Social-Emotional Learning Update November 12, 2018
Social-Emotional Learning Committee Members Michael Griffin-Co-Chair Rob Thornell Justin Vercher Kim Hardy Logan Faris Cynthia Webber Michelle Rouleau Stephanie Espinosa Matrice Raven Terry Harris Jamie Farber Carri Eddy Julie Hinshaw Cara Carter Michelle Gelnaw Tara Teague Anthony Tosie Kim Campbell Chrystal Woodward Sandy Conklin Amanda Borg Misty Taylor Kim Blackburn Lauren Kane Paula Railsback Mary Seltzer Ashley Mooneyham Tammy McClure Leigh Ann Romer Monica Lemke Jamie Winters-Johnson Soledad Newton
The Purpose of Our Work (2017-2018) “Character Ed. Committee” Collaboratively, we will work together as a committee to develop a framework to guide character education in Northwest ISD. This framework will serve as a guide for NISD schools to use as a benchmark in developing and/or assessing character development opportunities they provide to students.
Character Development
Social-Emotional Learning
Social-Emotional Learning in Northwest ISD
Social-Emotional Learning in Northwest ISD VISION: Northwest ISD schools will create an intentional, nurturing, and caring culture that engages all students in a comprehensive and integrated approach to character development so they are socially, emotionally, and intellectually prepared for college, the global workplace and personal success. MISSION: Northwest ISD staff, students, parents and community will work collaboratively to design highly effective character development experiences that are responsive to ever-changing student needs and promote and foster social, emotional, and intellectual learning for all students.
Social-Emotional Learning in Northwest ISD BELIEFS In Northwest ISD, we are committed to our students growing through experiences that develop social and emotional competencies; connecting their personal goals to individual character development; and inspiring others and future generations through their actions and words. To that end, We believe our families and communities provide the foundation for our students’ social -emotional development. We believe an ongoing partnership with students, families, schools, and communities is critical in fostering students’ social - emotional development and intellectual growth. We believe ALL school environments must support the social, emotional, and cultural needs of every student by fostering a culture where all students feel safe, valued, connected, and empowered. We believe, through on-going support, training, and collective efficacy, staff must continuously model, encourage, and provide time and opportunities in all environments for character growth and social-emotional development in all students.
Strategic Summit
Northwest ISD Strategic Framework 2018-2022
Northwest ISD Strategic Framework 2018-2022
Northwest ISD Strategic College, Career, and Life Readiness: NISD will ensure that every student is achieving Exemplary CCR status (in Framework accordance with NISD’s CCR Rubric), experiencing personalized learning opportunities, and developing social- emotional skills in order to attain their definition of personal success. 2018-2022
Social-Emotional Learning-A National Focus
Social-Emotional Learning Competencies
Social-Emotional Learning Competencies
Social-Emotional Learning Competencies
Social-Emotional Learning Competencies
Social-Emotional Learning Competencies
Developing our Social-Emotional Learning Competencies All levels of school counselors reviewed the following competencies in spring 2018 to determine similarities and differences: ● Texas Student Competencies (new competencies released Feb. 2018) ● ASCA’s Mindsets and Behaviors ● CASEL’s SEL Competencies (Jan. 2017) ● MTSS Core Constructs for Student Social, Emotional, Behavior Competencies (The Great 8 or Essential 8) ● Emotional Intelligences
SEL Competencies
SEL Competencies
NISD SEL Framework A follow-up committee of counselors worked to draft an SEL framework merging the Texas Student Competencies with the CASEL (Collaborative for Academic, Social, and Emotional Learning) Competencies to provide a consistent framework and communication tool for administrators, counselors, and teachers.
Original Draft
Original Draft- Elementary
Committee Feedback
Student Feedback • Met with 60+ high school students • Collected feedback from them and listened to their needs • Combined student feedback with committee feedback • Follow-up session with all of the high school student groups • Collected feedback from elementary students
Committee & Student Feedback Three key aspects came out of the collective body of feedback: • Create one District-wide Framework to be used K-12 to create a common language and understanding of SEL • A need for some "wordsmithing" to the language used in the bullets under each strand of competencies is needed • A redesigned visual of the SEL Framework was needed
DRAFT Revision
Redesigned Framework Additional input has been collected from: ● Faculty Advisory Council (FAC) ● DEIC ● SEL Committee ● Principals
NISD Social – Emotional Learning Framework & Competencies
Timeline (2018-2019) • Share Guides & Campus Self- Assessment with principals Board Report with • Campuses assess current level of Recommended SEL SEL competencies (baseline data) Competencies to be • Curriculum self-assessment emplemented in • Professional Development plan for NISD training all staff on SEL Dec-Feb. Spring / Summer competencies Sept. 25 2019 Nov. 12 Spring 2019 • Train all staff on SEL Sub-Committee Work: Reconvene Committee to Competencies • Develop NISD Guides for SEL develop a • Teachers self-assessment on Competencies recommendation for classroom practices • Create campus self- Social-Emotional • Continue embedding SEL assessment document Learning Competencies language in Curriculum • Plans for embedding SEL into for NISD the Curriculum
Timeline (Year Two: 2019-2020) Campuses will embed strategies for Campuses and teachers will enhancing/supporting SEL work in implement SEL competencies Campus Improvement Plans based on and CIP strategies throughout Spring self-assessment results year C&I, campuses & teachers Committee will explore will continue to monitor student assessment progress of the integration options for establishing of SEL competencies into baseline data for SEL practices competencies
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