1. Social-Emotional Learning @ Courtenay Elementary March 27, 2015

2. Restorative Practices in Action https://www.youtube.com/watch?v=X9_WwuGF4dM What do we learn about the student’s experience? What did you notice about the Principal’s approach? The teacher’s approach? Can you relate to this exchange? How does this video illustrate the need for SEL in schools?

3. Social-Emotional Learning Competencies Self- Awareness Self- Management Responsible Decision-Making Relationship Skills Social Awareness

4. Self Management Emotional regulation Impulse control Focus and attention Motivation Cope with stress Manage time and responsibilities Set and achieve goals Self Awareness Know and describe how you are feeling Understand how your feelings affect your behavior Understanding your strengths and weaknesses Have confidence Understanding your needs, priorities and values

5. Social Awareness Communicate your thoughts and feelings Active listening Working cooperatively Resolve conflicts peacefully Give and receive help Notice the feelings of others Show empathy Consider the perspective of others Respect ideas that are different from yours Show respect for people from different cultures Understand behavioral norms Relationship Skills

6. Responsible Decision Making Behave ethically Take responsibility for actions Analyze situations Identify and solve problems Social Responsibility Resist negative influences

7. Impact of SEL on Academic Achievement Durlak, Weissberg et al.'s recent meta-analysis of 213 rigorous studies of SEL in schools indicates that students receiving quality SEL instruction demonstrated: better academic performance: achievement scores an average of 11 percentile points higher than students who did not receive SEL instruction ; improved attitudes and behaviors: greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, and better classroom behavior; fewer negative behaviors: decreased disruptive class behavior, noncompliance, aggression, delinquent acts, and disciplinary referrals; and reduced emotional distress: fewer reports of student depression, anxiety, stress, and social withdrawal.

8. Staff Talking Circle: Let’s Practice!

9. Circle Reflection What did you learn about your colleagues? How could this technique be used in your classroom to support a positive climate and student SEL skills?

10. Crisis Response Protocol: What is YOUR role? In situations where a situation reports a desire or intention to harm themselves OR others, follow these steps: Stay calm Take all threats and situations seriously Bring the student to the necessary adult(SW, psyc, counselor, admin) Maintain constant supervision from the moment the student shares this information Follow up with an email to the principal describing the incident and your actions taken. Ask for help at any time if you feel overwhelmed or helpless

12. Recognizing Risk Factors…When to Take Action Alex has become increasingly quiet during the last few weeks. He avoids social interaction and sometimes appears sad. When asked if anything is wrong, he says he is ok – just sad because his grandma died and he misses her. Sarah has been giving away her possessions and talks about the future as if she will not be here. She has been telling people things like “I will miss you” and “I can’t take it anymore.” This is a normal grief reaction. Unless he indicates a desire to self harm, it does not warrant a crisis response. You may want to alert the counselor or SW who can decide what is appropriate follow up. This indicates a need for a risk assessment by a trained responder(counselor, SW, psyc). Follow the crisis protocol.

13. Guidelines for Mandated Reporting Who is a mandated reporter: ALL school personnel are mandated reporters. School personnel are defined as anyone working for or with the Chicago Public School system. This includes all Board of Education employees and employees of contractual providers of services to the Chicago Public Schools (recess, after school programming, lunchroom staff, etc). How do I make a report: Mandated reporters are required to call the DCFS Hotline: 1-800-25-ABUSE. It is not sufficient to inform your supervisor. After making the call, inform your supervisor and complete an incident report in Verify. If you do not have access to Verify, a CPS administrator can create the incident report with your input. What requires mandated reporting: Calls should be made for any suspicion of abuse or neglect by a parent, caregiver, any adult living in the same home as the child, an employee of the child’s school or any adult responsible for the child’s welfare. Examples of abuse include: Inflicting, causes to be inflicted, allows to be inflicted or creates a substantial risk of physical injury Commits or allows to be committed a sex offense against such child Commits or allowed to be committed an act of torture upon such child Inflicts excessive corporal punishment Causes illegal controlled substances to be sold, transferred or given to a child under age 18 Examples of neglect include: failure to provide proper or necessary nourishment or medically-indicated treatment, failure to provide any care necessary for well-being including food, clothing or shelter, any situations of abandonment by persons responsible for a child’s welfare without a proper plan for care