Social and Emotional LearningTalking Points - November 2011

Austin lSD, in collaboration with the Collaborative for Academic, Social, and Emotional Learning (CASEL), has beenawarded a grant from the NoVo Foundation of New York for $750,000 over the next three years for district-wideimplementation of Social and Emotional Learning (SEL). This award follows a planning grant of $125,000 awarded lastyear. Austin, Anchorage, and Cleveland are currently CASEL Collaborating Districts, with five more districts to be addedin the next year.

Social and Emotional Learning works in five competency areas:

These competencies are addressed in three ways:• Direct skill instruction for students• Supportive and caring school environment that supports the skills• Modeling of skills by adults in the school

Austin ISD has developed curriculum standards for grades K-12, which are currently being reviewed by teachers. Thesestandards will be entered into SchoolNet in early Spring 2012 for access by all district personnel.

Elementary schools in the Austin and Crockett Vertical teams, as well as Govalle, Andrews, Allison, Sanchez, Metz, andACES are implementing the district curriculum, using Second Step as the primary instructional resource. Feedback isvery positive from elementary schools, citing student and teacher SEL skill improvements.

Middle schools and high schools in the Austin and Crockett teams have been assisting with writing curriculum standardsand choosing instructional resources for full implementation in August 2012. During the spring semester of2012, middleschool teachers on each campus will be piloting Second Step as a resource for middle school. Faculty on all middle andhigh school campuses will receive professional development to build their own SEL skills.

All schools in the Austin and Crockett vertical teams are expected to complete No Place for Hate designation during2011-12 as part of the Whole Child, Every Child Initiative.

Applications to implement SEL standards with district primary resources in 2012-13 will go to principals in November2011 with a due date of January 27, 2012. A committee will review all applications and select two or three vertical teamsin addition to Crockett and Austin teams for implementation 2012-13.

The SEL department consists of a Director, Program Specialist, and 2 Coaches. School support is provided for facultyand parent trainings, model lesson delivery, and observation oflessons and feedback. CASEL provides consultant support.AISD consultants are Rob Scharnberg from Maryland and Judy Nuss from Pennsylvania

Austin ISD presented a session on SEL in collaboration with Cleveland and Anchorage at the Conference of the Councilof the Great City Schools in Boston on October 27, 2011. Interest in and support for SEL is growing throughout thecountry, and Austin is poised to be a leader in the field

CASEL will be holding its Collaborating Districts Initiative meeting in Austin in October 2012, with eight districtsparticipating. In addition to Austin, Cleveland, and Anchorage, it is anticipated the districts will be Chicago, Denver,Sacramento, Oakland, and Washoe County, Nevada (Reno area).

Kindergarten-Grade 5Visual Review of Research Second Step Program

The Second Step Program Promotes• School success• School connectedness• Safe and respectful school climate

By directly teaching students the skillsthat strengthen their ability to:• Learn • Manage emotions• Have empathy • Solve problems

Skills for learning ------,

• Students who can self-regulate are better ableto participate in and benefit from classroominstruction.

• The program promotes developmentof students' self-regulation skills. It providespractice through games for Kindergarten-Grade 3 and through instruction in Skills forLearning across all grades.

• Skills for Learning are necessary for hayingempathy, managing emotions, and solvingproblems. The Skills for Learning are woveninto all units.

Empathy -----......,

r---- Emotion Management ----,• Students who can recognize strong emotions

and calm down cope better and are less proneto aggressive behaviors.

-The program teaches students proactivestrategies that help prevent strong emotionsfrom escalating into negative behaviors.

• Calm students are better able to use other skills,such as problem solving, to help them get alongbetter with others and make good choices.

• Being able to feel or understand whatanother person is feeling prepares students tomanage their own strong emotions and solveinterpersonal problems with others.

- The program teaches students skills foridentifying emotions in themselves andothers, labeling these emotions, and takingthe perspectives of others.

- These skills are the basis for helpful andsocially responsible behavior. Having empathyis also related to academic success.

r------ Problem Solving ----..,.,• Students who can solve interpersonal conflicts

with peers are less likely to engage in impulsiveor aggressive behaviors.

• The program teaches students to use fourProblem-Solving Steps after calming down.

• Creating a neutral problem statement,generating safe and respectful solutions,and evaluating the consequences of thesesolutions steers students towardselecting prosocial solutions.

The Second Step Program Prevents• Problem behaviors •.Antisocial behavior• Peer rejection • Low academic achievement• Impulsivity

By developing students':•.Self-regulation skills•.Social-emotionalcompetencies

•.School connectedness

© 2011 Committee for Children Second Step: Skills for Social and Academic Success

Effective SEL SnapshotWhat does effective SELlook like and sound like in the classroom?

• Exhibit a warm and caring demeanor and voice

• Treat all students with respect and fairness

• Focus on students' positive qualities/contributions

• Use inquiry and open-ended questioning strategies

• Facilitate cooperative learning activities

• Provide opportunities to think critically, problem solve, and reflect on learning

Promote civic values, active citizenship, and service

What do students who have strong SELcompetencies look like and sound like?

• Honor agreements for a safe, caring climate.

Take responsibility for learning and behavior.

• Take turns talking and listening.

• Pay attention to the person speaking.

• Contribute diverse ideas, opinions, and comments.

• Respect the opinions of others.

• Engage constructively during cooperative activities.

What does effective SELlook like and sound like across the whole campus?

• Active participation in a safe, caring, engaging, supportive, and well-managed learning environment.

• Sequenced, Active, Focused, and Explicit (SAFE)evidenced-based SELskills instruction.

• Interactive, cooperative, and reflective instructional practices for modeling, practicing, andreinforcing SELskills and dispositions.

• Modeling of SELskills by adults and students.

• Teachable moments to teach, model, and reinforce SELthroughout the school day.

• Integration of SEl activities throughout the curriculum and school.

~..

SEL Wheel

Recognizingone's emotions and values as well asone's strengths and limitations

Showingunderstanding andempathy for others

Making ethical, constructivechoices about personal and

social behavior

Managing emotionsand behaviors to

achieve one's goals

Forming positiverelationships, working inteams, dealing effectively

with conflict

eASEL's Five SEL Competencies

1. Self-Awareness• Identifying emotions•Accurate self-perception• Recognizingstrengths• Sense of self-confidence• Self-efficacy

4. Relationship Skills• Communication• Social engagement• Building relationships• Working cooperatively• Resolvingconflicts• Helping/ seeking help2. Self-management.

-Impulse control• Stress management• Self-discipline• Self-motivation• Goal setting• Organizational skills

5. Responsible Decision Making• Problem identification• Situation analysis• Problem solving• Evaluation• Reflection• Ethical responsibility3. Social Awareness

• Perspective-taking• Empathy• Appreciating diversity• Respect for others

second--11 ::t ~Kindergarten. ... -_ .. _._, ..-.

Unit 1:Skillsfor learning

1. Learning to Listen2. Focusing Attention3. Following Directions4. Self-Talk for Staying on Task5. BeingAssertive

Grade 'IUnit 1:Skillsfor learning1. Listening to Learn2. Focusing Attention3. Following Directions4. Self-Talk for Learning5. BeingAssertive

Grade 2Unit 1:Skillsfor learning1. BeingRespectful2. Focusing Attention and

Listening3. Using Self-Talk4. BeingAssertive

Grade 3Unit 1:Skillsfor learning

1. BeingRespectful Learners2. Using Self-Talk3. BeingAssertive4. Planning to Learn

Unit 2:Empathy6. Feelings7. More Feelings8. Identifying Anger9. Same or Different?10. Accidents11. Caring and Helping

Unit 2:Empathy'6. Identifying Feelings7. Looking for More Clues8. Similarities and Differences9. Feelings Change10. Accidents11. Showing Care and Concern

Unit 2:Empathy

Scope and SequenceKindergarten-Grade 5 lessons

Unit 3:Emotion Management

12. We Feel Feelings in Our Bodies13. Managing Frustration14. Calming Down Strong Feelings15. Handling Waiting16. Managing Anger17. Managing Disappointment18. Handling BeingKnocked Down

Unit 3:Emotion Management12. Identifying Our Own Feelings13. Strong Feelings14. Calming Down Anger15. Self-Talk for Calming Down16. Managing Worry

Unit 3:Emotion Management

Unit 4:Problem Solving

19. Solving Problems20. Inviting to Play21. Fair Ways to Play22. Having Fun with Our Friends23. Handling Having Things Taken Away24. Handling Name-Calling25. Reviewing Second Step Skills

Unit 4:Problem Solving

17. Solving Problems, Part 118. Solving Problems, Part 219. Fair Ways to Play20. Inviting to Join In21. Handling Name-Calling22. Reviewing Second Step Skills

Unit 4:Problem Solving

17. Solving Problems, Part 118. Solving Problems, Part 219. Taking Responsibility20. Responding to Playground Exclusion21. Playing Fairly on the Playground22. Reviewing Second Step Skills

5. Identifying Feelings 11. Introducing Emotion Management6. Learning More About Feelings 12. Managing Embarrassment7. Feeling Confident 13. Handling Making Mistakes8. Respecting Different 14. Managing Anxious Feelings

Preferences 15. Managing Anger9. Showing Compassion 16. Finishing Tasks10. Predicting Feelings

Unit 2:, Empathy

5. Identifying Others' Feelings6 Understanding Perspectives7. Conflicting Feelings8. Accepting Differences9. Showing Compassion10. Making Friends

Unit3:Emotion Management

11. Introducing Emotion Management12. Managing Test Anxiety13. Handling Accusations14. Managing Disappointment15. Managing Anger16. Managing Hurt Feelings

Unit 4:Problem Solving

17. Solving Problems, Part 118. Solving Problems, Part 219. Solving Classroom Problems20. Solving Peer-Exclusion Problems21. Dealing with Negative Peer Pressure22. Reviewing Second Step Skills

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Second Step: Skills For Social and Academic Success

Second Step Scope and Sequence cont'd

Grade ~l

Unit 1:Empathy and Skills for Learning

1. Empathy and Respect2. Listening with Attention3. Being Assertive4. Respecting Similarities and Differences5. Understanding Complex Feelings6. Understanding Different Perspectives7. Conversation and Compliments8. Joining In9. Showing Compassion

Grade 5Unit 1:Empathy and Skills for Learning

1. Empathy and Respect2. Listening with Attention3. Being Assertive4. Predicting Feelings5. Taking Others' Perspectives6. Accepting Differences7. Disagreeing Respectfully8. Responding with Compassion

Unit 2:Emotion Management

10. Introducing Emotion Management11. Managing Strong Feelings12. Calming Down Anger13. Managing Anxiety14. Avoiding Jumping to Conclusions15. Handling Put-Downs

Unit 2:Emotion Management

9. Introducing Emotion Management10. Calming Down11. Managing Anxiety12. Managing Frustration13. Resisting Revenge14. Handling Put-Downs15. Avoiding Assumptions

Unit 3:Problem Solving

16. Solving Problems, Part 117. Solving Problems, Part 218. Making a Plan19. Solving Playground Problems20. Taking Responsibility for Your Actions21. Dealing with Peer Pressure22. Reviewing Second Step Skills

Unit 3:Problem Solving

16. Solving Problems, Part 117. Solving Problems, Part 218. Making a Plan19. Seeking Help20. Dealing with Gossip21. Dealing with Peer Pressure22. Reviewing Second Step Skills

www.dchildren.org

© 2011 Committee for Children Second Step: Skills for Social and Academic Success