Social & Emotional Wellness

Office of Standards andInstructional Support

Social & Emotional Wellness

Meeting the Needs of Colorado’s Diverse Student

Population


Colorado’s DiverseStudent Population

Over 40% of Colorado’s student population are from racially/ethnically diverse backgrounds.

From 2000-2010, the English language learner (ELL) growth rate was 260% (CDE, 2010).

High ELL dropout rates, and lower academic achievement of ELLs (CDE, 2010).


English Language Proficiency Act

The English Language Proficiency Act Program is a state funded program that provides financial and technical assistance to school districts implementing programs to serve the needs of students whose dominant language is not English.

The ELPA program is funded annually on a per pupil basis. It is the duty of each district to: 1. Identify, through the observations and recommendations of parents, teachers, or other persons the students whose dominant language may not be English 2. Assess such students, using instruments and techniques approved by the department, to determine if their dominant language is not English 3. Certify to the department those students in the district whose dominant language is not English 4. Administer and provide programs for students whose dominant language is not English


SOCIAL-EMOTIONAL LEARNING FOR ENGLISH LANGUAGE

LEARNERS:

Implications for Research and Practice

Sara Castro-Olivo, PhD, NCSPUniversity of California, RiversideMini-skills workshop presented at the NASP 2010 Annual Convention, Chicago, IL.


MENTAL HEALTH AND ACADEMIC OUTCOMES OF ELLS

• ELLs are perceived to be at higher risk for social-emotional and behavioral problems due to the many life challenges they face.

• Academic and social-emotional adjustment of immigrant children are lower than mainstream children across countries

• The research on the mental health needs of ELL students is limited

• Lack of appropriate services, if any!


THE CHALLENGES• Perceived discrimination• Social victimization and persecution• Language Barriers• Loneliness related to leaving their friends and

family• Parental economic and social-emotional stress• Rarely seek mental health services• Higher Levels of Acculturative Stress• Low Sense of School Belonging


POTENTIAL SOLUTIONS


DESIGNING SCHOOL-WIDE SYSTEMS

FOR STUDENT SUCCESS

Academic Systems

Behavioral Systems

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

Targeted Group Interventions• Some students (at-risk)

5-10%• High efficiency• Rapid response

Universal Interventions • All students

80-90%• Preventive, proactive

Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

1-5% 1-5%

5-10%

80-90%Universal Interventions• All settings, all students• Preventive, proactive

Sara Castro-Olivo, PhD, NCSPUniversity of California, RiversideMini-skills workshop presented at the NASP 2010 Annual Convention, Chicago, IL.


DOES ONE SIZE REALLY FIT ALL?


SEL: A VISION FOR EDUCATION THAT PROMOTES SUCCESS FOR

ALL PUPILS• Supports pupil’s mastery of academic skills

• Nurtures their emotional life

• Teaches them skills on how to cope with stressful situations

• Teaches them to get along well with others and make responsible decisions

• Provides them with a strong moral compass

• Promotes self-esteem and goal setting


SKILLS ADDRESSED IN SOCIAL-EMOTIONAL LEARNING

• Self-awareness

• Social awareness

• Self-management

• Problem Solving

• Relationship skills

• Responsible decision-making

• Cognitive skills impacting emotional adjustment (meta-cognition, appropriate cognitive responses to stressors)


Going Forward…. ? ? ? ?Would teaching these skills be enough?

Should we expect proposed teaching styles/examples to work with ELL students?

What issues do you see with current evidence based programs?


Colorado’s District Sample Curriculum Project

Comprehensive Health Unit Development Phase III

http://www.cde.state.co.us/standardsandinstruction/index.asp




Curriculum design workshops resulted in the creation of 670 curriculum samples based on the CAS

Over 500 Colorado educators, representing 61 school districts

The samples provide organizing structures for addressing all elements of the CAS

Created by and for Colorado educators to support school districts in their successful implementation of the CAS (2013-2014)

Since last February when the unit samples were posted on CDE’s website there have been 1 million visits to the content area web pages.

Colorado’s Sample Curriculum Project


Phase IIITeacher Created Instructional

Units In phase III, the content specialists within the Office

of Standards and Instructional Support have been traveling across the state to work with educators in district settings to build the units, which include learning strategies, resource suggestions, differentiation options, and assessment ideas linked to helping all students master the Colorado Academic Standards.


Colorado Districts Involved in Phase III


Prepared Graduates in the Emotional and Social Wellness standard are: Utilize knowledge and skills to enhance mental, emotional, and

social well-being Exhibit responsible personal and social behavior that respects

self and others in physical activity settings

Emotional and Social WellnessIncludes mental, emotional, and social health skills to recognize and manage emotions, develop care and concern for others, establish positive relationships, make responsible decisions, handle challenging situations constructively, resolve conflicts respectfully, manage stress, and make ethical and safe choices; examines internal and external influences on mental and social health; and identifies common mental and emotional health problems and their effect on physical health.

Prepared GraduatesThe prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.


Grade Level Expectation: High School

Concepts and skills students master:1. Analyze the interrelationship of physical, mental, emotional, and social

health2. Set goals, and monitor progress on attaining goals for future success3. Advocate to improve or maintain positive mental and emotional health for

self and others

Grade Level Expectation: Seventh GradeConcepts and skills students master:1. Demonstrate effective communication skills to express feelings

appropriately2. Develop self-management skills to prevent and manage stress

Grade Level Expectation: Fifth Grade

Concepts and skills students master:1. Analyze internal and external factors that influence mental and emotional

health


A Portion of a Curriculum Unit developed by Colorado Teachers


Unit Title Communication Works for Everyone Length of Unit Teacher’s Discretion

Focusing Lens(es) Communication Standards and Grade Level Expectations Addressed in this Unit

CH09-GR.3-S.3-GLE.1, CH09-GR.3-S.3-GLE.2CH09-GR.3-S.4-GLE.2

Inquiry Questions (Engaging- Debatable):

How should I communicate to someone who teases me or hurts my feelings? (CH09-Gr.3-S.3-GLE.2;IQ.3;RA.1) and (CH09-Gr.3-S.4-GLE.2-EO.1) What if no one respected your space or possessions? (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2) How do you show respect to your family and friends? (CH09-Gr.3-S.3-GLE.2-EO.b)

Unit Strands Emotional and Social Wellness and Prevention and Risk Management

Concepts Communication, Decision-making, Health, Wellness, Influences, Boundaries, Respect, Pro-social behaviors, Emotions, Skills, Relationships

GeneralizationsMy students will Understand that…

Guiding QuestionsFactual Conceptual

The communication of personal space and boundaries helps maintain healthy relationships. (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2)

Why is it important for a person to communicate to others about their own personal space and boundaries? (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2)

When was a time you had to communicate your boundaries and personal space to a friend? (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2)

Positive decision making (including cooperation, consideration, and respect for others) exemplifies pro-social behavior. (CH09-Gr.3-S.3-GLE.1-EO.e;RA.2) and (CH09-Gr.3-S.4-GLE.2-EO.a)

How does positive decision making impact pro-social behaviors? (CH09-Gr.3-S.3-GLE.1-EO.e;RA.1,2)

Positive decision making (including cooperation, consideration, and respect for others) exemplifies pro-social behavior. (CH09-Gr.3-S.3-GLE.1-EO.e;RA.2) and (CH09-Gr.3-S.4-GLE.2-EO.a)

Positive communication with peers enhances an individual’s overall health and wellness. (CH09-Gr.3-S.3-GLE.2-EO.b;N.1)

What are some ways people can positively communicate to others in order to show care and consideration that will enhance mental and emotional health? (CH09-Gr.3-S.3-GLE.2-EO.b;N.1)

How do you show respect, care and consideration for your family and friends in order to support these relationships? (CH09-Gr.3-S.3-GLE.2-EO.b;N.1)

Effective inter-personal skills allow individuals to express emotions, personal needs, and boundaries and build healthy relationships. (CH09-Gr.3-S.3-GLE.2-EO.a,d;RA.1)

What are some effective verbal and no-verbal ways a person can communicate emotions, personal needs and boundaries in a respectful way? (CH09-Gr.3-S.3-GLE.2-EO.a,d; GLE.1-EO.a,g)

How do you positively and effectively communicate your feelings, personal needs and boundaries to friends and adults in the school and community? (CH09-Gr.3-S.3- GLE.2-EO.a,d; GLE.1-EO.a,g)


Critical Content: My students will Know…

Key Skills:My students will be able to (Do)…

The characteristics of self-respect and positive self-esteem (CH09-Gr.3-S.3-GLE.2-EO.a) Personal space and boundaries for self and others (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2) Pro-social behavior (CH09-Gr.3-S.3-GLE.1-EO.e;RA.2) and (CH09-Gr.3-S.4-GLE.2-EO.a) Interpersonal communication skills (CH09-Gr.3-S.3-GLE.2-EO.a,d;RA.1) Verbal and non-verbal communication (CH09-Gr.3-S.3-GLE.2-EO.a,d; and GLE.1-EO.a,g)

Discuss examples of the characteristics of self-respect and self-esteem (CH09-Gr.3-S.3-GLE.2-EO.a)

Communicate ways to express personal space and boundaries (CH09-Gr.3-S.3-GLE.1-EO.c;IQ.2)

Describe examples of pro-social behavior (CH09-Gr.3-S.3-GLE.1-EO.e;RA.2)and (CH09-Gr.3-S.4-GLE.2-EO.a)

Develop goals for learning positive interpersonal communication skills (CH09-Gr.3-S.3-GLE.2-EO.a,d;RA.1)

Identify ways to express verbal and non-verbal communication (CH09-Gr.3-S.3-GLE.2-EO.a,d; and GLE.1-EO.a,g)

Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.”

A student in ______________ can demonstrate the ability to apply and comprehend critical language through the following statement(s):

As I develop positive communication and interpersonal skills I will be able to demonstrate the qualities of pro-social behavior and express my personal space and boundaries to others.

Academic Vocabulary: Communication, Decision-making, Health, Wellness, Influences, Boundaries, Respect, Behaviors, Emotions, Skills, Relationships

Technical Vocabulary: Interpersonal, Pro-social, Self-esteem,


Unit Description: This unit addresses positive communication skills as it relates to personal needs, boundaries, and pro-social behavior in order to establish healthy relationships. Through the examination of effective communication skills students will investigate the importance of positive decision-making in order to enhance elements of healthy relationships such as advocacy, cooperation, consideration and respect.

Unit Generalizations

Key Generalization (s): Effective inter-personal skills allow individuals to express emotions, personal needs, and boundaries and build healthy relationships.

Supporting Generalizations:

Positive communication with peers enhances an individual’s overall health and wellness.The communication of personal space and boundaries helps maintain healthy relationships.Positive decision making (including cooperation, consideration, and respect for others) exemplifies pro-social behavior.

Considerations:

Performance Assessment: The capstone/summative assessment for this unit.

Claims: (Key generalization(s) to be mastered and demonstrated through the capstone assessment.)

A responsible health student will develop effective inter-personal skills that allow him/her to express emotions, personal needs, and boundaries in order to build healthy relationships.

Stimulus Material:(Engaging scenario that includes role, audience, goal/outcome and explicitly connects the key generalization)

As a student health advocate you will interview another student to assess emotions, boundaries, and pro-social behaviors in a healthy relationship (Using one of the following scenarios as examples for the interview).1. During PE class or at recess your team lost a game and the winning team is teasing you and taunting you. You feel they are displaying poor sportsmanship. You want to fight back. What are some verbal and non-verbal ways to communicate your emotions, personal needs, and boundaries in a respectful way?2. You received a new video game for your birthday and you allowed a friend to borrow the game but the game was damaged when he/she returned it to you.

Product/Evidence:(Expected product from students)

Students will include the following three questions as part of the interview to identify communication skills and pro-social behavior.1. How did you feel when confronted with one of the situations?2. How would you communicate your feelings, personal needs, and boundaries with friends and/or family?3. How would you respond differently in a similar situation to demonstrate a positive response or evidence of pro-social behavior?Students will analyze the peer interviews to determine if they demonstrate good communication skills and present the results of the interviews in a case study. The students may choose to video the interview or use pencil and paper to record responses. At a minimum, the interview must include all three questions.

Differentiation:(Multiple modes for student expression)

A shortened case study/report; a one-on-one verbal report to the teacher


Ongoing Discipline-Specific Learning Experiences

1. Description: Think/work like a health advocate-positive communication skills

Teacher Resources: csefel.vanderbilt.edu-addresses the social and emotional needs of young children

http://www.randomactsofkindness.org/

Student Resources: Personal experiences

Skills: Develop positive communication skills in order to enhance peer and family relationships.

Assessment: Students will keep a daily journal throughout the unit to record and describe various types of communication they use with different people in their life.

2. Description: Think/work like a health advocate-pro-social behavior

Teacher Resources: csefel.vanderbilt.edu-addresses the social and emotional needs of young children

oneworldoneheartbeating.com

Student Resources: The Toughest and Meanest Kid on the Block by Ben SchecterThe Ant Bully by John Nickle

Skills: Acquire Advocacy skills needed to demonstrate pro-social behavior.(conflict resolution, bullying intervention, etc.)

Assessment: Students will reflect upon examples of pro-social behavior they have witnessed or been a part of with peers and the impact it had on the situation. Eg. graphic organizer

3. Description: Teacher Resources:

Student Resources:

Skills: Assessment:

Prior Knowledge and Experiences

http://www.randomactsofkindness.org/


Learning Experience # 1 Positive inter-personal skills

Task Description: The teacher may… so that students can…

The teacher may provide examples of ineffective inter-personal skills so students can analyze the effects of positive verbal communication skills.

Generalization Connection(s): Effective inter-personal skills allow individuals to express emotions, personal needs, and boundaries and build healthy relationships.

Teacher Resources: Role play, newspaper article, short video clips, magazine articles,

Student Resources: Newspaper articles, magazine articles

Assessment: The students will complete a T chart with examples of positive communication skills. E.g. Small group poster, individual chart

Differentiation Resources Differentiation Strategies

Access/expression for all learners:(Multiple means for students to access content and multiple modes for student to express understanding.)

Pre-made T chartMagazines

Draw pictures, cut out pictures from magazines, partner work

Extensions for depth and complexity: Magazine pictures of interactions with positive and/or negative communication.

Give the students a cut out picture from a magazine and have them write a paragraph explaining the type of communication that is taking place.

Critical Content: Pro-social behavior Inter-personal communication skills

Key Skills: Describe examples of pro-social behavior Develop goals for learning positive inter-personal

communication skills

Critical Language: Communication, inter-personal communication, pro-social behavior


Need

Understanding that 1 in 8 students in Colorado is an English learner, as well as the need for all students to develop academic and technical language skills, Colorado was very purposeful by including the Critical Language section as an intentional component of the Colorado District Sample Curriculum Design.

The research behind the Critical Language section of the template comes from both second language acquisition and literacy theories.


Critical Language

Critical Language includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.


Vocabulary: Choosing Words to TeachExplanation Examples

Tier 1 Basic words, well known, often used

•The most familiar words•Known by average 3rd grader

clock, baby, happy

Tier 2* Academic Vocabulary

High frequency words used across several content areas

•Important to academic success•Not limited to one content area

coincidence, absurd, hasty, perseverance ORdeconstruct, analyze, interpret, synthesize

Tier 3*Technical Vocabulary

Low-frequency words, often limited to specific content areas

• Rare words• Often content-area related

STI’s, bullying , pro-social, first-response


Why is this language element “critical” ?

Consider the following . . . There is no egg in eggplant & no ham in hamburger. A slim chance & a fat chance are the same, but a wise man and a

wise guy are opposites. If vegetarians eat vegetables, what do humanitarians eat? We get in a car, but on a bus. And, don’t get me started on all the ways we use “up!” (wake

up, bring up, call up, stay up, dress up, warm up, write up, fix up, stir up, lock up, clean up, cloud up, dry up, shut up, speak up, wrap up, up to it, etc, etc, etc. . .)

-Hopewell, 2012


Write a legend explaining shooting stars.

Do not underestimate languagechallenges for students.


Vocabulary (Tier 1, 2, 3)

Critical Language

Disciplinary Literacy

Understanding relationships


A Bit About… Differentiation

What is meant by differentiation?Multiple means for students to access content and

multiple modes for students to express understanding

Content, Process, and Product (teacher)Readiness, Interest, Learning Profile (student)Differentiation does not mean that every single lesson

or unit includes a differentiated content, process, and product for each student’s interest, readiness level, and learning profile.


Differentiation

Social & Emotional Wellness

Documents

Transcript of Social & Emotional Wellness