Post on 14-Dec-2015
Representative Tana Senn, 41st Legislative District
Tana.Senn@leg.wa.gov (360) 786-7894
Sarah Butcher, SEL for WashingtonSELforWA@gmail.com (425) 442-3430
Presenters
SEL for Washington
OUR VISION
Supporting the academic, social and emotional growth of each and every Washington student through effective social and emotional learning programs, policies, and practices in Washington schools.
“The goal of the Basic Education Act...…shall be to provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives.”
RCW 28A.150.210
Washington State’s Goal for Education
Washington State 2014 Healthy Youth Survey
27-35% of youth (8,10 &12th grades) felt so sad and hopeless for 2 or more weeks in a row that they stopped their usual activities.
16-31% (6,8,10,12th grades) had been bullied in the past 30 days
8-20% (8,10,12th grades) attempted, considered attempting, or made a plan for suicide
11-15% (6,8,10,12th grades) report not feeling safe at school
8th 10th 12th
Anxious, nervous or on edgeNot able to stop or control worry-ing
63%
51%51%
64%
37%
50%
% o
f st
ud
en
ts
Washington State 2014 Healthy Youth Survey Results
Students who report feeling nervous, anxious or not being able to stop or control worrying in the past 2 weeks
An average of 2 youth between the ages of 10 and 24 die by suicide each week in Washington State
40% of youth who attempt suicide, make a first attempt in elementary or middle school
(http://www.yspp.org/about_suicide/statistics.htm)
The Whole Learner
Emotional(Resiliency/Empathy
IntellectualProblem Solving/
Creativity
Physical(Stamina)
All Components are interdependent
Emotions and relationships directly affect how students learn and how they use that learning in other contexts.
Emotions and relationships can either motivate students to engage in learning or if unmanaged interfere with attention, memory, and positive behaviors.
(CASEL: 2007 www.casel.org)
Emotional Wellbeing is Necessary for Learning
Relationships, Relevance, Rigor
Student’s drive to achieve academically is often driven more by the student-teacher relationship than by a fundamental interest in the subject.
Students see a positive relationship with teachers as the pillars that come before learning
(Results of a five year study of students ideas on improving learning, school safety, risk prevention and relationships. James & Ciurczak. February 2004)
It’s Not a New Idea
“Education in this country will never reach its highest end until the care of the physical, social, and moral interests shall take precedence over more intellectual development and acquirements.”
Katherine Beecher, Founder of Public EducationAutobiography, 1839
Building a Safe and Supportive Learning Environment
Physical and emotional wellness and safety
Challenging and engaging curriculum
Supportive learning community with respectful relationships and trust
School staff able to respond to their own challenges and the challenges students bring into the classroom everyday
Understand Adverse Childhood Experiences (ACEs)
Understand how neurological development affects every part of a person’s life, behavior, social emotional competencies and readiness to learn
Involvement of families and surrounding community
Adverse Childhood Experiences (ACEs)
Personal Emotional
abuse Physical abuse Sexual abuse Emotional
neglect Physical
neglect
Family Witnessing domestic
violence Alcohol or substance
abuse in the home Mentally ill or suicidal
household members Parental marital discord Incarcerated household
member Homelessness
What is Social Emotional Learning? (SEL)
SEL is the educational process, through which students 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
Make responsible decisions
Framework for Student Success: SEL Skill
Development
social & emotional learning
Self-awareness
Social Awareness
Relationship Skills
Responsible Decision-making
Self-management
Forming positive relationships, working in teams, dealing
effectively with conflict
Making ethical, constructive
choices about personal and social behavior
Managing emotions andbehaviors to
achieve one’s goals
Showing understanding and empathy for others
Recognizing one’s emotions and values as well as one’s strengths
and limitations
© 2007. CASEL.
Why support and teach these skills in school?
Emotions affect how and what we learn Schools are social places - relationships
provide foundation for learning Reduces barriers to learning such as
stress and anxiety Increases school connectedness and
essential skills Aligns with the academic agenda of
schools Essential for success in school and life
Social Emotional Learning supports academics
11% improvement in achievement test scores
9% decrease in conduct problems, such as classroom misbehavior and aggression
10% decrease in emotional distress, such as anxiety and depression
9% improvement in attitudes about self, others, and school
9% improvement in classroom behavior
(Casel Meta Analysis - Durak et al.,2011)
Why do we need standards for Social Emotional Learning?
Learning standards create uniformity and common goals in education by establishing and communicating priorities
We need a system that supports schools in teaching the whole child and provides preventative and intentional supports
“Humans are Underrated”Fortune Magazine, July 2015
“…Employers’ top priorities include relationship building, teaming, co-creativity, brainstorming, cultural sensitivity, and ability to manage diverse employees—right-brain skills of social interaction.”
“Being a great performer is becoming less about what you know and more about what you’re like.”
“’Empathy is the critical 21st-century skill,’ says Meg Bear, group vice president of Oracle…[Yet,] as demand for empathy grows, supply shrinks. Researchers analyzed 72 studies that measured empathy in about 14,000 college students since 1979 and found a broad decline over time.”
Full article link: http://fortune.com/2015/07/23/humans-are-underrated/
WA State School District Administrators
78% of Washington State School District
Administrators who responded to an OSPI
survey, Overwhelmingly identified the need
to address students’ behavioral-health
issues as most critical and they called for a
system-wide multi-tiered framework to
address prevention, intervention and
social/emotional/health issues. (Source: OSPI 2014)
WA State Teachers
When given a full definition of social and emotional learning, 94% Washington teachers overwhelmingly believe that it should be an important part of students’ in-school experience.
(Source: The Missing Piece: A Survey of Washington State Teachers on Social and Emotional Learning, by John Bridgeland and Jennifer DePaoli of Civic Enterprises 2014)
SEL in Action
OSPI Compassionate Schools
UW Tacoma Center for Strong Schools
Bellevue Schools Positive and Productive Life Initiative
Rural Alliance for College Success
Seattle School District - South Shore PreK-8
UW SMART Center
3DL Partnership
And many more individual classroom, school wide and district efforts
Empower, Reinforce, Identify, Recommend
Teachers are not intended to be mental health experts – They do need to know their students
School Administration and Principal buy-in for school climate work is a must
SEL skills are best learned when integrated and reinforced in every class by every teacher – not just by a school counselor or school social worker
Increasing Capacity for this Work
Professional Educator Standards Board New Requirements Teachers – 2016 Administrators and Principals - 2017
Professional Development Ensure resources – No unfunded mandates
Family Engagement and Involvement
SEL Policy 2015
An Act Relating to Providing Students with Skills that Promote Mental Health and Well-Being and Increase Academic Performance (SEL Workgroup)
Current school funding model for counselors
School testing vs. counselors
What will the SEL workgroup do?Convened through OSPI and will make recommendations for creating a social emotional learning framework including: Comprehensive K-12 SEL benchmarks Establishing common language around SEL
in schools Guidance for districts, schools, and
educators on best-practices An implementation plan for incorporating
the social emotional learning within current education initiatives
Workgroup Members
Department of Early Learning
OSPI Student Support OSPI Teaching and
Learning Educational Opportunity
Gap Oversight and Accountability Committee (EOGOAC)
Office of the Education Ombuds
Higher Ed Faculty Member with SEL expertise
K-12 Educator K-12 Administrator School Psychologist School Counselor School Social Worker Parent Organization SEL Stakeholder Group ESD Rural Schools
Representative Washington Workforce
Training Board
Get Involved
Monthly meetings are open to the public Their will be an opportunity for public
comment at each meeting Report to the Legislature due by October
2016 Contact Jenny Plaja at OSPI to be
added to the SEL Workgroup Distribution List: jenny.plaja@k12.wa.us office: 360-725-6504
We Still Have Work To Do…
Integrate Social and Emotional Learning (SEL) within the K-12 education system through development of standards and benchmarks, technical assistance, and guidance with research supported curriculum and instruction techniques.
Ensure adequate staffing of school psychologists, counselors, school social workers, behavioral interventionists, mental health providers, school nurses, speech and language pathologists, and family engagement personnel.
Continued…
Require teacher and principal preparation programs and professional development to include instruction in the understanding, use, and development of Social and Emotional Learning skills and effective classroom management strategies.
Create a coordinated system-of-care approach that involves effectively engaging appropriate agencies and community partners to expand available services and supports for students who are dealing with trauma, substance abuse, and mental health issues.
Opportunities
2016 Legislative Session Training through Educational Service
Districts HB 2149: Counselors, Homeless
Liaisons, Nurses Create a coordinated system of care
King County Levy: Best Start for KidsFederal Reauthorization of No Child
Left Behind