February 13, 2013 Presented by the SEBL Team

Board Presentation: Social, Emotional and Behavioral

Learning

Goal 1

Goal 3 Goal 2

Goal 4 Goal 5

Smart Goal

During the 2012-2013 school year, the Director of Student Services will develop a systematic, coordinated approach for addressing students’ social, emotional and behavioral learning needs as measured by the completion of action plan activities.

Social Emotional Learning

A definition of Social Emotional Learning: Social and Emotional Learning (SEL) is the process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors.

Illinois Learning Standards (SEL) The standards describe the content and skills for students in grades

K - 12 for social and emotional learning. Each standard includes five benchmark levels that describe what students should know and be able to do K-12 .

These standards build on the Illinois Social/Emotional Development Standards of the Illinois Early Learning Standards.

These standards have been developed in accordance with Section 15(a) of Public Act 93-0495. This Act calls upon the Illinois State Board of Education to "develop and implement a plan to incorporate social and emotional development standards as part of the Illinois Learning Standards."

ISBE Social/Emotional Learning Goals Goal 1 - Develop self-awareness and self-

management skills to achieve school and life success.

Goal 2 - Use social-awareness and interpersonal skills to establish and maintain positive relationships.

Goal 3 - Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

Process Administration provided information regarding

current state and desired outcome Developed SEBL Committee Conducted a gap analysis Stakeholder surveys – student, staff, parent Conducted research – curricula, assessment,

counseling model, staffing Comprehensive comparison analysis of all

components Recommendations

SEBL Committee Kendrick Bailey DHS Counselor Christine Barrow Elementary Counselor Ali Bond Director of Student Services Alyssa Cabrera School Social Worker Karen Conlon School Psychologist Lou Dobrydnia DHS Counselor Liz Grose School Psychologist Terri Hadley DMS Counselor Stephanie Hayes DHS Counselor Kim Klokkenga DHS Counselor Terri Patterson DVMS Counselor Teresa VonRohr School Social Worker

Gap Analysis

Current State Desired State Character education takes a

variety of formats at each level No specific curriculum to address social emotional learning

No monitoring of student social emotional learning/needs

Disparities within counseling staff available at each building

Parental communication is minimal

PreK-12 character education provided through systematic curriculum to address social emotional learning

Assessment tools to monitor social emotional learning/needs

Equitable counseling staff as per ASCA recommendations

Develop parent information and communication

SEL Survey Results Stakeholder # of

Responses #1 Element of

Concern Students 2310 Bullying

Staff 186 Bullying

Parents 770 Positive Choices

Comprehensive Overview of SEBL Systematic Approach

• Character Education Advisory

• Parent Education • Staff Development/On-

going • Discipline Approach

• Tiered Support • Benchmark data (3 x/yr) • Progress Monitoring Data

(Tier2/Tier 3 interventions) • Program Evaluation • Discipline Data

• Developmental Counseling Model for IL Schools (Based on ASCA model) • Academic • Career • Personal/Social Emotional

• Character Education Curriculum provided by teachers within:

• Elementary - class meetings • Middle Schools - Intervention

Block • High School - Freshman

Advisory/ Homeroom Classroom Instruction

Counseling Support

District wide Components

RtI/Data Collection

Classroom Instruction • Character Education Curriculum

(guaranteed/viable) provided by teachers within:

• Elementary - class meetings • Middle Schools –

Intervention Block • High School – Freshman

Advisory/ Homeroom

Classroom Instruction

Counseling Support • Developmental

Counseling Model for IL Schools (Based on ASCA model) • Academic • Career • Personal/Social

Emotional

Counseling Support

District Wide Components

• Character Education Advisory

• Parent Education • Staff

Development/On-going

• Discipline Approach

District Wide Components

RtI/Data Collection

• Tiered Support • Benchmark data (3 x/yr) • Progress Monitoring Data

(Tier2/Tier 3 interventions) • Program Evaluation • Discipline Data

RtI /Data Collection

Recommendations - Curricula Research based Curricula for Character Education Guaranteed and viable PreK-8 Second Step 9-12 School Connect Directly aligned to the state SEL standards including:

empathy, emotional management, problem solving, self regulation, executive function skills (bully prevention and positive choices)

Professional Development will be provided Integrated within PLC design

Second Step Skills Skills Pre-K K-3 4-5 6-8

Skills for Learning

Empathy & Communication

Emotion Management

Friendship Skills & Problem Solving

6th

Bullying Prevention

Substance Abuse Prevention

Goal Setting 8th

School-Connect Module 1 – Creating a supportive Learning Community

Module 2 – Developing Self-Awareness and Self-Management

Module 3 – Building Academic Strengths & Purpose

Module 4 – Resolving Conflicts & Making Decisions

Thinking differently, active listening

Awareness & control of personal growth and development

Apply self-awareness & self-management to academics

Building an retaining friendships

Working collaboratively Build on character strength

Identify & apply multiple intel strengths

Identify conflict styles & potential effects

Fostering trusting, supportive relationships

Reduce negative thinking, manage anger, cope w/stress

Obstacles to academic achievement, attitude toward school

Introduce & apply problem solving skills

Practice in recognizing emotions, perspectives, empathizing, bully prevention

Positive emotions to increase motivation

Career & college options, setting goals, tracking progress

Practice specific social skills, negotiating, making decisions,

Distribution of Time for Counselors Delivery System Component Elementary

School Time Middle School Time

High School Time

Guidance Curriculum – assist with the implementation of the character ed. curriculum

35%-45% 25%-35% 15%-25%

Individual Student Planning – planning intervention lessons, scheduling classes, career development

5%-10% 15%-25% 25%-35%

Responsive Services – Small Group or 1-1

30%-40% 30%-40% 25%-35%

System Support - Building wide support

10%-15% 10%-15% 15%-20%

Recommendations - Assessment Assessment Collect benchmark data to identify students who are

average, at-risk and in need of intervention Progress monitor students who are in Tier 2 and Tier 3

interventions Evaluate the curriculum Summative assessment Process assessment Outcome evaluation

Recommendations - Staffing Approach Note: ASCA Recommendation is 1/250 Elementary - 1 counselor per building Current state is 1/1816 Phase 1 - 3/1816 or 1/605 Future state is 5/1816 or 1/363

Middle School – 1 counselor per building Current state is 2/925 or 1/463 (adequate/reasonable)

High School – 1 counselor/250 student per ASCA recommendation Current state is 3/1230 or 1/410 Phase 1 - 4/1230/or 1/308 Future state is 5/1230 or 1/249

Student Services Secretary 1 FTE

Counseling Models

Elements Traditional Developmental Developmental Counseling Model for IL

Foundation Crisis Counseling Information Service

Preventive & Crisis Counseling School Counseling Curriculum

Beliefs, vision, mission statement, needs assessment results, school improvement plans, Domains: academic, career, social emotional; Legislation/Standards/Competencies

Management Programming/ Scheduling

Career Planning & Development

Program design, advisory council and steering committee, materials and staff support, sequential schedule/calendar, time distributions, program components

Delivery Reactive Clerical/Task Oriented

Proactive Goal-Oriented

Developmental Goals and Competencies, Implementing the Four Components: Counseling Curriculum, Individual Planning, Responsive Services, System Support

Accountability Unplanned Unstructured Ancillary Service

Planned Daily Activities Accountable Integral Part of Educational Prog.

Accountability Process, Assessment of Student Competencies and Program

Ratio 1 to 250 1 to 250

Parental Information/Communication Parent survey indicated the following areas of

interest: Behavior Management Child Development Reinforcing Study Skills

Workshops for parents Communication through district blog, building

newsletters, email

New Initiatives in 2013-14 Parent Forums on key topics: drugs, alcohol, depression Consider more random drug testing & frequent locker searches Deterrent for students Ensure safety in our schools

A possible safe haven for students who struggle with drugs, alcohol, depression (non punitive resource and referral system)

School Tipline - http://www.schooltipline.com/ The establishment of standardized processes and procedures (ie:

communication, data collection, resource referral)