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Infusing social, emotional and civic learning into...
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NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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Infusingsocial,emotionalandciviclearningintoexistingcurriculum
JonathanCohen
DesiredResultsGoals:Whatrelevantgoals(e.g.contentstandards,projectobjectives,learningoutcomes)willthisdesignaddress?
Thisworkshopprovidesdetailedguidelinesthatsupportclassroomteachersdevelopingsocial,emotionalandciviclearningobjectivesandlinkedlearningactivitiesintoexistinglessonplansandunits.Wewillusebully-victim-witnessissuesasorganizingexamples.Participantswilllearnaboutresourcesrelatedtosocialemotionallearning-relatedscopeandsequence,evidence-basedcurricularoptionsandinfusingsocial,emotionalandciviclearningintoexistingcurriculumwillbecovered.Understandings:Participantswillunderstandthat…Whatarethebigideas?Whatspecificunderstandingsaboutthemaredesired?Whatmisunderstandingsarepredictable?• Wearealwaysteachingsocial,emotionalandcivic(SEC)lessons.Theonlyquestionistowhatextenttheyareintentional,systemicandhelpful.• Thereareaseriesoflesson/unitplanningstepsthatwecangothroughthatsupportourintentionallyinfusingSECintoexistinglessonplans,unitsandAdvisoryactivities
EssentialQuestions:Whatprovocativequestionswillfosterinquiry,understanding,andtransferoflearning?•Whatkindofsocial,emotionalandcivic(SEC)teacherdoyouwanttobe?• WhataretheSEClessonsthatyouareteachingnow?• HowcanyoubecomeanevenmoreeffectiveSECteacherinwaysthatarealignedwithyourgoals?
Participantswillknow…Whatknowledgeandskillswillfacultyacquireasaresultofthissession?• howtodeveloplearningobjectives,activities,preliminaryassessmentmethodsandfollowupactivitiesthatcanbeinfusedintoexistinglessonplans.
Participantswillbeableto…Whatshouldtheyeventuallybeabletodoasaresultofsuchknowledgeandskill?• Buildingonalessonplanthattheyhavebrought,toinfuseSEClearningintothisplan.
AssessmentEvidencePerformanceTasks:Throughwhatauthenticperformancetaskswillparticipantsdemonstratethedesiredunderstandings?Bywhatcriteriawill
OtherEvidence:Throughwhatotherevidence[(observations,homework,journals)]willparticipantsdemonstrateachievementofthedesired
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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[performancesof]understandingbejudged?• Intheinstitute,theprimarycriteriatobeusedwillbetheeducators’professionalassessmentofhowmeaningfulandengagedthelessonplanthattheyhavedevelopedis.
results?Howwillparticipantsreflectuponandself-assesstheirlearning?• Peertopeerreflectivediscussions• Discussions• workshopevaluationforms.
LearningPlanLearningActivities:Whatlearningexperiencesandinstructionwillenableparticipantstoachievethedesiredresults?Howwillthedesign…W=HelptheparticipantsknowWherethesessionisgoingandWhatisexpected?HelptheinstructorknowWheretheparticipantsarecomingfrom(priorknowledge,experiences)?
Priortothestartoftheworkshopparticipantswillbeaskedtobringalessonplanwiththemtotheinstitute.Participantswillalsoreceivesuggestedreadings.
H=HookallparticipantsandHoldtheirinterest?
Atthestartoftheworkshopseducatorswillbeaskedabouttheirowngoalsfortheworkshopandtheinstitute.
E=Equipparticipants,helpthemExperiencethekeyideasandExploretheissues?
Educatorswillworktogetheraswellasindividuallyinthelessonplanning/infusionprocess.
R=ProvideopportunitiestoRethinkandRevisetheirunderstandingsandwork?
EducatorswillbeabletorethinktheirideasthroughinfusingSECintothelessonplanthattheyhavebroughtwiththem.
E=AllowparticipantstoEvaluatetheirworkanditsimplications?
Educatorswillreflectonandevaluatetheresourcesandframeworkspresentedaswellastheirownworkinanintermittentbutongoingmanner
T=BeTailored(personalized)tothedifferentneeds,interests,andabilitiesoflearners?
Participantswillfocusonthelessonplanthattheyhavebroughttotheinstituteandbefocusedontheirstudentsandtheircurriculum.
O=BeOrganizedtomaximizeinitialandsustainedengagementaswellaseffectivelearning?
Theworkshopwillmovefromgeneralconceptstoactuallessonplanningandsharing
Agenda
Length Activity Description Materials5min. Welcome&
Introductions• Facilitatorintroducethemselves• ReviewObjectives+Agenda
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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10to15min
Yourgoals? • Learningaboutthegoalsthatparticipantsbringtothisworkshopthatarerelatedtoinfusionwork
20min. Wherearewenow?Needs?
• Reviewrubricbelow.Reflecton“wherearewenow?And“whatdoweneed”to“gothenextstepinourinfusionefforts?”
Rubric(below)
30min. IdentifyingDesiredResults
(i)Whatareyour“academic”goals(e.g.languagearts,socialstudies,etc)?• Howdidyoudelineatethesegoals?• Towhatextentarethey“measurable”?• Towhatextent(ifatall)aretheycoordinatedwithgoalsthatothersinyourdepartment/gradearesetting?
(ii)WhatareyourSECgoals?• Howtoalignyourlearninggoalswithyourschoolmissionstatement?• Howdidyoudelineatethesegoals?Thechallengeofnothavinganevidence-basedSEEcurriculum!-IllinoisSELlearningstandards-Commonsense:Knowingourstudents-Askingourstudents(e.g.whenyouthinkaboutbeing“responsible”,“respectful”or“kind”whatdoesthismeanandtranslatetobehaviorally?• Towhatextentarethey“measurable”?• Towhatextent(ifatall)aretheycoordinatedwithgoalsthatothersinyourdepartment/gradearesetting?
(iii)Whatkindofpre-assessmentmightyouusetoevaluatecurrentknowledgeandcompetenciesfortheplannedlessonorunit?Forexample,whatkindsoffeedback,demonstration,support,examples,andpracticewouldbemostuseful?Howcanongoingassessmentbecomeaprocessthatsupportsstudent–andeducator–learning?
(iv)Whatskills,knowledgeanddispositionshavewebeenpromotingthroughour(a)behaviorand(b)ourclassroommanagementstyleaswellasourstated/explicit(c)academicgoals?
(v)TowhatextentareouracademicandSEEgoalsmeaningfulandengagingtostudents?And,howdoweknow?
• Lessonplanthatparticipantsbroughtwiththemorthattheyhaverecreatednow
• Schoolmissionstatement
30min. Learningactivities
(i)WhatareyourcurrentacademiclearningactivitiesandwhataretheimplicitSEClearning’shere?(ThereisvirtuallyalwaysaSEEdimensioninourteaching,learningandbehavior.)
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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(ii)WhatkindsofSEElearningactivitieswillsupportstudentsachievingtheSEElearningobjectivesandwhy?• Promotingknowledgeand/orskills?• ProvidingtimeforstudentstoreflectonSEElearningduringclass• StrategiesthatwecanusetopromoteSEEskillsanddispositions:-InitiallyteachingSEEskills(e.g.conflictresolutionorflexibleproblemsolving)inisolation-Coaching-Postlearningactivities
(iii)Reinforcingandfollowingupclassroombasedlearning?• Endofclassstudentreflections:-Iusedtothink….-Now,Ithink….• Followupassignments• Collaborationswithfellowteachers,communityservice/servicelearningcoordinators,athleticstaff
10min Break20min. Learningfrom
oneanother• Sharingoflessonplanningandplans• Lessonslearned?
15min. Comprehensiveandcoordinatedefforts:Teachinginisolationand/orwithothers?
• HowareweworkingtocoordinateourSEEandacademiclearningobjectiveswith:fellowteachers?Parents/guardians?Studentleaders?Communityleaders?
• Whatareoneortwoorthreestepsyoucouldtaketofurtherthiskindofcoordinatedeffort?
15min. WorkshopreflectionsandSessionEvaluation
• Whatwasmostandleastusefulaboutthissession?• Whatdoyoumostneednowtosupporteffectiveinfusionwork?
SessionEvaluation
Considerhowyouroveralllearningobjectivesarealignedwithyourmissionstatement.
Howdopreaswellasfollowingassessmentshelpteachersandlearnersunderstandhowlearningisalignedwithmissionstatement
Materials:
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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Category NotPrepared GettingStarted
EmergingProficiency
Masterful
InfusingSEEintoexistingcurriculum
• Teachershavenotconsideredwhattheirsocial,emotionalandethical(SEE)learninggoalsareforstudents.• TeachershavenotconsideredwhatkindsofSEE“lessons”theyareteachingbytheirbehavior,andwhatisrewardedintheirclassroom.• SEEisanimplicitpartoftheirteachingandthelifeoftheschool.•.TeachershavenotconsideredwhatkindsofSEElessonsareappropriatefortheirstudents.
• TeachersarebeginningtothinkexplicitlyaboutSEEgoals.• Teachersarelearningabout‘scopeandsequence’frameworks(e.g.IllinoisSELstandards)todeveloplearningobjectives.• TeachersarebeginningtoreflectontheSEElessonstheyareteaching,intentionallyornot.• TeachersarebeginningtothinkabouthowtoinfuseSEEintolessonplanningandtheirbehavior.• Teachersarebeginningtoconsiderandexperimentwiththerangeoflearningactivitiesthattheycanusetoactualizegoals.• Teachersarebeginningtothinkaboutpreandpostlessonassessment.
• TeachersoftenstateSEEgoalsexplicitly.• Teachersarelearningfromandusingexistingscope&sequenceframeworkstoshapelearningobjectives.• Inanongoingmanner,teachersreflectonhowtheirbehavior,classroommanagementstylesandfocusinclasssupportSEEandacademicgoals.• Teachershaveexperimentedwitharangeoflearningactivitiesandhavedevelopedanunderstandingthatgivenactivitiesaremoreorlessusefulwithgiventopicsand/orstudentsatgivengradelevels.• Teachershavedevelopedanumberofassessmentstrategiesthatbegintoallowthemtoevaluatepreandpost
• TeachershaveexplicitSEEgoalsthatshape(a)lessonplanningand(b)theirbehavior.• SEEgoalsarebasedonadevelopmentallyinformedunderstandingofwhattheirstudentscanlearn.• Learningobjectivesandactivitiesaredevelopedwiththeintentofbeingengagingandmeaningfultotheirstudents.• ClassroombasedSEEinstructionisapartofaschool-wideefforttopromotetheseskillsanddispositions.• TeachersconsideredhowtheycoulddevelopformalandinformalextensionsofSEElearningintheclassroomtootherfacetsofschoollife(e.g.servicelearning;athletics).• TeachershaveinfusedspecificlearningactivitiesintoexistinglessonplansthatwillpromoteparticularSEEskillsanddispositions.• TimeisprovidedforstudentstoreflectonSEElearningduringclass.• Teachersareinvolvedwithapplying,reinforcingandextendingSEEthroughpostclassactivities(e.g.servicelearning;collaborationwitheducationalandothercolleagues.• Dependingonthe
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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lessonSEElearning.• TeachersasagrouparetalkingabouthowtoreinforcetheSEEgoalsthattheyschoolisfocusingincollaborativeways.
needsofgivenstudentsand/orclasses,teachesuseanynumberofinstructionaltechniques.• TeachershavedevelopedandshareSEEinformedassessmentproceduresthatsupportteacheraswellasstudentlearning.
CASEL(www.casel.org)hasidentifiedfivecoregroupsofSELcompetencies:* Self-awareness—accuratelyassessingone’sfeelings,interests,values,andstrengths;maintainingawell-groundedsenseofself-confidence* Self-management—regulatingone’semotionstohandlestress,controlimpulses,andpersevereinovercomingobstacles;settingandmonitoringprogresstowardpersonalandacademicgoals;expressingemotionsappropriately* Socialawareness—beingabletotaketheperspectiveofandempathizewithothers;recognizingandappreciatingindividualandgroupsimilaritiesanddifferences;recognizingandusingfamily,school,andcommunityresources* Relationshipskills—establishingandmaintaininghealthyandrewardingrelationshipsbasedoncooperation;resistinginappropriatesocialpressure;preventing,managing,andresolvinginterpersonalconflict;seekinghelpwhenneeded* Responsibledecision-making—makingdecisionsbasedonconsiderationofethicalstandards,safetyconcerns,appropriatesocialnorms,respectforothers,andlikelyconsequencesofvariousactions;applyingdecision-makingskillstoacademicandsocialsituations;contributingtothewell-beingofone’sschoolandcommunity
Social,emotionalandethicalorcivicliteracy:1) Reflectiveandempathiccapacities:“decoding”selfandothers;
And,thenusingthisinformationtobea:2) FlexibleProblemSolver/DecisionMaker;and,3) Social,emotionalandethical/civiclearner
SEECompetencies Concepts EssentialQuestions1.
Connectingwithourselvesandothers:Reflectiveandempathic
capacities
ActivelisteningSelf-awarenessAppreciationCooperation
Howcanwebestsupportourlisteningtoourselves?
Howcanweshowwehave
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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(Thefoundationforsocial,emotionalandcivicliteracy:“decodingselfandothers”)
understoodanother’sthoughts?
Whyisitimportanttoacceptone’sownuniquecharacteristicsandvaluetheuniquenessof
others?
Howdowevalidateothers?
Howdoweputourselvesinanother’smoccasins?
Whatbeliefsmightbecriticalforapositivesocialenvironment?
2.Problem-solvinganddecision-
making
PlanningDefiningtheproblemPossiblesolutions
Flexibleandcreativeproblem-solving
Goal-setting
Whataretheprinciplesofflexibleandcreativedecision-
making?
Whataretheprinciplesofethicaldecision-making?
Whatcanassistlearnerstothinkabout,describeandimprove
theirthinkingaboutproblems?
Howshouldwedecidewhat’srightandwronginreallife
situationsandissues?
Whathelpslearnerstomanagedisagreementproductivelyandaccommodatealternativepoints
ofview?
Whatknowledge,skillsanddispositionsareneededto
createandpursueachievablegoals?
3.Beingasocial,emotionalandciviclearnerinthefollowingsix
ways:
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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3AImpulsecontrolandanger
management
LabelemotionsRecognizephysicalsignsof
emotionsPerspectivetaking
Beingabletomodule(regulate)feelingsandimpulses
Whatarethewordstodescribefeelings?
Isthereawordtodescribeeveryfeeling?
Howdoourbodiesfeelwhenweareangry?
Whatdowedowhenwefeelangry?
Giventhatangerisalwaysa“secondaryemotion”,whatisthenatureoffrustrationand/orhurtand/orfearthatunderlies
myangernow?
Whatstrategiesworkforyouwhenyou’refeelingangryor
afraid?
3BCooperative/collaborative
capacities
FriendshipTurntakingAcceptanceToleranceRespect
SharedgoalValuingthegroup
Howarewedependentandinterdependentonothers?
Whydowedialogue?
Whatdowelearnfromothers?
Canwealwaysagreewithothers?
Whatmakesaneffectivelearningorfriendshipgroup?
3CCommunicativecapacities
EyecontactFeelingsintowords
Verbalandnon-verbalcommunication
AttentivelisteningIstatementsRighttopass
Whatcommunicationskillsareneededtoestablishand
maintainhealthyandhappyrelationships?
Whatwoulditbelikeifpeople’sfacescouldn’tshowemotions?
HowdoIshowIamlistening?
Whyisitimportanttoexpressingpersonalrightsandfeelingsandhowisthisdone
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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appropriately?
Towhatextentmusteachpersonparticipateineach
situation?
3DFormingandbeingableto
maintainfriendships
SenseofbelongingSupportiveCaring
PerspectivetakingTrust
Whyhavefriends?
Howdoweformnewfriendships?
Whatmakesagoodfriend?
Aretheredifferenttypesoffriends?
Howdofriendshipsdevelop?
Howcanproblemswithfriendsbesortedout?
3ERecognizingandappreciating
diversityanddifference
AppreciatingdiversityanddifferenceIndividuality
Identifyingdifferenceandsimilaritiesinanon-judgmental
wayEmpathyPrejudice
DiscriminationPicturesofStereotypesInclusion-
Whyvaluediversityincultures,people,plantsandanimals?
HowcanIgettoknowmoreaboutothers?
Whatleadstodiscriminationandexclusion(orwhatisscary
aboutdifferences)?
Whataresomeuniversalvaluesthatmaybeinterpreted
differently?
HowcanIdemonstrateacceptanceofdifferenceanda
valuingofdiversity?
3FAltruisticcapacities
(appreciatingthehonorandpleasureassociatedwithhelpingothersandfurthering“good
works”)
ActivelylistenEmpathize
Creativelyproblem-solveHelpingothersReflecting
Communityservice
Howcanasenseofempathybestrengthenedsothatlearnersactresponsiblyforthegreater
good?
Towhatextentdohumanbeingshaveacapacityforgood?
Howeasyisittobealtruistic?
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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Doesaltruismextendtoanimalsandtheenvironment?
Howimportantisaltruism?
Reflectivecapacities:thefirst“R”ReflectiveLearningwithinaSocial,EmotionalandCivicFramework
ReflectivecapacitiesprovidethefoundationforallSEClearning.Reflectivelearningwithinasocial,emotionalandethicalframeworkinvolvesunderstandingthatideasareinfluencedbyemotionsandassumptions.Reflectivelearnersusedeliberateprocessesandstrategiestodevelop,checkandrefinetheirbeliefs,exploringvariousperspectivesandperceptions.Theyevaluatetheirlearningortheirthinking,makingconnectionstoreal-lifesituations,andmaymodifytheirthoughtsastheyjustifyconclusions.
Therearenumerousstrategiesfordevelopingreflectivelearningthatfocusattentiononstudents’socialandemotionallearningandwellbeing.PosingSECfocusedquestionsisonewaytoassiststudentsinacquiringreflectivelearningpracticeswithinasocialandemotionalcontext.ThesequestionscanalsobeusedattheendofanylessonthatintentionallyseekstopromoteSECaswellasintellectualskillsanddispositions.
Social:Individualreflection/groupreflectionDideveryindividualinthegroup…
• speakinanaudibletone• contributetothediscussion• taketurns• listentoothers• acknowledgeeachothers’contributions• agreeonaprocess• understandtheirrole• takeindividualresponsibility• co-operatewillinglytoperformthetask?
Asawholegroup,didpeople…• treateachotherwithrespect• acceptotherviewpoints• explaintheirpositions• empathizewithothers• explaintheirfeeling• explaintheirthinking• disagreeinagreeableways?
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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Emotional:EmbedwithinunitplanningasappropriateHowdoesthetextortopicmakeyoufeel?Howwouldyouexplainhowyoufeelaboutthetextortopic?
Whatdoyouthinkisthepurposeforthisparticulartopic?Howdoesitrelatetoyourreallifeexperiences?
Doyouneedtofindoutmoreabouttheauthorand/orthetime?Howdoyouthinkthiswillinfluenceyourunderstanding?
Whichaspectsoftheissue/texthavethegreatestimpact,inapositiveornegativeonyou?Whydoyoufeelstronglyaboutthis?
Aretheredifferentaccountsofthesameeventthatyoucouldcompare?Doyouthinkdifferentpeoplemightseetheeventdifferently?
Whatmightbesomealternativeendings?Whatwouldyouchooseasanappropriateordesirableendingandwhy?
Whatvalueconflictsorassumptionscanyouidentify?Whatassumptionsandvaluesareyouinfluencedby?
Doyouthinkthereisthereanyomittedinformation?Whatotherinformationdoyoufeelyouwouldliketoknow?
Howdoyourownthoughtsandvaluesalignwiththistextortopic?Whydoyouthinkthistextortopicisimportant?Whathaveyoulearntfromthistopic?Howhaveyoulearntthis?
Whatelsewouldyoustillliketolearninthistopic?Howcouldyoulearnthis?
Whatelsedoyoustillneedtoconsider?Whatcouldyouhavedonedifferently?
Whatengagedyouinthistopic?Howhasyourthinkingandfeelingschangedinthecourseofstudyingthistopic?
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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Resources:
CurricularResources:• ADL(Anti-defamationLeague)CurriculumConnections:AntibiaslessonplansandresourcesforK-12educators:www.adl.org/education/curriculum_connections/ AWorldofDifferenceInstitute:RecommendedMulticulturalandAntibiasbooksforChildren:www.adl.org/bibliography/• Edutopia:www.edutopia.org/social-emotional-learning• FacingHistoryandOurselves:www.facinghistory.org/• TeachingTolerance:(classroomactivities,kitsandhandbooksandmuchmore!):www.tolerance.org/teach/?source=redirect&url=teachingtolerance
ScopeandSequence-related:• AnchorageSchoolDistrictSELstandardsandbenchmarks:www.asdk12.org/depts/SDFS/SEL/SEL_Standards.pdf
• IllinoisSocialEmotionalLearningstandards:www.isbe.state.il.us/ILS/social_emotional/standards.htm
• FirstAsk,ThenListen:HowtoGetStudentstoHelpYouTeachThemBetter:ATeachersGuide:www.whatkidscando.org
Informationaboutevidence-basedinstructionalandsystemicprogramsandefforts;• BlueprintsforViolencePreventionProgramMatrix(Blueprints)http://www.colorado.edu/cspv/blueprints• CASELprogramguides:http://www.casel.org/guide/• CharacterEducationPartnership:Whatworksincharactereducation(2005):www.character.org[goto“Resources]• OfficeofJuvenileJusticeandDelinquencyPreventionProgramsGuide(OJJDP)http://www.dsgonline.com/mpg2.5/mpg_index.htm/• SAMHSA’sNationalRegistryofEvidence-basedProgramsandPractices(NREPP)http://www.nrepp.samhsa.gov/find.asp• UnitedStatesDepartmentofEducation’sExemplaryandPromisingSafe,Disciplined,andDrug-FreeSchoolsPrograms2001(USDOE)www.ed.gov/admins/lead/safety/exemplary01/exemplary01.pdf• USDepartmentofEducation,InstituteofEducationSciences,NationalCenterforEducationalEvaluationandRegionalAssistance(2003).Identifyingandimplementingeducationalpracticessupportedbyrigorousevidence:Auser-friendlyguide.http://ies.ed.gov/ncee/pubs/evidence_based/evidence_based.asp
NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough
341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org
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• CenterforMentalHealthinSchools(2005).Systemicchangeandschoolimprovement:Designing,implementing,andsustainingprototypesandgoingtoscale.LosAngeles:UCLACenterforMentalHealthinSchools.RetrievedDecember15,2005from
NationalOrganizations:• Character.org:www.character.org/• CollaborativeforAcademic,SocialandEmotionalLearning:www.casel.org/• EQ.ORG:www.eq.org/• HarvardFamilyResearchProject:http://www.hfrp.org• TheChildren,YouthandFamilyConsortium'sElectronicClearinghouse(Anelectronicbridgetoinformationandresourcesonhealth,educationandwell-beingofchildren,youthandfamilies):www.cyfc.umn.edu/• SchoolPsychologyResourcesOnline:www.schoolpsychology.net/• UCLASchoolMentalHealthProject:http://smhp.psych.ucla.edu/
JonathanCohen,Ph.D.President,NationalSchoolClimateCenter;AdjunctProfessorinPsychologyandEducation,TeachersCollege,ColumbiaUniversity;Co-editor,InternationalJournalonSchoolClimateandViolencePreventionjonathancohen@schoolclimate.org(212)707-8799,ext1