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CCEE SEL Collaboration Meeting�CalHOPE Student Support�California Social Emotional Learning Community of Practice�

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Sacramento County Office of Education

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November 17, 2021

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CalHOPE Student Support�Partners

 

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Sharing Our “Why?”: �Pre-Pandemic Data

1 in 5 students has a diagnosable mental health illness.

    • 80% do not receive treatment

50% of high school students with emotional and/or behavioral challenges drop out of school.

    • Higher death rate
    • Higher unemployment
    • Increased financial cost
    • 80% of adult prison population

Suicide is the 2nd leading cause of death among teenagers.

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Resources: Balfanz et. al., 2012; Breslow, 2012; Centers for Disease Control, 2013; Data Resource Center for Child & Adolescent Health 2006; Kataoka, Zhang, & Wells, 2002; Muenning, 2005; Smith & Stormont, 2011

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Sharing Our “Why?”: Pandemic Data

Students Today

    • 7 out of 10 teens are struggling with mental health 1
    • Self-harm insurance claims up 99.8% for teens in 2020 2
    • The MH effects of the pandemic expected to last 9 years 3

Teachers Today

    • 77% report physical symptoms from stress 4
    • Higher burnout rate than ever before 5
    • High flee and retirement rate 5

Systems of Support (U.S. Adults)

    • Depression rate tripled- from 8% to 27% 6
    • 40% of adults report struggling with mental health or substance 7

abuse in 2020

References 1. https://www.prnewswire.com/news-releases/new-survey-finds-7-in-10-teens-are-struggling-with-mental-health- 301078336.html#:~:text=CHEVY%20CHASE%2C%20Md.%2C%20June,the%20wake%20of%20COVID%2D19. 2. https://www.forbes.com/sites/tommybeer/2021/03/03/self-harm-claims-among-us-teenagers-increased-99-during-pandemic-study-finds/?sh=72bf2a2733e0 3. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7267797/ 4. https://thejournal.com/articles/2020/06/02/survey-teachers-feeling-stressed-anxious-overwhelmed-and-capable.aspx 5. https://www.epi.org/publication/the-teacher-shortage-is-real-large-and-growing-and-worse-than-we-thought-the-first-report- in-the-perfect-storm-in-the-teacher-labor-market-series/ 6. https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2770146 7. https://www.cdc.gov/mmwr/volumes/69/wr/mm6932a1.htm?s_cid=mm6932a1_w

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The Power of Schools

  • Schools are uniquely positioned to reach all young people
    • Our Educators are our “front line support” when it comes to social and emotional learning and student mental health and wellness.
  • There is enormous power in protective adult relationships.
    • "the essential characteristic… protective adult relationships facilitate the child’s adaptive coping and a sense of control”

– Jack Shonkoff

  • How can we best support our schools and educators to invest in prevention, awareness, and interventions around student mental health and wellness?

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Schools as “Centers of Wellness”

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5/24/2021

California Department of Health Care Services (DHCS) is contracting with SCOE ($12 million FEMA and $45 million State funds) to implement “CalHope Student Support”.  We are using a Community of Practice model to: 

    • Further position education agencies as trusted “Centers of Wellness” for their community;
    • Build capacity of COEs to lead and support SEL for the districts/schools they serve; and
    • Provide educators with concrete strategies to work with students and each other while experiencing an ongoing crisis. 

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What is a Community of Practice?

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Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.

�-Etienne Wenger

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CA SEL Community of Practice Goals

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  • Building a shared understanding/foundation for COEs across California
  • Building a statewide network/infrastructure that allows COEs to share best practices and build collective capacity (building the capacity of our capacity builders)
  • Creating, vetting, and sharing high quality resources and tools 
  • Modeling structures and activities that COEs can turn-key for their County SEL Community of Practice
  • Showcasing successful SEL efforts in COEs, districts, schools

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Our Approach

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A statewide “scaled up” approach: All 58 California County Offices of Education (COEs) are engaging in this effort. Each COE attends monthly Statewide SEL Community of Practice meetings to build capacity and a common language of the importance of positioning schools as “Centers of Wellness”.

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Our Approach (cont’d)

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  • Alameda COE
  • Alpine COE
  • Amador COE
  • Butte COE
  • Calaveras COE
  • Colusa COE
  • Contra Costa COE
  • Del Norte COE
  • El Dorado COE
  • Fresno COE
  • Glenn COE
  • Humboldt COE
  • Imperial COE
  • Inyo COE
  • Kern COE
  • Kings COE
  • Lake COE
  • Lassen COE
  • Los Angeles COE

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  • Madera COE
  • Marin COE
  • Mariposa COE
  • Mendocino COE
  • Merced COE
  • Modoc COE
  • Mono COE
  • Monterey COE
  • Napa COE
  • Nevada COE
  • Orange COE
  • Placer COE
  • Plumas COE
  • Riverside COE
  • Sacramento COE
  • San Benito COE
  • San Bernardino COE
  • San Diego COE
  • San Francisco COE
  • San Joaquin COE

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  • San Luis Obispo COE
  • San Mateo COE
  • Santa Barbara COE
  • Santa Clara COE
  • Santa Cruz COE
  • Shasta COE
  • Sierra COE
  • Siskiyou COE
  • Solano COE
  • Sonoma COE
  • Stanislaus COE
  • Sutter COE
  • Tehama COE
  • Trinity COE
  • Tulare COE
  • Tuolumne COE
  • Ventura COE
  • Yolo COE
  • Yuba COE

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58 California County Offices of Education Serving More than 6 Million Students

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Our Approach (cont’d)

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The importance of partnerships:

  • UC Berkeley’s Greater Good Science Center (GGSC) is internationally recognized as leader in evidence based SEL support and technical assistance for practitioners. GGSC is leading the content/resource development for our statewide work.
  • The Orange County Department of Education (OCDE) brings a wealth of SEL expertise and acts as a lead partner for direct support and technical assistance to COEs in the southern part of the state (SCOE supports the northern COEs).

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Student Support

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11/17/2021

Come y’all

Distribute Resources Broadly

Phase One

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Our Approach (cont’d)

Statewide CalHOPE SEL Community of Practice

Meetings from Phase One

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  • Feb: Cultivating Adult Self-Care and Emotional Resilience
  • March: Creating a Culture of Belonging
  • April: Addressing Trauma and Adversity: Supporting Student Mental Health through Crisis Counseling
  • May: Committing to Racial Equity and Cultural Responsiveness
  • June: Teaching for Social, Emotional, and Academic Development 
  • July: Supporting SEL with Diverse Families and Communities
  • August: Leading for Whole Child Education: Policies, Competencies, Conditions, and Resources

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Come y’all !

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11/17/2021

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Distribute Resources Broadly

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11/17/2021

winter

break

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A Broad Success

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11/17/2021

summer

break

winter

break

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Feedback & Applications

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“I really enjoyed the

district spotlight… somebody who LIVED bringing culture/climate

change to a district.”

“Learning what other

counties are planning… The conversation in the breakout rooms was really good.”

“I have utilized the belonging module in all of the professional development I have led for my own County Office of Education teams, for districts, educators and community partners; I am planning to do so at parent events as well…I have received feedback that many teachers and counselors who attended our SEL Symposiums have also administered that particular module as school started.”

“Right now, the GGIE modules from last year's CoP are being rolled out to districts throughout our county.”

“I integrated the three signature practices from CASEL into all of my professional development sessions for administrators, classified and certificated staff. This really helped model the implementation of SEL in our work and build a sense of community.”

“I use GGIE strategies explicitly in guiding LEA administrators in regularly considering/monitoring/addressing the mental health and socio-emotional well-being of their staff.”

“Thank you for the incredible resources provided through the FEMA/CalHope grant!” 

Resources: Balfanz et. al., 2012; Breslow, 2012; Centers for Disease Control, 2013; Data Resource Center for Child & Adolescent Health 2006; Kataoka, Zhang, & Wells, 2002; Muenning, 2005; Smith & Stormont, 2011

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Student Support

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11/17/2021

Come y’all

Distribute Resources Broadly

Phase One

Stay y’all

Dig Deep

Phase Two

97% of CoP attendees are “eager” or “very eager” to be participating.

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A Shift in Focus for COEs�(Phase 2: Stay y’all, “Marathon”

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•Increased focus on deeper SEL penetration into districts, schools, and classrooms

•Work directly with a district or subset of schools within each county 

*at least three schools in each county

•Provide individualized support to selected district/schools in the areas of:

  1. Planning - Support county planning who will in-turn support school planning
  2. Implementation - Support the implementation of the plans
  3. Improvement - Support a cycle of continuous improvement

•Monthly CoP meetings with selected district/schools

•Shift to quarterly (minimum) countywide CoPs 

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Intentions of Our CA CoP Members

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Questions and Discussion�Brent Malicote�Assistant Superintendent, SCOE�bmalicote@scoe.net

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