SELF Newsletter Fall 2019
Gunn High School
Newsletter Contents
- Program Structure and Curriculum (2019 - 2020 School Year)
- Fall Highlights
- Spring Preview
- Mentor Spotlight
- Advisory Committee Updates
- Feedback Processes and Outcomes
- Resources
- Contact
Program Structure and Curriculum (2019 - 2020 School Year)
Curriculum:
SELF is in its third year at Gunn High School, and is fully launched in the 9th, 10th, and 11th grades. SELF continues to pilot lessons from School-Connect, a nationally renowned, research-based SEL curriculum, and also draws from resources provided by the Institute for Social and Emotional Learning. SELF also features curriculum that is Gunn-specific, with connections to our Sources of Strength program, counseling program, and our other wellness offerings. The program and its curriculum continues to be heavily influenced by feedback from our current SELF students, gathered through focus groups that run six times each year and a feedback survey which is given twice a year (see below for the results and analysis of our fall data collection). For the 2019 - 2020 school year, the curriculum is organized into themed units, which were carefully developed at the end of the first pilot year in conjunction with our SELF student advisory panel, SELF mentors, and the Gunn Wellness Team. Individual lessons will continue to be modified by our SELF student advisory group and our staff advisory committee in order to make sure the lessons will be relevant, engaging and reflective of what our Gunn students need.
Structure of a Unit:
Each unit (with a little bit of variation) will include the following:
Two lessons primarily oriented around relationship-building and fun
Three lessons oriented around SEL skills (related to the unit theme)
Two lessons oriented around school culture at Gunn, relating to certain events or on-campus programs
One day or two days for individualized check-ins (where the teacher-mentor meets with students one-on-one)
Themes for 9th, 10th, and 11th grade:
9th Grade:
Q1: Building Friendships and Community
Q2: Finding Balance
Q3: Who Am I/Exploring Identity and Respecting Diversity
Q4: Exploring Mindset and the Power of Thought
10th Grade:
Q1: Building Healthy Relationships (conflict as a natural part of relationships)
Q2: Exploring College and Career
Q3: Understanding My Brain
Q4: Locus of Control/Making Choices/Accepting Consequences
11th Grade:
Q1: Building Healthy Boundaries in Relationships
Q2: Goal Setting/Future Planning
Q3: Resilience/Stress Management
Q4: Gender, Society, and the Media
Other SELF Events and Traditions:
- Freshmen Orientation/Titan Ambassadors
- Preparing for Homecoming Week (9th grade)
- PSAT Day Team Building Activities
- Quarterly One-on-One Check-ins with a Mentor (to provide social and/or academic support)
- Food Days (making food together)
- Inter-cohort Competitions
- Spring Musical preview
- International Week Film Festival
- Sources of Strength Collaboration Lesson
Fall Highlights
In September, all 9th grade cohorts were visited by a staff member in order to allow them a participate in an authentic experience where they could interview them as a class in order to develop their skills in connecting with teachers, staff members, and other adults. SELF Mentors and the upperclassmen Titan Ambassadors presented this lesson together in order to provide students with advice from both parties (current students and adults).
In our Finding Balance unit, students in 9th grade cohorts engaged in a lesson all around the idea of "brain tanks", or basically, how to keep yourself physically and emotionally well. SELF mentors were also encouraged to be open with their students about how they keep themselves well. Amy Anderson's cohort (in the image above) even went as far to guide her students through a meditation in order to give them a real experience of a practice she regularly does to keep herself well.
For the second year in a row, we were able to bring 20 guest speakers including former Gunn alumni and community members to share about their life pathways, education/training background, and the different careers they have had. Every SELF class was visited by three different speakers in order to make sure a variety of pathways were showcased.
In October, 10th grade SELF cohorts had an opportunity to participate in "Choice Activity" day. One of the choices was to visit Briones elementary and spend time connecting with the younger students reading to them. We were able to provide four cohorts with the opportunity to go visit. Many of the students shared that it was the most worthwhile day in SELF so far. We hope to figure out a way to make it so that every cohort gets to visit Briones at least once throughout the four years of the SELF program. We are also looking into the option of visiting students at Fletcher.
In November, our 11th grade SELF classes had a chance to engage with stories of former graduates in order to have their own discussions about their future pathways. Students also engaged in reflective discussions in small groups about their own high school experiences so far through junior year. SELF Mentors worked with them to make goals they still want to accomplish in the remaining 18 months of high school. Students were encouraged to share these goals out with their peers, so that they would be supported in following through on them.
In December, SELF partnered with the Counseling Department for an assembly all about course registration for 12th grade and how to start the process of figuring out what pathway you would like to take after high school. The Counseling Department was able to share out real data about where Gunn students have applied to school in the past, and also provide information on schools that students should possibly consider looking into.
Spring Preview
Sources of Strength (School Culture): In this lesson, SELF students will be introduced Sources of Strength, a program widely utilized by our staff and students, that offers research-based tools for discussing one's well-being with others. They will specifically learn about using the wheel to talk about their support systems, and how to use the wheel as a tool of options when you are feeling overwhelmed or hopeless (see image below). Learn more about Sources of Strength at their website https://sourcesofstrength.org/
Cultivating Curiosity and Grit (SEL Lesson)
In this lesson, the students will participate in a debate around the concept of whether or not obstacles are a good or bad thing to encounter in life. During this debate, they will have to follow certain rules that are connected to the skill of "disagreeing without being disagreeable". All students will have to summarize what the person from the other side has said, before they are able to state their opinion. This not only models for students how to communicate when in conflict, but also ensures that all students are practicing active listening, and really being exposed to the perspectives of others. These are skills that are transferable to their future careers. When talking to your student about this lesson, make sure to share a story from your life where you benefitted from listening to someone else's perspective or where you engaged in a respectable manner with someone, even when you disagreed. Later on in the lesson, students will be introduced to the analogy of the Egg and the Ball. Ask your student to tell you what happens when your react to a setback like an egg? What happens when you react to a setback like a ball?
Implicit Bias (School Culture/SEL/Brain Science): In this lesson, 10th graders will learn about the brain science behind bias and why our brain sometimes make the assumptions it does. All students will complete individual exploration about their own biases using the Project Implicit activity from Harvard University. If interested, please also complete the activity at home and then engage your child in a discussion about what your biases were and why you think they are what they are.
Managing Emotions (SEL Lesson)
This lesson focuses on the process through which our emotions escalate, and what we can do to de-escalate when our emotions start to feel out of control. Suggestions include exercise, reflective writing, "flipping the script," deep breathing, and positive self-talk. You may want to talk to your student about the strategies that you have found most successful in your experience.
Understanding Mindfulness and Stress Management Planning (SEL): Over the course of several weeks in the spring, 11th graders will explore through a hands on approach different coping strategies including mindfulness and meditation. They will also create a stress management plan that they will collaborate on with their SELF mentor and share with their peers. We hope that having a concrete plan of evidence-based strategies will help them be able to cope throughout their junior year and senior year. They will circle back to their plan through the rest of their time at Gunn.
Skill Building for Mental Health and Well-Being (Partnership with CASSY): Through a partnership with CASSY (Counseling and Support Services for Youth - our on-campus counseling program), we will pilot some targeted, evidence-based intervention curriculum that will introduce the idea of "how to think" vs "what to think," and help equip students with skills that provide them with the ability to shift their thinking.
Mentor Spotlight
Amy Anderson - 9th Grade SELF Mentor
Department: Physical Education
Years at Gunn: 7
Why did you get involved with the SELF program? Years ago I taught the freshman transition program called Titan 101 and Titan Connect and really enjoyed connecting with students outside of a traditional classroom setting. I also very strongly believe that nurturing social and emotional learning is the foundation for all learning and that it is an essential building block to being able to navigate all of life’s beauties and joys as well as the ups and downs that we all experience. It is empowering for our students to engage in the experiences that SELF provides by not only engaging and connecting and cultivating meaningful relationships, but by adding tools to their life tool belt so that they can be ready for all of life’s gifts as well as challenges.
What has been one of the highlights from first semester you have spent with your SELF cohort? One of the highlights of this year was definitely the day we discussed our three brain tanks and the importance of maintaining balance in our lives. During the lesson my cohort had some meaningful discussions about balance and then we all came together for guided meditation on achieving balance in our lives. I really loved how open my class was to receiving the benefits of this guided meditation. The feedback I received was very positive and I think they especially enjoyed the quiet time with calm, relaxing music.
What is your favorite aspect of SELF (can be a routine you have, certain types of lessons, etc)? I loved the relaxed atmosphere and the willingness of my students to be open to new experiences and ways of thinking. I especially love that our current SELF model allows us to stay with our cohorts for their four years at GUNN. I love the idea of making and keeping this connection with my class over this four year period and to celebrate the growth and maturity that happens during this time. I feel so grateful to have this opportunity to teach SELF and to have such an amazing cohort.
Mike Camicia - 10th Grade SELF Mentor
Department: Career Technical Education
Years at Gunn: 22+
Why did you get involved with the SELF program? My Auto students and I get fairly close after working for an entire year together. I am a teacher that most students will confide with. I was invited to try to do the same with a SELF class.
What has been one of the highlights from the first year and a half you have spent with your SELF cohort? The highlight of teaching this class is seeing my SELF students at different school events or just passing across campus and saying hi. This class helps create a great camaraderie (similar to what happens during the student/staff musical).
What is your favorite aspect of SELF (can be a routine you have, certain types of lessons, etc)? My favorite aspect of this class is a good discussion and it can be about almost anything. I'm more than happy to share my thoughts and I really enjoy hearing what the students have to say.
Danielle Whichard - 11th Grade SELF Mentor
Department: English
Years at Gunn: 6
Why did you get involved with the SELF program? I had done previous iterations of freshman transition programs before SELF existed, and I really enjoyed the time spent with students outside of an academic setting. It is so fun to have a no pressure space to laugh and talk and learn about each other without worrying about some of the other stresses that can overwhelm the school environment.
What has been one of the highlights from the years you have spent with your SELF cohort? An overall highlight is getting to see all of my students grow and change from year to year. I teach English mostly, and we only have our students for a semester in those classes, so I have really enjoyed getting to be with my SELF kids for much longer. I have gotten to see them work through challenges, and to mature into really awesome young people. It probably sounds weird to say this, but one of the best examples of this was during a SELF class this year where I had my feelings hurt about a discussion that they were having. I try not to take things too personally when it comes to teaching, but sometimes I can’t help it, and the kids recognized that I was upset. I was blown away at the compassion and empathy that they showed afterward when they explained their perspective on the topic, apologized for hurting my feelings, and did their best to comfort and encourage me. It started as one of the worst feeling days in SELF, but it morphed into a really gratifying experience.
What is your favorite aspect of SELF (can be a routine you have, certain types of lessons, etc)? My favorite kind of day in SELF, hands down, is when we cook together. There is nothing that brings joy more than getting to create and eat yummy food as a little family. Inevitably we have some sort of mishap, but we always end up cracking up laughing. I would like to think most of them have learned a thing or two too—you wouldn’t believe how many of them had never poured pancake batter before their freshman year!
Advisory Committee Updates
Student Advisory Committee: Our student advisory committee has been regularly meeting, in some iteration, since 2016 - 2017 (the year before SELF officially launched). The student advisory committee has helped develop the SELF program into what it currently is: some of the evidence of their influence includes the addition of themes and units for all grade levels and even direct edits to the lessons being delivered in the SELF program.
This year, so far we have had the students engage with the following questions:
- How’s the year going compared to last year?
- Next year, Titan Ambassadors—occasionally mix in with Freshman food days, keep Homecoming and Studying for Finals (other suggestions)? Cross-year cohort days/activities?
- What are the big issues you think need to be addressed at the school right now through SELF?
We have also tasked them with designing lessons (from their experienced perspective) about what they wish they had known in junior year.
Staff Advisory Committee: Our staff advisory committee started in February of 2019. It is open to all staff (including certificated and classified). We meet during different periods throughout the school year, one time per month. Staff does not have to commit to regularly attending and are free to attend whenever they'd like.
The focus for this year's meetings has been discussing, interacting, and engaging with the following two big questions:
- Dream big. What should we be doing as SELF becomes a four-year program? What threads should run throughout the four years? What partnerships should we establish between the grade levels/different programs?
- What data should we be collecting to see how well we’re accomplishing our goals?
Feedback Processes and Outcomes
Current Feedback:
SELF Feedback Form Data and Focus Group Analysis Fall 2019
(Previous feedback is linked in past issues of this newsletter. See below.)
Next Steps (for Spring 2020 semester): Based on these focus group results, moving into the second semester of this year and beyond, the SELF program will be focusing on improvements to the following areas:
- Incorporating more student choice (allowing students to suggest materials for upcoming lessons and/or select what materials they want to interact with)
- Allowing for more informal socialization (small group discussions to start off SELF sessions, for instance)
- Continuing to be deliberate about mixing up seating arrangements and finding ways for students to interact more with each other (both students they already know and don't know)
- Explicitly incorporating more psychology-based concepts into lessons
- Bringing in more art-based activities (possibly in conjunction with CASSY)
- Emphasizing relevance both through the introduction to lessons as well as through deliberate debriefs at the end of each lesson
- Going outside more for games, activities, and/or informal socializing
Resources
Talk to your kids about the skills and mindsets (attitudes/beliefs) you've learned upon to be successful, happy, and overcome challenges at work and in your personal life. What skills have you had to develop that you weren't explicitly taught in your formal academic teachings?
Roni Habib (a former Gunn teacher and creator of the Positive Psych Class) shares about emotional intelligence skills and why they're important.
Contact
Tara Firenzi
Michalis Gordon
(Assistant Principal over Counseling)
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