teller adapted from Zones of Regulation
Cootie Catcher
Fortune teller adapted from Zones of Regulation
Pass around Cootie Catchers

26. Techniques Continued
Coke/Water
Thermometer
Pass around thermometers

27. Body/Emojis

30. Lesson Resources Mesquite ISD Elementary Counselor Site

31. Where We’re Headed
If you’re like us, secondary is the more challenging piece of this.
Meditation room
Restorative Circles
“Find your calm”

32. References
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1): 405–432. Retrieved from:
Gunn, J. (2018). The real and lasting impacts of SEL with at risk students. C Room 241: A Blog by Concordia University. Retrieved from:
Jones, D. A., Greenberg, M., Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), Retrieved from:
Social and Emotional Health. (2018). Momentous Institute. Retrieved from
What Is SEL?. (2018). CASEL. Retrieved from:
Waters, E., & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 3,