LST
November 2016
Our Goals Today:
Improving Learning for All Students
Improve learning
for all Students
5 Year Plan ~ Sticking to the Plan
Putting It Altogether
In your teams use the cards on your table to tell the story of your journey and how all the cards are connected.
Reflection
As you worked through this process (Putting It Altogether)
Literacy
We are going to be working through:
Earthquake Emma
As a reminder:
and
Our Process
Step One:
Listen to Wyatt and write down your observations
Step Two:
Select areas of challenge
Observations | |
Listening to Izzie
IF...THEN…
(Up to date)
Developing our listening skills
Strategies within the Reading Framework
Responding with Interventions to Improve Student Learning
Know your Curriculum
Plan Assessment (what does the learning look like - Mastery and rigor)
Look at your daily formative and summative assessment to identify learning needs.
What supports do the students need?
Respond with Interventions
Monitor the student learning and revise based on evidence from assessment.
Continue the Instructional Cycle
Stop and Have a look at the Tier One Flow Chart and RTI Criteria
Assumptions About Essential Outcomes
I only have to teach the EO. | I need to emphasize the EO in my teaching but I still need to teach my entire curriculum. |
Teachers are unaware of the EO relative their planning and assessment. | The EO are emphasized and reflected in unit, lesson plans and assessments. |
RTI team conversations are generally related to a particular subject area or unit of study, not the EOs. | RTI team conversations focus specifically on student achievement relative to the essential outcomes. |
Interventions (intervention structures) are not connected to the essential outcomes. | Interventions (intervention structures) are provided to specifically address the EO. |
The EO are the outcomes that are on a report card. | The EO are emphasized in our gradebook which will inform the report card. |
Assumptions Dialogue
Source: Crowther, F. Kaagan, S., Ferguson, M, & Hann, L. (2002). Developing Teacher Leaders: How Teacher Leadership Enhances School Success. Corwin Press, California. (Page 110)
1. Where along the lines between the contrasting elements does your present school situation best fit?
2. In what ways might the assumptions facilitate or impede work with the essential outcomes?
Teachers cannot provide interventions and differentiation on all outcomes for all students.
Identifying the essential learning outcomes for ALL students helps determine the focus of interventions.
Digging Into Step One of Tier One
Essential Outcomes
Essential Outcomes ~ Now What?
How are essential outcomes reflected in your planning?
Boats & Buoyancy Unit
Are essential outcomes reflected in your assessments?
Reflective team conversation (sample):
Common Assessment Team Protocol
Do we have a common understanding of what mastery of the essential outcomes looks like?
Unpacking the Outcomes to plan for assessment
Why do this?
Let’s try a simple one
I can problem solve in response to challenges
What do students need to know in order to problem solve?
Step One: Brainstorm
LOOKS LIKE | SOUNDS LIKE |
| |
Step Two: Sort and Categorize the ideas into a set of criteria for meeting that outcome.
I can problem solve in response to challenges
Let’s try one...
Choose an outcome from your curriculum
Step One: Brainstorm
Looks Like | Sounds Like |
| |
Questions to think about...
What is the rigor needed for mastery?
Webb’s Depth of Knowledge (1997) |
Extended Thinking - Investigating, or applying to, real-world contexts; requiring time to research, think, and process multiple conditions of the problem or task. Strategic Thinking - Reasoning with knowledge; developing a plan or sequencing steps to approach a problem; decision making and justification, more abstract and complex, often more than one possible answer. Basic Application of Skill/concept - using information; developing conceptual knowledge, following or selecting appropriate procedures, with two or more steps and decision points along the way; solving routine problems; organizing and displaying data. Recall - recalling or recognizing facts, information, concepts, or procedures. |
How will the student show evidence of their learning? (Stiggins, 2007):
Knowledge - subject content that represents knowing and understanding.
Reasoning - using knowledge and understanding to draw conclusions and solve problems.
Performance - the development of proficiency in completing a task where the process is as important as the product or outcome.
Product - the ability to create tangible products that represent learning.
How do you know you have the right instructional strategy, learning experience and assessment?
I can problem solve in response to challenges
Webb’s Depth of Knowledge - Extends Thinking
What I measure will be... - Performance Task
Now share as a team...
Do we have common assessments developed to help us collect data to guide our RTI processes?
How do we have team conversations around these processes?
LUNCH 12:00 to 12:45
Commercial
Report Cards
High School Essential Outcomes
A DEVELOPMENTAL APPROACH TO
SOCIAL EMOTIONAL LEARNING
OUTCOMES
Quality Learning Environment
OVERVIEW OF SESSION:
WHAT IS SOCIAL EMOTIONAL LEARNING?
WHY FOCUS ON SOCIAL EMOTIONAL LEARNING?
HOW did we build our SOCIAL EMOTIONAL LEARNING Outcomes?
NEXT STEPS
Quality Learning Environment
When you HEAR the term…
“Social Emotional Learning”
What comes to mind?
Turn and talk with a neighbor…
WHAT is SOCIAL EMOTIONAL LEARNING?
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to:
– understand and manage emotions
– set and achieve positive goals
– feel and show empathy for others
– establish and maintain positive relationships
– make responsible decisions. Adapted,CASEL
WHY FOCUS on SOCIAL EMOTIONAL LEARNING?
Our emotions and relationships affect how and what we learn and how we use what we learn in work, family, and community contexts.
Adapted,CASEL
WHY FOCUS on SOCIAL EMOTIONAL LEARNING?
Research shows that SEL can have a positive impact on school climate and promote a host of academic, social, and emotional benefits for students.
• Better academic performance
• Improved attitudes and behaviors
• Fewer negative behaviors
• Reduced emotional distress
Adapted, CASEL
WHY FOCUS on SOCIAL EMOTIONAL LEARNING?
What about Alberta Education?
“Social Emotional Learning” as an
Evidence Based Practice
‘Create Welcoming, Caring, Respectful and Safe Learning Environments’
•AB ED Website URL: https://education.alberta.ca/social-emotional-learning/
•SEL video:
Keep these questions in mind as you watch the following video...
•What ‘stood out’ for you in this video?
•What do you wonder about?
Social Emotional Learning - Video
Touch Base with a Colleague...
•What ‘stood out’ for you in this video?
•What do you wonder about?
So What? Now What?
The Journey of Social Emotional Learning
in
Chinook’s Edge School Division…
It all started a long time ago…
(well a few years anyways)
In CESD…Everyone’s #1 job is
Supporting and Enhancing:
“Quality Learning Environments”
“SOCIAL EMOTIONAL LEARNING”... OUR JOURNEY IN CESD:
Learning Support Teachers
supporting and enhancing the QLE
Response to Intervention Processes
Focused Time - SEL Outcome Sharing and Feedback
Boardroom: Middle Schools - Donelda
Caribbean A: High School - Coralie
Caribbean B: K-12 - Wanda
BUILDING “SOCIAL EMOTIONAL LEARNING”
ESSENTIAL OUTCOMES:
Working group – 16 CESD staff
Psychologist/School Health Facilitator
Considered:
‘SEL’ vs ‘Core Subject’ Essential Outcomes
‘Social Emotional Learning’ Essential Outcomes | ‘Core Subject’ Essential Outcomes |
Some outcomes are pre-determined (Health and CALM) | All outcomes are pre-determined (AB ED) |
Work is divided by grade groupings | Work is divided by subject and grade |
Outside sources of data considered | No outside sources of data considered |
Developing ‘essential outcomes’ from all sources considered | Identifying ‘essential outcomes’ from identified outcomes |
Used to guide and help provide clarity around social emotional development | Used to plan, instruct, assess and report |
First we developed an: ‘ESSENCE STATEMENT’…
SEL ‘ESSENCE STATEMENT’ FOR CESD:
“In CESD, we are all committed to actively engaging in a systematic approach that develops social and emotional competencies in ALL students to ensure they will be successful learners, who are positive contributing members of their community, now and in the future.”
Note: This statement functioned as a ‘filter’ for all of our discussions and decisions.
BUILDING “SOCIAL EMOTIONAL LEARNING”
ESSENTIAL OUTCOMES:
Developed FIVE GENERAL OUTCOMES:
CASEL – Five Competencies
GENERAL OUTCOME ONE:
SELF-AWARENESS:
The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
GENERAL OUTCOME TWO:
SELF-MANAGEMENT:
The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
GENERAL OUTCOME THREE:
SOCIAL AWARENESS:
The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behaviour, and to recognize family, school, and community resources and supports.
GENERAL OUTCOME FOUR:
RELATIONSHIP SKILLS:
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
GENERAL OUTCOME FIVE:
RESPONSIBLE DECISION MAKING:
The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
BUILDING “SOCIAL EMOTIONAL LEARNING”
ESSENTIAL OUTCOMES:
FACTORS TO CONSIDER:
each General Outcome:
The Developmental Approach to Social Emotional Learning
KEY UNDERSTANDINGS:
Developmental Growth of Children/Youth is on a Continuum
Did you want to take a ‘PEEK’
at the SEL Outcomes?
PROCESS:
FIRST, as you read the SEL FRAMEWORK (Outcomes are on pages 3-13), think about the the following questions...
(eg: classroom/school, RTI processes, etc.)
SECOND, record your responses on the ‘feedback form’ and discuss with a neighbor...
“SOCIAL EMOTIONAL LEARNING”
Next Steps: 2016/2017
Share SEL Essential Outcomes with Staff
SEL Working Group
Continue to ‘BUILD’ SEL Framework
Create/access ‘Screening Tools’
Provide Staff Development
A Developmental Approach to Social Emotional Learning
The KEY FOUNDATIONS of staff development and implementation of SEL Outcomes embraces the belief that...
‘Social Emotional Growth’ for children/youth emerges naturally and develops within the context of ‘RELATIONSHIPS’
The Developmental Approach to Social Emotional Learning
KEY UNDERSTANDINGS:
Social Emotional Growth:
Does not:
Social Emotional Growth:
Develops within:
Dr. Gordon Neufeld
The Developmental Approach to Social Emotional Learning
KEY UNDERSTANDINGS:
The Developmental Approach to Social Emotional Learning
KEY UNDERSTANDINGS:
Professional Learning Opportunities Include:
(but are not limited to)
When you THINK about …
‘The Developmental Approach to Social Emotional Learning (SEL)’
AT YOUR TABLE, RECORD RESPONSES ON CHART PAPER:
After this morning’s learning …
2. What is the learning to bring to your
staff?
Reminder of the Learning of the Day
Key Takeaways from today:
Next meeting:
Literacy Strategies in our Core Subject Areas (Core and More)
Feb 28 - Irene and Jerine (Middle/High LST)
March 1 - Irene and Purnima (Elementary LST)