Board Presentation:
Social, Emotional and Behavioral
Learning
February 13, 2013
Presented by the SEBL Team
Goal 1
Goal 2
Goal 3
Goal 5
Goal 4
Smart Goal
 During the 2012-2013 school year, the Director
of Student Services will develop a systematic,
coordinated approach for addressing students’
social, emotional and behavioral learning needs as
measured by the completion of action plan
activities.
Social Emotional Learning
 A definition of Social Emotional Learning: Social
and Emotional Learning (SEL) is the process
through which we learn to recognize and manage
emotions, care about others, make good
decisions, behave ethically and responsibly,
develop positive relationships, and avoid negative
behaviors.
Illinois Learning Standards (SEL)
 The standards describe the content and skills for students in grades
K - 12 for social and emotional learning. Each standard includes five
benchmark levels that describe what students should know and be
able to do K-12 .
 These standards build on the Illinois Social/Emotional Development
Standards of the Illinois Early Learning Standards.
 These standards have been developed in accordance with Section
15(a) of Public Act 93-0495. This Act calls upon the Illinois State
Board of Education to "develop and implement a plan to
incorporate social and emotional development standards as part of
the Illinois Learning Standards."
ISBE Social/Emotional Learning Goals
 Goal 1 - Develop self-awareness and self-
management skills to achieve school and life
success.
 Goal 2 - Use social-awareness and interpersonal
skills to establish and maintain positive
relationships.
 Goal 3 - Demonstrate decision-making skills and
responsible behaviors in personal, school, and
community contexts.
Process
 Administration provided information regarding
current state and desired outcome
 Developed SEBL Committee
 Conducted a gap analysis
 Stakeholder surveys – student, staff, parent
 Conducted research – curricula, assessment,
counseling model, staffing
 Comprehensive comparison analysis of all
components
 Recommendations
SEBL Committee
Kendrick Bailey
Christine Barrow
Ali Bond
Alyssa Cabrera
Karen Conlon
Lou Dobrydnia
Liz Grose
Terri Hadley
Stephanie Hayes
Kim Klokkenga
Terri Patterson
Teresa VonRohr
DHS Counselor
Elementary Counselor
Director of Student Services
School Social Worker
School Psychologist
DHS Counselor
School Psychologist
DMS Counselor
DHS Counselor
DHS Counselor
DVMS Counselor
School Social Worker
Gap Analysis
Current State
 Character education takes a
Desired State
 PreK-12 character education
variety of formats at each level No
provided through systematic
specific curriculum to address
curriculum to address social
social emotional learning
emotional learning
 No monitoring of student social
 Assessment tools to monitor
emotional learning/needs
social emotional learning/needs
 Disparities within counseling staff  Equitable counseling staff as per
available at each building
ASCA recommendations
 Parental communication is
 Develop parent information and
minimal
communication
SEL Survey Results
Stakeholder
Students
# of
Responses
2310
#1 Element of
Concern
Bullying
Staff
186
Bullying
Parents
770
Positive Choices
Comprehensive Overview of SEBL
Systematic Approach
• Character Education Curriculum
provided by teachers within:
• Elementary - class meetings
• Middle Schools - Intervention
Block
• High School - Freshman
Advisory/ Homeroom
• Tiered Support
• Benchmark data (3 x/yr)
• Progress Monitoring Data
(Tier2/Tier 3 interventions)
• Program Evaluation
• Discipline Data
Classroom
Instruction
Counseling
Support
RtI/Data
Collection
District wide
Components
• Developmental Counseling
Model for IL Schools (Based
on ASCA model)
• Academic
• Career
• Personal/Social Emotional
• Character Education
Advisory
• Parent Education
• Staff Development/Ongoing
• Discipline Approach
Classroom Instruction
• Character Education Curriculum
(guaranteed/viable) provided by
teachers within:
• Elementary - class meetings
• Middle Schools –
Classroom
Intervention Block
Instruction
• High School – Freshman
Advisory/ Homeroom
Counseling Support
Counseling
Support
• Developmental
Counseling Model for
IL Schools (Based on
ASCA model)
• Academic
• Career
• Personal/Social
Emotional
District Wide Components
District Wide
Components
• Character
Education Advisory
• Parent Education
• Staff
Development/Ongoing
• Discipline Approach
RtI/Data Collection
• Tiered Support
• Benchmark data (3 x/yr)
• Progress Monitoring Data
(Tier2/Tier 3 interventions)
• Program Evaluation
• Discipline Data
RtI /Data
Collection
Recommendations - Curricula
 Research based Curricula for Character Education
 Guaranteed and viable
 PreK-8 Second Step
 9-12
School Connect
 Directly aligned to the state SEL standards including:
empathy, emotional management, problem
solving, self regulation, executive function skills
(bully prevention and positive choices)
 Professional Development will be provided
 Integrated within PLC design
Second Step Skills
Skills
Pre-K
K-3
4-5
6-8
Skills for
Learning
Empathy &
Communication
Emotion
Management
Friendship Skills
& Problem
Solving
6th
Bullying
Prevention
Substance Abuse
Prevention
Goal Setting
8th
School-Connect
Module 1 –
Creating a
supportive
Learning
Community
Module 2 –
Developing SelfAwareness and
SelfManagement
Module 3 –
Building
Academic
Strengths &
Purpose
Module 4 –
Resolving
Conflicts &
Making
Decisions
Thinking differently,
active listening
Awareness & control of
personal growth and
development
Apply self-awareness &
self-management to
academics
Building an retaining
friendships
Working collaboratively Build on character
strength
Identify & apply
multiple intel strengths
Identify conflict styles &
potential effects
Fostering trusting,
Reduce negative
supportive relationships thinking, manage anger,
cope w/stress
Obstacles to academic
achievement, attitude
toward school
Introduce & apply
problem solving skills
Practice in recognizing
emotions, perspectives,
empathizing, bully
prevention
Career & college
options, setting goals,
tracking progress
Practice specific social
skills, negotiating,
making decisions,
Positive emotions to
increase motivation
Distribution of Time for Counselors
Delivery System Component
Elementary
School Time
Middle
School Time
High School
Time
Guidance Curriculum – assist
with the implementation of the
character ed. curriculum
35%-45%
25%-35%
15%-25%
Individual Student Planning –
planning intervention lessons,
scheduling classes, career
development
Responsive Services – Small
Group or 1-1
5%-10%
15%-25%
25%-35%
30%-40%
30%-40%
25%-35%
System Support - Building wide
support
10%-15%
10%-15%
15%-20%
Recommendations - Assessment
 Assessment
 Collect benchmark data to identify students who are
average, at-risk and in need of intervention
 Progress monitor students who are in Tier 2 and Tier 3
interventions
 Evaluate the curriculum
 Summative assessment
 Process assessment
 Outcome evaluation
Recommendations - Staffing Approach
 Note: ASCA Recommendation is 1/250
 Elementary - 1 counselor per building
 Current state is 1/1816
 Phase 1 - 3/1816 or 1/605
 Future state is 5/1816 or 1/363
 Middle School – 1 counselor per building
 Current state is 2/925 or 1/463 (adequate/reasonable)
 High School – 1 counselor/250 student per ASCA
recommendation
 Current state is 3/1230 or 1/410
 Phase 1 - 4/1230/or 1/308
 Future state is 5/1230 or 1/249
 Student Services Secretary 1 FTE
Counseling Models
Elements
Traditional
Developmental
Foundation
Crisis Counseling
Information Service
Preventive & Crisis
Counseling
School Counseling
Curriculum
Beliefs, vision, mission statement, needs
assessment results, school improvement
plans, Domains: academic, career, social
emotional;
Legislation/Standards/Competencies
Management
Programming/
Scheduling
Career Planning &
Development
Delivery
Reactive
Clerical/Task
Oriented
Proactive
Goal-Oriented
Accountability
Unplanned
Unstructured
Ancillary Service
Planned Daily
Activities
Accountable
Integral Part of
Educational Prog.
Program design, advisory council and steering
committee, materials and staff support,
sequential schedule/calendar, time
distributions, program components
Developmental Goals and Competencies,
Implementing the Four Components:
Counseling Curriculum, Individual Planning,
Responsive Services, System Support
Accountability Process, Assessment of
Student Competencies and Program
Ratio
1 to 250
Developmental Counseling Model
for IL
1 to 250
Parental Information/Communication
 Parent survey indicated the following areas of
interest:
 Behavior Management
 Child Development
 Reinforcing Study Skills
 Workshops for parents
 Communication through district blog, building
newsletters, email
New Initiatives in 2013-14
 Parent Forums on key topics: drugs, alcohol, depression
 Consider more random drug testing & frequent locker searches
 Deterrent for students
 Ensure safety in our schools
 A possible safe haven for students who struggle with drugs,
alcohol, depression (non punitive resource and referral system)
 School Tipline - http://www.schooltipline.com/
 The establishment of standardized processes and procedures (ie:
communication, data collection, resource referral)