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Using an Integrated Approach to District Implementation of Transformational Social, Emotional Learning

August 6, 2024

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Jennifer Hauth�Director of Social, Emotional and Mental Well-being

Stephen DuVal�Director of College and Career Readiness

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Today’s Agenda

2. The “Why” and “How” in Bend-La Pine Schools

3. Prioritization Game

5. Administrator Panel to learn from Peers

1. Transformation Social Emotional Learning (TSEL)

6. Closing Ritual

4. Barrier Identification

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BLP Strategic Initiatives

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LEARNING OUTCOMES

Learn about the new OAR requiring TSEL standards and a framework in all Oregon schools.
Connect about how BLS is integrating the requirement into what we are already doing.
Plan with your team to prioritize this work in schools as we work toward our strategic goal of fostering a positive culture and climate in our schools through relationship building and connection which results in staff and students feeling like they belong.

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Community Agreements

Listen to Each Other

Be present and listen to others

Respond, don’t react

Try to find comfort in silence

Be Kind to Each Other

Try not to judge yourself or others

Respect other people’s journeys

Speak from the “I” perspective

Lean Into Discomfort

Take risks and lean into discomfort

Try new ways of thinking and doing

Don’t be afraid to ask questions

Make Space, Take Space

Choose what you want to share

Notice how much you are sharing

Respect confidentiality

Presence

Try not to be on other devices

Participation

Say your name when sharing

Make a visual gesture to get called on

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Intentional Opener

Musical Mixer - Pick One

Intention

What is a hope or an intention that you have for this school year for yourself?

Reflection

When you were a student, which teacher did the best job of creating a classroom environment that felt positive and inclusive?

Reflection

When you were a student, was there a teacher that taught you social and emotional skills?

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Social Emotional Learning (SEL) in Oregon

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House Bill 2166 goes into effect requiring the development of student social and emotional learning standards and a framework for K-12 public school students in Oregon

House Bill 2166 (now ORS 329.045):

“The board shall require school districts to � implement the standards and framework no � later than July 1, 2024.”

All OR districts implement Oregon’s Transformative SEL Framework and Standards

July 2021

July 1, 2024

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What is Transformative SEL?

“a process whereby young people and adults build strong, respectful, and lasting, relationships that facilitate co-learning to critically examine root causes of inequity, and to develop collaborative solutions that lead to personal, community, and societal well-being.” (CASEL, n.d.)

Personally Responsible

Participatory

Transformative

Focusing on developing skills for risk prevention, individual success and personal well-being.

Focused on both skills for individual success and well-being, as well as interpersonal relations and community-building.

Focused on skills for individual success, interpersonal relations, and community- building, as well as skills needed to ensure democratic, fair, and inclusive communities.

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Oregon’s Five Standards braided with the five transformative Focal Constructs

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Oregon’s Transformative Social Emotional Learning Standards

Standard 1: Self-Awareness & Identity Identify and reflect upon one’s thoughts, emotions, behaviors, intersectional identity, and capabilities across situations and environments.
Standard 2: Self-Management & Agency Use management strategies to build personal and collective agency that lead to achieving goals and aspirations.
Standard 3: Social-Awareness & Belonging Develop social awareness that fosters a sense of belonging and leads to co-constructing equitable, thriving communities and a vibrant society.
Standard 4: Relationship Skills & Collaborative Problem-Solving Establish and maintain healthy, supportive relationships and effectively navigate diverse settings in order to collaboratively solve problems.
Standard 5: Responsible Decision Making & Curiosity Demonstrate curiosity and analysis of oneself and society in order to make caring choices that impact personal, social, and collective well-being across situations and environments.

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Four Components �of Oregon’s Transformative �SEL Framework

Fosters opportunities for students to develop and practice their knowledge, skills, habits, and dispositions.

Focuses on improving adult well- being, creating a positive work environment, and increasing competence so that adults can teach, model, coach, and nurture SEL with their students.

Describes how partnerships, policies, �and practices cultivate an ecosystem �of Transformative SEL,

Adult �Transformative SEL

Conditions for

Learning & Thriving

Guiding Principles

Student �TSEL

Foundational values and beliefs that are woven throughout the framework to guide decisions about how the Transformative SEL Standards are implemented.

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The “Why” of SEL in Bend-La Pine Schools

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Hundreds of independent studies confirm:

SEL has a positive impact on students

ACADEMICS MENTAL SKILLS SCHOOL

HEALTH DEVELOPMENT CLIMATE

ACADEMICS MENTAL SKILL SCHOOL

HEALTH DEVELOPMENT CLIMATE

11% Increase

FROM CASEL: Tee up the four main areas before getting more specific:

What the Research shows on overall impact on academics, mental health, social and emotional skills, and school climate
Support from parent audience
Demand from educators/growth in implementation

Improved attitudes about self, others, and school (extremely important and cited by educators as one of the main reasons they value SEL
Positive classroom behavior
11 percentile point gain on academics for those schools that implement SEL with fidelity: This is a significant data point that warrants emphasis. This data point can foster the transition from a belief that these are “soft skills,” nice-to-haves, to the idea that these are critically important and to be taken seriously.

And don’t forget about the data points in red:

Reductions in conduct problems is an important finding, but once again, it’s important to be wary of folks who think of SEL as behavior management and are looking to “fix broken kids.” See note above.
Reductions in emotional distress warrants significant emphasis. We’re living in a time when emotional distress, depression, anxiety, and suicide are at an all-time high. Understanding that SEL can have an impact here is important, but with a word of caution: SEL should not be viewed as a solution for mental illness.

Teachers with high levels of social competence are better able to protect themselves from burnout

Kindergartners who were stronger in SEL competence were more likely to:

graduate from high school
complete a college degree
obtain stable employment in young adulthood

And less likely to be:

x living in public housing

x receiving public assistance

x involved with police

x in a detention facility

Wise financial investment according to cost-benefit research. The average return on investment for six evidence-based programs is:

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DISTRICT PRIORITY

2022-2023

Tyton Partners, 2022

OF PARENTS SAY

SEL IS IMPORTANT

IN SCHOOLS

Pew Research Center, 2022

OF TEACHERS

SAY SEL IMPROVES ACADEMICS

EdWeek Research, 2022

STATES INVESTED

RECOVERY

DOLLARS IN SEL

ARP State Plans, 2022

#1

93%

39

83%

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The “How” of SEL in Bend-La Pine Schools

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Life and Career Readiness (LCR)

Integration of three efforts - Healthy School, College and Career Readiness and SEL/Mental Health = LCR

Alignment of TSEL standards with our priority standards work - DRAFT

Clearly identifiable skills for students and families

K-12 team with a K-12 throughline

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Indicators of TSEL Across the School Community

Jennifer: 10 Minutes. We want you to recognize that the work you are doing is TSEL work, we can look at your buildings to see all the work we are already doing to see how far we have come. And where are we headed next. Kinsey: Family Engagement, Student Voice In Eric/Sean’s you’ll see the connection with supportive discipline and school and classroom climates. With Continuum of Integrated supports: MTSS work that you all have been leading in your buildings. Also, going into year 2 of Wayfinder and explicit SEL instruction. Stephen talked about priority standards work and the integration that we are headed to. Finally, Steve and Lisa’s message around thriving and the direct connection to Adult SEL. The strategies you see us all using around openers/closers/ engagement strategies are all intentional as the research says that these contribute to adult well-being and belonging. This is the work, for the rest of the session but this is one piece of the bigger conversation.

Take a Moment and rate where your school is doing good work, what is an area of growth? We’ve started the work here, this is the next step for us, no focus yet

share out.

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The biggest problem growing up today is not actually stress -

it’s meaninglessness.

Dr. Bill Damon, Professor of Education, Stanford University

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Wayfinder SEL + Life Readiness

With Self

With Each Other

In The �World

Belonging + Purpose

COMMUNITY

ACTION

SELF

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Kindergarten

Exploring Feelings + Actions

1st Grade

Caring for Ourselves + Others

2nd Grade

Growing + Understanding Ourselves

3rd Grade

Creating Connections + Fostering Curiosity

4th Grade

Building Confidence + Community

5th Grade

Building Empower + Engaged Leaders

Wayfinder K-12 Curriculum

6th Grade

Belonging Foundations

7th Grade

Belonging 1: Self

8th Grade

Belonging 2: Community

9th Grade

Belonging 3: Action

10th Grade

Purpose 1: Self

11th Grade

Purpose 2: Community

12th Grade

Purpose 3: Action

6-9

Belonging

K-5

Foundations

10-12

Purpose

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Wayfinder is our adopted curriculum for meeting the TSEL standards/requirements

SEL

21st Century Skills

Life and Career Readiness Skills

AND

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MTSS Outline

TIER 1

TIER 2

TIER 3

Group intervention content to target areas of growth
Waypoints helps progress monitor and inform Tier 2 intervention

1-on-1 intervention content to help target areas of growth
Waypoints helps progress monitor and inform Tier 3 intervention

Core Lessons, Activity Library, Collections, delivered to whole class
Waypoints helps progress monitor and inform Tier 1 Instruction

TEACHERS

COUNSELORS

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PRIORITIZATION GAME

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Prioritization Game

Work in table groups to decide which tasks to complete to gain the most number of points. Make sure tables are even.

Directions

Today you will be engaging in a friendly competition to see which group is the best and quickest at prioritizing.
There will be a series of activities posted, complete as many tasks as a group that you can in 7 minutes.
Choose whichever tasks you’d like.
Teams are responsible for writing down which tasks they complete as they go
The team with the most points at the end of the 7 minutes wins.

You don’t make progress by standing on the sidelines… You make progress by implementing ideas. - Shirley Chisholm

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Managing Time Constraints

Run 5 laps around the room (20 points)
Write a haiku (15)
Play three games of Rock, Paper, Scissors (10)
Say each person’s name out loud (5)
Count up the number of siblings the group has & write their names (5)
Write a paragraph about food from a specific region (20)

Make an SEL crossword with 10 vocab words (30)
Draw an ideal SEL classroom setup (15)
Write down all the extracurriculars your group members do (5)
Create a group handshake (20)
Use the items you have to create a stacked tower (10)
Create a new line dance (25)

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Winner

Self-reported point total

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Discussion Questions:

What was your team’s strategy for completing the tasks?
Why was prioritization such a key skill in this game?
Why is prioritization such an important skill in your day to day life of leading a school?
How do we manage the time constraints we are often faced with when implementing multiple initiatives in our buildings?

You don’t make progress by standing on the sidelines… You make progress by implementing ideas. - Shirley Chisholm

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IDENTIFYING �BARRIERS

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Bucketing the Challenges of SEL

Curricula fits

the context

Stakeholder Buy-in

Roll-out & Ownership

In Wayfinders’ work with hundreds of schools across the US, they’ve identified four core themes in SEL implementations

Schedule Integration

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Admin Peer Panel Discussion

Celebrations/Learnings from Year 1
Where does this work show up in your school?
Staff Buy-In Solutions
Share a student or group of student celebration after using Wayfinder

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CLOSING �RITUAL

Wayfinder Activity

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Intentional Close

Find your “Sole” Mate and Choose 1:

Thank You, I Learned, Next Time

I Learned

Something new you learned

Thank You

Someone or something you are grateful for �or a shoutout.

Next Time

A commitment you will make as a result of our work together today

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Wellness Break

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Questions?

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Where do we �put Wayfinder for 6-12?

Barrier 1

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Schedule Integrating & Fit

Electives + Specials

Art, Music, PE

Extracurriculars

Enrichment Classes, �Sports Teams

Core Classes

English, History, Math, Science

College + Career Prep

Career + Leadership Development, CTE

Support + Intervention

Counseling, MTSS, Student Wellness Centers

Advisory

Cooperative Lessons, Counseling

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Addressing �Buy-In Issues

Started with 5th + 6th grades; added K-4

Push-in lessons

Focus on staff �+ student belonging; continuing to build community

Morning meeting, transitions, navigating friendships, before/after breaks

Leveraging activities + Collections

Genesis Royal-Langham�The Dever, �Boston Public Schools

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GROUNDING �IN JOY

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Introduction

Today we would love to support you in identifying and sharing what brings us joy…

Can you think of what you were doing the last time you enjoyed yourself so much you lost track of time?

What does joy feel like?

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Brainstorm + Share

What do you love to do? Think about activities you...

enjoy doing alone and/or with friends/family.
lose track of time doing.
prioritize even when you are busy.
wish you were able to do more often.

Share with a partner or table group at least two activities

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Roots

What are the underlying 'roots' of each of your 'loves'?

Adventuring

Being challenged

Being in the moment

Caring

Collaborating

Competing

Connecting

Designing

Leading

Learning

Listening

Moving your body

Organizing

Playing

Problem solving

Relaxing

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Group Share-Out

Did anyone struggle coming up with what activities bring you joy?
Why is important to prioritize experiencing joy?
How does joy flow into our work spaces?
How does joy come up when we consider Wayfinder implementation?

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Wrap Up

We may love an activity not because of what it is, but because of how it makes us feel.

Knowing what you love to do (that which you feel engaged and energized by) is central to identifying what’s personally meaningful to you.

When we bring joy into school communities and

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Wayfinder is Backed �by Research

Wayfinder is founded at a leading research institution and is informed by leading researchers.

CONTROL

WAYFINDER

Post Test Scores (controlling for Pre-Test)

Adjusted Post-test scores of Wayfinder and Control Groups (*significant)

Purpose

Engagement*

Cultural Awareness

Belonging

Social�Awareness*

2.0

3.0

4.0

3.5

2.5

Wayfinder conducts 3rd party research every year

Emily Esfahani-Smith

Author of “The Power of Meaning”

Dr. Bill Damon

Professor of Education

at Stanford

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Questions?

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Closing Ritual

Check-Out Question

What are your next steps in supporting your staff, school, or district with the implementation of SEL Standards?

Core Skill: Agency

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OPENING RITUAL

Musical Mixer of Connection

What specifically brought you here today?

How is your school currently implementing SEL?

How is it going?

Core Skill: Self-Awareness

What would you like to walk away with today?

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Break

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We want to implement Elementary SEL, what do we do?

Barrier 2

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Integrate Wayfinder Activities and Language Throughout the Day

Use Wayfinder Activities To…

Create space for students to inspire others with their insight, habits and achievements

Identify their support systems to observe Vicarious Experiences

Improve Communication between teachers and students to increase student agency

Create an environment where students feel

Safe to fail and trying again to increase Adaptability

Teach students �how to encourage each other for increased opportunities for positive Social Persuasion

Provide practice in making difficult choices to increase Mastery Experiences

Implement Affirmations

Use Mindfulness routines to center themselves when they feel stressed to improve their Affective State

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Planning a Smooth Roll-Out for Year 2

Walk

What is the entry point with the least friction and most opportunity for long-term success?

Staff Training

Highly-engaged educators

Counselors & Student Support Staff

Jog

How do I build on momentum and bring more people into the fold?

Academic integration in a single Subject/Grade

Homeroom/Advisory

Student Surveys

Using Waypoints

Modeling lessons Activities with Staff

Run

How does TSEL practices become a cornerstone of our school culture?

Weekly lessons

Full academic integration

Integration beyond the classroom in extracurriculars

Parent/Community training

Year 1

Year 3+

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How do we engage not only counselors, but also teachers?

“SEL is not my job…”

Barrier 2

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What Are The Biggest Barriers To Getting Teacher Buy-in For SEL?

Content that resonates with �students real lives
Teacher Burnout
Teacher Confidence + Skill Development
Not, One more thing
Alignment with Academic Outcomes
School Schedules
Differentiated learning needs
Teacher prep time
Equity and Inclusion

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We don’t have one main leader/vision spearheading our implementation,

consistently.

Barrier 3

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How do we get our school communities bought in?

This includes students, teachers, admin… everyone.

Barrier 4

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Example - Standard 1

Script

While the statute required ODE to create K-12 student standards, in order to fully actualize Transformative SEL, the advisory group placed an equal emphasis on creating supportive conditions and practices to optimize learning and growth of all individuals within the educational ecosystem.
The approach taken to these standards involved both individual and communal practices that cultivate and nurture Social & Emotional Learning across the system.
In this example, you can see the CASEL competency and focal construct are braided to create the Standard.
Each Standard has approximately 3-4 practices that align and support the Standard.
There are four growth indicators for each practice that demonstrate progression towards meeting the standard and practice with increased knowledge and skill.
These were developed using Webb’s Depth of Knowledge verbs to provide guidance on what it may look like in action
While the standards and practices are required, the Growth Indicators are optional and flexible to be used and adapted to each local context so that they are community and culturally responsive.
Finally, these standards can be used for students and adults. For individuals and for a community. For these reasons, they all start with verbs intentionally so you can place “I can…” and “We can…” in front of them.

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Do I give them 5 minutes to look through the standards?

Or wait to show them to the priority standards work and where we are headed with that? Report card?

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THEORY OF ACTION:

IF we take an equity stance first and foremost when creating a culturally responsive roadmap & effective scope and sequence integrated into academics with clear social-emotional, healthy development and college and career outcomes by grade….

THEN students will experience our schools as places where they are cared for, their needs are met and they attend classes that are student-centered and trauma informed. Students will engage in positive developmental experiences that allow them to hone their skills and find their passions and purposes.

RESULTING IN ALL students being confident, competent, and connected at school and contributing positively to the community; with an articulated plan for post-secondary success when they graduate.

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CORE BELIEFS:

Social, emotional, academic, and cognitive development is the cornerstone for success in life and career.

A safe, positive, and empowering school climate and culture is the foundation of successful social, emotional, academic, and cognitive development for ALL students

Youth voice is essential to create a positive school culture and climate. This initiative will help address various forms of inequities and empower young people and adults to co-create thriving schools, and contribute to safe, healthy, and just communities.

Life and Career Readiness is integrated into everything we do and lays the foundation for future-ready, well-rounded students; it is not a separate initiative added on top of our work.

Life and Career Readiness supports the development of competent, caring adults who make positive contributions to their communities.

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Identifying Barriers - Gallery Walk

Identify Barriers�What grade/level specific barriers do you see slowing down a successful implementation at your school(s)?

Review Barrier Gallery�Read through all barriers that may resonate with your schools / grades / culture

Add Barriers to Gallery�Add each sticky note/barrier to their corresponding grade band poster

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IMPLEMENTATION�BARRIER DISCUSSION

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Opening Ritual - Turn and Talk

WHEN I WAS YOUNG…

What did you want to be when you grew up (at age 7)

Core Skill: Self-Awareness

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Every community owes its existence and vitality to generations from around the world who contributed their hopes, dreams, and energy to making the history that led to this moment. Some were brought here against their will, some were drawn to leave their distant homes in hope of a better life, and some have lived on this land for more generations than can be counted. Truth and acknowledgment are critical to building mutual respect and connection across all barriers of heritage and difference. We begin this effort to acknowledge what has been buried by honoring the truth. In Central Oregon, we are standing on the ancestral lands of the Wasco, Warm Springs, and Paiute People. We pay respects to their elders past and present.

Land Acknowledgment

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Utilize holistic student data to plan for intervention tier

PLAN

Utilize Waypoints �data to inform intervention

IDENTIFY

Collect data, including Waypoints, and review progress

REVIEW

Implement planned intervention using MTSS Content

IMPLEMENT

MTSS Process