February 13, 2013 Presented by the SEBL Team Board
Presentation: Social, Emotional and Behavioral Learning
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Goal 1 Goal 3 Goal 2 Goal 4 Goal 5
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Smart Goal During the 2012-2013 school year, the Director of
Student Services will develop a systematic, coordinated approach
for addressing students social, emotional and behavioral learning
needs as measured by the completion of action plan activities.
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Social Emotional Learning A definition of Social Emotional
Learning: Social and Emotional Learning (SEL) is the process
through which we learn to recognize and manage emotions, care about
others, make good decisions, behave ethically and responsibly,
develop positive relationships, and avoid negative behaviors.
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Illinois Learning Standards (SEL) The standards describe the
content and skills for students in grades K - 12 for social and
emotional learning. Each standard includes five benchmark levels
that describe what students should know and be able to do K-12.
These standards build on the Illinois Social/Emotional Development
Standards of the Illinois Early Learning Standards. These standards
have been developed in accordance with Section 15(a) of Public Act
93-0495. This Act calls upon the Illinois State Board of Education
to "develop and implement a plan to incorporate social and
emotional development standards as part of the Illinois Learning
Standards."
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ISBE Social/Emotional Learning Goals Goal 1 - Develop
self-awareness and self- management skills to achieve school and
life success. Goal 2 - Use social-awareness and interpersonal
skills to establish and maintain positive relationships. Goal 3 -
Demonstrate decision-making skills and responsible behaviors in
personal, school, and community contexts.
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Process Administration provided information regarding current
state and desired outcome Developed SEBL Committee Conducted a gap
analysis Stakeholder surveys student, staff, parent Conducted
research curricula, assessment, counseling model, staffing
Comprehensive comparison analysis of all components
Recommendations
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SEBL Committee Kendrick Bailey DHS Counselor Christine
BarrowElementary Counselor Ali BondDirector of Student Services
Alyssa CabreraSchool Social Worker Karen ConlonSchool Psychologist
Lou DobrydniaDHS Counselor Liz GroseSchool Psychologist Terri
HadleyDMS Counselor Stephanie HayesDHS Counselor Kim KlokkengaDHS
Counselor Terri PattersonDVMS Counselor Teresa VonRohrSchool Social
Worker
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Gap Analysis Current State Desired State Character education
takes a variety of formats at each level No specific curriculum to
address social emotional learning No monitoring of student social
emotional learning/needs Disparities within counseling staff
available at each building Parental communication is minimal
PreK-12 character education provided through systematic curriculum
to address social emotional learning Assessment tools to monitor
social emotional learning/needs Equitable counseling staff as per
ASCA recommendations Develop parent information and
communication
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SEL Survey Results Stakeholder# of Responses #1 Element of
Concern Students2310Bullying Staff186Bullying Parents770Positive
Choices
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Comprehensive Overview of SEBL Systematic Approach Character
Education Advisory Parent Education Staff Development/On- going
Discipline Approach Tiered Support Benchmark data (3 x/yr) Progress
Monitoring Data (Tier2/Tier 3 interventions) Program Evaluation
Discipline Data Developmental Counseling Model for IL Schools
(Based on ASCA model) Academic Career Personal/Social Emotional
Character Education Curriculum provided by teachers within:
Elementary - class meetings Middle Schools - Intervention Block
High School - Freshman Advisory/ Homeroom Classroom Instruction
Counseling Support District wide Components RtI/Data
Collection
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Classroom Instruction Character Education Curriculum
(guaranteed/viable) provided by teachers within: Elementary - class
meetings Middle Schools Intervention Block High School Freshman
Advisory/ Homeroom Classroom Instruction
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Counseling Support Developmental Counseling Model for IL
Schools (Based on ASCA model) Academic Career Personal/Social
Emotional Counseling Support
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District Wide Components Character Education Advisory Parent
Education Staff Development/On- going Discipline Approach District
Wide Components
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RtI/Data Collection Tiered Support Benchmark data (3 x/yr)
Progress Monitoring Data (Tier2/Tier 3 interventions) Program
Evaluation Discipline Data RtI /Data Collection
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Recommendations - Curricula Research based Curricula for
Character Education Guaranteed and viable PreK-8 Second Step
9-12School Connect Directly aligned to the state SEL standards
including: empathy, emotional management, problem solving, self
regulation, executive function skills (bully prevention and
positive choices) Professional Development will be provided
Integrated within PLC design
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Second Step Skills SkillsPre-KK-34-56-8 Skills for Learning
Empathy & Communication Emotion Management Friendship Skills
& Problem Solving 6th Bullying Prevention Substance Abuse
Prevention Goal Setting 8th
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School-Connect Module 1 Creating a supportive Learning
Community Module 2 Developing Self- Awareness and Self- Management
Module 3 Building Academic Strengths & Purpose Module 4
Resolving Conflicts & Making Decisions Thinking differently,
active listening Awareness & control of personal growth and
development Apply self-awareness & self-management to academics
Building an retaining friendships Working collaborativelyBuild on
character strength Identify & apply multiple intel strengths
Identify conflict styles & potential effects Fostering
trusting, supportive relationships Reduce negative thinking, manage
anger, cope w/stress Obstacles to academic achievement, attitude
toward school Introduce & apply problem solving skills Practice
in recognizing emotions, perspectives, empathizing, bully
prevention Positive emotions to increase motivation Career &
college options, setting goals, tracking progress Practice specific
social skills, negotiating, making decisions,
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Distribution of Time for Counselors Delivery System
ComponentElementary School Time Middle School Time High School Time
Guidance Curriculum assist with the implementation of the character
ed. curriculum 35%-45%25%-35%15%-25% Individual Student Planning
planning intervention lessons, scheduling classes, career
development 5%-10%15%-25%25%-35% Responsive Services Small Group or
1-1 30%-40% 25%-35% System Support - Building wide support 10%-15%
15%-20%
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Recommendations - Assessment Assessment Collect benchmark data
to identify students who are average, at-risk and in need of
intervention Progress monitor students who are in Tier 2 and Tier 3
interventions Evaluate the curriculum Summative assessment Process
assessment Outcome evaluation
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Recommendations - Staffing Approach Note: ASCA Recommendation
is 1/250 Elementary - 1 counselor per building Current state is
1/1816 Phase 1 - 3/1816 or 1/605 Future state is 5/1816 or 1/363
Middle School 1 counselor per building Current state is 2/925 or
1/463 (adequate/reasonable) High School 1 counselor/250 student per
ASCA recommendation Current state is 3/1230 or 1/410 Phase 1 -
4/1230/or 1/308 Future state is 5/1230 or 1/249 Student Services
Secretary 1 FTE
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Counseling Models ElementsTraditionalDevelopmentalDevelopmental
Counseling Model for IL FoundationCrisis Counseling Information
Service Preventive & Crisis Counseling School Counseling
Curriculum Beliefs, vision, mission statement, needs assessment
results, school improvement plans, Domains: academic, career,
social emotional; Legislation/Standards/Competencies
ManagementProgramming/ Scheduling Career Planning & Development
Program design, advisory council and steering committee, materials
and staff support, sequential schedule/calendar, time
distributions, program components DeliveryReactive Clerical/Task
Oriented Proactive Goal-Oriented Developmental Goals and
Competencies, Implementing the Four Components: Counseling
Curriculum, Individual Planning, Responsive Services, System
Support AccountabilityUnplanned Unstructured Ancillary Service
Planned Daily Activities Accountable Integral Part of Educational
Prog. Accountability Process, Assessment of Student Competencies
and Program Ratio1 to 250
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Parental Information/Communication Parent survey indicated the
following areas of interest: Behavior Management Child Development
Reinforcing Study Skills Workshops for parents Communication
through district blog, building newsletters, email
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New Initiatives in 2013-14 Parent Forums on key topics: drugs,
alcohol, depression Consider more random drug testing &
frequent locker searches Deterrent for students Ensure safety in
our schools A possible safe haven for students who struggle with
drugs, alcohol, depression (non punitive resource and referral
system) School Tipline -
http://www.schooltipline.com/http://www.schooltipline.com/ The
establishment of standardized processes and procedures (ie:
communication, data collection, resource referral)
