The committee is comprised of at least one staff person from each school in the district. Most members were selected because of their interest in Social Emotional Learning. The committe will meet six times this year from 3:30-5:00 at 1900:
- September 6
- November 8
- January 17
- February 7
- April 11
- May 16
Committee members have access to a Team Drive where information from each meeting is housed.
Our committee is committed to “develop, plan and implement the SEL shared vision for all District 186 students and staff in a connected, committed and collaborative framework to integrate social-emotional learning into academics based on best practice.”
- Using a Welcoming Ritual in classrooms and meetings allows participants to build community with each other. It enables SEL competencies/skills to be practiced by both adults and students to build relationships. Challenge yourself to use welcoming rituals in your professional learning.
- Our committee is committed to “develop, plan and implement the SEL shared vision for all District 186 students and staff in a connected, committed and collaborative framework to integrate social-emotional learning into academics based on best practice.”
- Social and emotional learning, or 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; and make responsible decision.
- Start the conversation with your BBSS team including your school social worker and school psychologist on the definition of SEL, 5 SEL Competencies and 3 SEL Illinois Learning Standards
- Review the resources in the powerpoint for each SEL Competency
- Discuss with your BBSS team examples currently in your school of the SEL standards and competencies in practice with students and adults (Where are we now?)
- Discuss with your BBSS team future opportunities to enhance adults and students SEL skills (Where do we want to go?)
- Panorama is a SEL resource for teachers offered by ROE as a research project for District 186. It is unclear which grade levels will participate in the research at this time. The research project is projected to begin during the 2017-2018 school year. Panorama provides districts, schools and classrooms the ability to identify student needs in the areas of SEL, School Climate and Student Voice and provides an online “playbook” for teachers to integrate into their current lesson planning.
- Academic & Social Goals-It’s important to craft two goals when you’re teaching - an academic goal and a social goal - this shows equal importance in what we value. If you are wondering where to get your Social goals, look at the 5 Competencies from CASEL.
- Explicit vs. Integrated SEL Instruction - Explicit: lessons that we commonly teach across a school/system. Research shows that we do need some explicit instruction. Integrated (or infused) instruction is a way to teach SEL skills within the context of your content. It’s woven throughout your lessons. There is not just one set way to do it. There is a mix of strategies to integrate. Infusion gives teachers more flexibility vs. explicit.
- New SEL website- http://www.sps186.org/social/?p=123386
- SEL Timeline in 186- This is in draft form, and is subject to change, but this timeline gives an overview of what we hope to accomplish.
- Next Steps for Committee Members
- Include Social-Emotional Goal alongside your academic goal in your lesson plans.
- Add a welcoming ritual/optimistic closure to your practice
- Find time to share information from today’s meeting with your BBSS Team
- This could be done once a week or just once. Make an effort to attempt #1 or #2 in the next 3 weeks. Since we are meeting again in 3 weeks, if you have the opportunity to share with your BBSS team, feel free. If not, look for an opportunity after our next meeting.
- Next meeting: February 7th. 3:30-5:00, 1900 Board Room
- The purpose of SEL is to protect the instructional environment.
- If there is an interest in Trauma-Informed Training, contact SEA for more information.
- Participants explored teaching practices to increase students social-emotional competencies.
- Student-Centered Discipline
- Teacher Language
- Responsibility and Choice
- Warmth and Support
- Cooperative Learning
- Classroom Discussions
- Balanced Instruction
- Academic Press and Expectations
- Competence Building-Modeling, Practicing, Feedback, Coaching
- Participants evaluated the components to create a SEL Curriculum Rubric to eventually select a SEL curriculum.
- The SEL timeline remains in draft mode.
- Look back at the 10 SEL Practices article and intentionally plan to use two new SEL teaching practices in your classroom. Be prepared to explain how these teaching practices support SEL instruction. Continue to use Welcoming Rituals, Optimistic Closures, and adding social goals to academic goals in your daily lessons. Also share the SEL website with your BBSS team or one other person.
Next Meeting is April 11, 3:30-5:00, at 1900.
1. Participants were invited to commit to do for 20 days the 4 SEL Practices http://www.sps186.org/downloads/basic/744891/SEL%20Classroom%20(17).pdf
2. Why SEL? Participants learned of the importance of SEL. http://www.sps186.org/downloads/basic/744916/Why%20SEL?%20To%20Be%20Successful%20in%20School%20and%20Life%20.pdf
2. Members of the committee reviewed the revised draft SEL Implementation Timeline.
3. Participants evaluated on the SEL scoring sheet/rubric curriculums to include: Caring School Community, PATHS, Second Step, School Connect, Positive Action and Stanford-Harmony.
Next Steps: Watch the following video on the SEL website: “Building Class Culture with Social Goals on the SEL website”.
Next Meeting May 16 3:30-5:00 Board Room