Social and Emotional Learning is the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively.

Give students skills to be successful in school and life

A way to address all the needs of the students while still focusing on their primary academic mission.

Self Management

Motivation

Understanding Consequences

Time Management

Setting Goals

Relationship Skills

Appropriate Behavior and Language For The

Setting

Responsible Decision Making

Self Awareness

•“Research has shown that people with social and emotional competence are most likely to succeed academically, have a sense of well-being in their personal lives and act as contributors to their communities.

• They know what their strengths and challenges are, and are optimistic about the future, have meaningful relationships and are happy with their work lives.

• They are able to set and achieve goals and solve problems effectively.

• They are able to empathize with and show respect for others, appreciate diversity, and, live in accordance with their values, making positive contributions to their communities.”

•SEL promotes this development as part of our children's education.

•http://pd.ilt.columbia.edu/projects/exsel/aboutsel/index.html

• The School Board adopted the 2005-11 strategic Plan on June 16, 2005.

It consists of four goals and 20 objectives.

The Board has adopted specific targets for indicators that are used to assess progress on the Strategic Plan.

•1. Rising Achievement

•2. Eliminate the Gap

•3. Responsive Education

•4. Effective Relationships

•Ensure rising achievement for all students on standardized tests and other measures of performance that go beyond state and federal standards.

• Objective 1.2: Students will demonstrate continuous improvement on various academic indicators and performance assessments... (a) Improvement on state assessments; (c) Increase in students taking challenging courses; (d) Increase in graduation rate; (e) Decrease in dropout rate; (f) Increase in SAT participation rate and results...

• Objective 1.3: APS students in grades preschool through 12 will display increased participation in educational opportunities that develop their cultural knowledge, awareness, and sensitivity.

• Self-awareness

• Responsible decision-making

• Setting goals

• Time management

• Motivation

• Self-management

•“There was generally less school violence, there was increased self-esteem, improved abilities to help others, greater personal responsibility for resolving conflicts among participating youngsters. After only two years of implementation, there were substantial improvements in participating schools' course failure, dropout, student attendance and suspension rates."

•~ Dr. Stanley J. Schneider, Senior Vice President of Metis Associates.

•Eliminate gaps in achievement among identified groups (Asian, Black, Hispanic, and low-income students, students with disabilities, and English-language learners).

Objective 2.2: There will be a decrease in the gaps in the proportion of APS students in identified groups participating in educational opportunities that develop their cultural knowledge, awareness, and sensitivity.

• Self-awareness

• Responsible decision-making

• Appropriate behavior/language for the setting

• Relationship skills

• Setting goals

• Time management

• Understanding consequences

• Motivation/concern

• Self-management

• Self-awareness

• Responsible decision-making

• Appropriate behavior/language for the setting

• Relationship skills

• Setting goals

• Time management

• Understanding consequences

• Motivation/concern

• Self-management

•“Congruence between how the educational process is ordered and delivered, and the cultural frames of reference of diverse students will improve school achievement for students of color.”

•~ Spindler & Spindler (1994)

•Pathways to cultural awareness: Cultural therapy with teachers and students

• Prepare each student to succeed in a diverse, changing world through instruction and other school experiences responsive to each student's talents, interests, and challenges.

• Objective 3.6: Each school will be a safe and supportive environment where each student has a positive relationship with at least one adult in the school.

• Objective 3.7: All APS students will graduate with skills, behaviors, and knowledge required for successful entry into employment and participation in the community.

• Self-awareness

• Responsible decision-making

• Appropriate behavior/language for the setting

• Relationship skills

• Setting goals

• Time management

• Understanding consequences

• Motivation/concern

• Self-management

• Self-awareness

• Responsible decision-making

• Appropriate behavior/language for the setting

• Relationship skills

• Setting goals

• Time management

• Understanding consequences

• Motivation/concern

• Self-management

• “Many of the problems in our schools are the result of social and emotional malfunction and debilitation from which too many children have suffered and continue to bear the consequences. Children in class who are beset by an array of confused or hurtful feelings cannot and will not learn effectively.”

• Emotional well-being is "dramatically and positively predictive not only of academic achievement, but also of satisfactory and productive experiences in the world of work and marriage, even of better physical health."

• ~ Dr. Maurice Elias, Rutgers University

• Build effective relationships with parents and the community so that they know about and actively support the education of our students.

• Objective 4.2: APS and every individual school will carry out a plan that effectively engages all families and community members.

•Self-awareness

•Responsible decision-making

•Setting goals

•Time management

•Motivation

•Self-management

•“Bolstering student strengths and preventing problems such as violence, drug use, or dropping out is most effective when multiyear, integrated efforts develop children’s social and emotional skills. This is best done through effective classroom instruction, student engagement in positive activities in and out of the classroom, and broad parent and community involvement in program planning, implementation, and evaluation.”

•~ CASEL•Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs

•“By strengthening and increasing social-emotional educational opportunities, we will increase our children's capacity to learn, give them the tools to aspire to personal and professional achievements, and enable them to experience personal satisfaction.”

•~ Robin Stern, Ph.D., Columbia University

• APS Strategic Plan (http://www.apsva.us/15401081151420393/site/default.asp?)

• EXSEL: A definition of Social and Emotional Learning (http://pd.ilt.columbia.edu/projects/exsel/aboutsel/index.html)

• On-line bibliography in the area of emotions and emotional intelligence (http://www.socialresearchmethods.net/Gallery/Young/emotion.htm)

• Six Seconds (http://www.6seconds.org)

• Stern, Robin. Social and Emotional Learning: What is it? How can we use it to help our children? (http://www.aboutourkids.org/articles/social_emotional_learning_what_it_how_can_we_use_it_help_our_children)

• The Center for Social & Emotional Education (http://www.csee.net/climate/seeae/)

• The Collaborative for Academic, Social, and Emotional Learning (http://www.casel.org/about_sel/SELintro.php)

Managing multiple priorities

Time management

Agenda book

Scheduling

Use math lessons as a way to examine problem-solving skills.

Use small group work as a way to build problem-solving and decision-making skills.

Have students consider what personal qualities demonstrated by leaders helped or hindered the leaders in reaching their goals.

Look at historical events from the perspective of different participants.

What were the feelings of the different groups?

Use literature that addresses making responsible decisions and relationships.

Utilize group discussions to help students learn the skills of listening, patience, and tolerance while listening to others with different perspectives.

Emphasize the importance of listening skills in gathering data, making observations, and following directions.

Use hands-on experiences, such as science fairs and big projects as an opportunity for students to learn to accept praise as well as constructive criticism.