Indiana Social-Emotional Learning Competencies: Serving the Whole Child

1. Indiana Social-Emotional Learning Competencies: Serving the Whole Child Christy Berger, Assistant Director of Social, Emotional, and Behavioral Wellness Jeff Wittman, School Social Work and Foster Youth Specialist Working Together for Student Success @EducateIN

2. Objectives • To share the importance of Whole Child Teaching. • Learn about Indiana’s Seven Social-Emotional Learning (SEL) Competencies. • To discuss the role adults play in Social-Emotional Learning. • Describe how to implement SEL Competencies in your space. • Explore SEL strategies that can be used with youth. • Introduce Self Care as a priority for educators @EducateIN

3. Why Address The Whole Child Wellness In Schools? 1 in 5 youth, ages 12-17, get the recommended amount of exercise. The child abuse and neglect rate has nearly doubled in the past 10 years. In Indiana 1 out of 5 high school students seriously considered attempting suicide in the last 12 months. In 2017, there were 483 juvenile youth who received treatment for mental health illnesses. An estimated 3.8 million Hoosiers live in mental health professional shortage areas. \\\\\\\\\\\\\\\m congue tempus Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor. @EducateIN Source IYI Kids Count Data Book 2019

4. Social, Emotional, and Behavioral Wellness at IDOE • Assistant Director of Social, Emotional, and Behavioral Wellness at IDOE- Christy Berger CBerger@doe.in.gov • Mental Health Supports for students • Multi-Tiered Systems of Support • School Improvement • Staff to support work: Lisa Truitt, Jeff Wittman, Jessica Yoder, and School Counseling Specialist • Social, Emotional, and Behavioral Website is live! • Toolkits for Social-Emotional Learning to support Multi-Tiered Systems of Support. • MTSS Roadshow @EducateIN

5. IDOE SEL Timeline May IDOE Accepted in CASEL’s CSI (1 of 25 States) February IDOE Cosponsors Educating the Whole Child Summit September IDOE Granted $9M Project Aware January IDOE Launches SEL Resources August IDOE Begins Service on CISC Educational Outcomes Task Force • 2017 • 2018 • 2019 December IDOE Begins “Happiness Class” Creation November Title IV Competitive Grant $ Used for SEL July Resilience Roadshow and Dr. Anda visit January IDOE Legislative Priority Work August IDOE Creates Position Dedicated to SEL (1 of 2 States) January CISC State-wide SEL Plan (Completed Dec. 2018) @EducateIN

6. MTSS Framework @EducateIN

7. Social-Emotional Learning @EducateIN @EducateIN

8. Social-Emotional Learning Social and Emotional Learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills... understand and manage emotions... set and achieve positive goals... feel and show empathy for others... establish and maintain positive relationships... ...and make responsible decisions. @EducateIN

9. Benefits of Social-Emotional Learning Social-emotional learning interventions increased students' academic performance by 11-percentile points compared to those that did not participate in SEL programs.Source On average, there is an $11 return on investment for every one dollar spent on Evidence-Based Social-Emotional Learning Programming - ranging from a reduction in suspension rates, juvenile crime rates, his/her lifetime earnings, and overall better mental and physical health.Source @EducateIN

10. Benefits of Social-Emotional Learning Teaching social-emotional skills in kindergarten leads to students being more likely to: • Graduate from high school and college • Have stable, full-time employment And less likely to: • Commit crimes • Be on public assistance • Struggle with substance abuse, and mental health problems as young adults Source Social-emotional programs can have a positive impact on teachers, as well. When teachers are receiving professional development and implementing SEL programs they can see an: • Increase in positive feelings about their job and students • Increase efficacy for regulating emotions • Reduction in stress levels • Increase in overall SEL competence. Source @EducateIN

11. Common Myths Social-emotional learning is allabout feelings. • Emotional awareness and regulation are pivotal components but the development of communication skills, executive functioning skills, conflict management, and many other fundamental life skills are connected to SEL programming. Social-emotional learning is onlyfor students with behavior and/or discipline problems. • Teaching SEL skills as a preventive measure helps ensure students are learning in a regulated state. SEL provides multiple opportunities for students to practice strategies to help strengthen neural pathways. @EducateIN

12. Common Myths Social-emotional learning is “touchy-feely” and takes away from academic time. • SEL focuses on developing skills necessary for academic success (e.g., organization, time-management, communication skills). Additionally, SEL strengthens relationships, which can allow more time to be dedicated to academic instruction and less on managing behavior. Social-emotional learning is only for elementary students. • SEL skills are essential across all developmental levels and have been demonstrated as essential for postsecondary success. @EducateIN

13. CASEL vs. Indiana CASEL and Indiana @EducateIN @EducateIN

14. Activity @EducateIN

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16. Role of Adults to Implement SEL Programs Personal Commitment to SEL and Ongoing Reflection @EducateIN

17. Role of Adults to Implement SEL Programs @EducateIN

18. IDOE Resources www.doe.in.gov/sebw CBerger@doe.in.gov @ChristyADSEL @EducateIN

19. Highlights of SEBW Website The Why Infographic Grade Bands 100 Days of Neuroscience SEL 101 video @EducateIN

20. Strategy Sharing A Few Strategies @EducateIN

21. Proactive language (trauma informed lens) Positive Behavior Intervention Supports Social-Emotional Learning Competencies 100 Days of Neuroscience lessons Regulation strategies (boxes, zones, visuals) Literacy integration Morning meetings Mindfulness practices Brain Intervals Tier 1 strategies for all students @EducateIN

22. Beyond classroom Small-group instruction (counselor, social worker or behavioral specialist) Buddy classroom (reflection sheet) Use restorative interventions Peace Walk (conflict resolution) Mentor/Mentee program (adult/student) In classroom Regulation boxes Calming corner Mentor/Mentee program (student/student) Check in/ check out Relax, Regulate and Return App Tier 2 strategies for some students @EducateIN

23. Create individualized behavioral support plans Provide referrals for outside community mental health partners One on one skill development (counselor, social worker, behavioral specialist or special education teacher) 504 plan Individualized Education Plan School-based therapist Tier 3 strategies for few students @EducateIN

24. Strategies from SEL Toolkit @EducateIN

25. The ability to demonstrate cognitive flexibility and a willingness to learn. Developing mindset is a critical learning skill for building perseverance, adaptability, self-discovery, resilience, and the ability to receive and give constructive feedback. @EducateIN

26. 2B. Students recognize personal strengths. 2A. Students identify a wide range of emotions. Teaching Emotional Awareness; Building Emotional Vocabulary Building Student Strengths—Helping Connect to Future Career Pathways & Decision-Making @EducateIN

27. Brain Intervals • Dance break • Social time • Simon Says • Doodle for five minutes • Do 25 jumping jacks • Play Rock Paper Scissors • Tell a joke • Share quotes The ability to have body awareness and recognize sensations in the body. Gaining sensory-motor integration is an important skill for managing transitions, changing routines, increasing alertness for learning, and improving regulation. @EducateIN

28. 1A. Students demonstrate an understanding of body awareness and sensations in the body. • Teaching Mindfulness Practices • Mindful Breathing Exercises • Ensuring Daily Practice • Not a Response to Poor Behavior • Mind-Body Connection @EducateIN

29. The ability to recognize and manage one’s emotions. Regulation skills build positive self control, positive self-discipline, and impulse control.

30. Cooperative Learning Game, If You Build It - page 46 in SEL Toolkit 4B. Students understand teamwork and works with others. The ability to work well with others, including in the group and teamwork environment. Collaboration works to build positive communication and conflict management skills. @EducateIN

31. Book List

32. COLLABORATION 4B. Students understand teamwork and works with others. CONNECTION 5A. Students treat others fairly and respectfully, is able to see multiple perspectives and is open-minded. MINDSET 7A. Students demonstrate a willingness to learn, especially when faced with challenges or following a failure. 7B. Student practices flexible and innovative thinking. • Interactive game supports multiple SEL Competencies • Can use as a thumb ball with questions pre-written or with numbers/feeling faces (younger students)— can also then control which questions are asked to each student

33. Teacher Wellness “There is no better Tier 1 intervention than a healthy teacher.” • Dr. Adam Saenz, author of “The Power of a Teacher: Restoring Hope and Well-Being to Change Lives” • Additional Resource: The Heart of Learning and Teaching: http://www.k12.wa.us/compassionateschools/pubdocs/TheHeartofLearningandTeaching.pdf • IDOE Science of Happiness Course - Coming Fall 2019! @EducateIN

34. Contacts @EducateIN

35. @EducateIN