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Social Emotional Learning

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Oshkosh Area School District at a Glance

  • 10th largest city in Wisconsin
    • 20 Schools (13 elementary, 5 middle, 2 high, 2 charter, 1 eAcademy)

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  • Population: 9,931 K-12 Students
    • 42.15% - economically disadvantaged
    • 16.26% - students with disabilities
    • 48.69% - female
    • 51.26% - male

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  • Over 2,000 students with minority status
    • More than ⅓ are immigrants or children of immigrants

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Student Population Breakdown

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PBIS in OASD

  • Tier 1 - 19 schools
  • Tier 2 - 11 schools

Goal: By the end of 2019-20, 100% of schools will be implementing PBIS with fidelity at the universal level and 80% will be tier 2.

The purpose of PBIS in OASD is to establish and maintain a safe and effective school environment that maximizes the academic achievement and social-emotional-behavioral competence of ALL students.

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Why an SEL Field Study?

  • Need to intentionally focus on addressing students’ social, emotional, and mental health needs
    • Looking for a layered approach of skills lessons that could be infused into already established classroom practices

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  • Promotes positive relationships throughout classroom and school
    • PBIS identifies school-wide positive expectations for social behavior, but we needed a process to deliver and embed social skills lessons for replacement behaviors and explicitly teach those skills throughout the year

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  • Provides common language, goals, and strategies to build and sustain positive school climate

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  • SEL strategies can be supported throughout the school day in all settings and situations

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Goals of Field Study

  • Create a universal system for delivery of SEL lessons
  • Utilize data collection through ODR, counselor visits, SAEBRS data, attendance, academics, fidelity checks
  • Increase in adult SEL competencies
  • Increase in student SEL competencies
  • Implementing evidence based lessons aligned to the WI SEL standards
  • Increase positive connections between student to student and student to adult

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First Steps

  • Attended Day 1 Moving Forward with SEL
    • Reached out to Beth Herman for a consult on next steps
  • Contacted another school district who was successfully implementing SEL curriculum
  • Utilized CASEL School Guide
  • Set “must-haves” to guide the direction

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Next Steps

  • Researched and contacted companies regarding curriculum
  • Watched the DPI webinars with team
    • Team consisted of PBIS coordinator, counselors, behavior interventionists, principal, and Directors Pupil Service
    • Tool: Reviewing Evidence-based SEL programs
  • Asked for schools to volunteer to field-study
    • Selected 5 elementary schools
  • Set up Zoom meeting with top 3 curriculum choices
  • Selected Sanford Harmony

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Why Sanford Harmony?

  • 22 lessons
    • Allowed for flexibility
    • Ability to incorporate existing programs such as Zones, MindUp, etc.

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  • Lessons aligned with Wisconsin SEL competencies
    • Replaced social skills being created by PBIS teams
    • Lessons were engaging and relevant
    • Lessons were evidence based and curriculum was updated frequently

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  • Ease of prep and lesson delivery
    • Website is a great resource

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  • Ease of incorporation
    • Already utilized Morning Meeting in Meet-Up
    • Students already doing partner work/turn and talks

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  • Introduced Buddy Up

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Sanford Harmony Components

  • Meet Up (morning meeting)
    • Greeting
    • Harmony Goals
    • Sharing and responding
    • Quick Connection

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  • Buddy Up
    • Changes weekly

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  • SEL lessons

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SAEBRS

  • SAEBRS- The Social, Academic and Emotional Behavior Risk Screener
  • Part of FastBridge assessment system
  • 19 question online rating scale completed by teacher
  • Assesses three subscales:
    • Social
    • Academic
    • Emotional
  • Supplemented by mySAEBRS in grades 2-5
    • Student rating scale
    • 20 question online rating scale
  • Administered for Fall, Winter, and Spring benchmarks

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Data Collection

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Teacher rating with student rating overlayed

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Early Observations

Strengths:

  • Increased student engagement
  • Respectful, reciprocal communication with peers
  • Teachers and students enjoy the curriculum
  • Ease of implementation

Challenges:

  • Time
  • Scheduling
  • Pacing
  • Ensuring Fidelity

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Moving Forward

  • Continue to hold monthly fidelity checks and collabs
  • Work through each unit to identify heart of each lesson
  • Create a more detailed pacing guide for all grades
  • Dig deeper into the data collected through SAEBRS and mySAEBRS screeners and other sources using eduCLIMBER
  • Continue to look for opportunities to embed Sanford Harmony throughout the day in other academic areas

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