School-Wide SEL: Fall 2019
Sprinkling the Good Stuff, Everywhere! v.3
Did You Know: Hugging Brings Resilience?
Strengthening Adult Social Emotional Learning Is Key!
To promote students’ social and emotional competence, it’s important for schools to simultaneously foster a supportive staff environment that cultivates the social and emotional competence and capacity of the adults in the building.
Through the Collaborating Districts Initiative (CDI), CASEL has learned that schools are more effective at teaching and reinforcing SEL for students when they also cultivate SEL competencies in adults. Successful SEL implementation depends on how well staff work together to facilitate SEL instruction, foster a positive school community, and model social and emotional competence. This calls on schools to focus on adults’ professional growth as educators as well as their own social and emotional learning (Jones et al., 2018).
Take the Adult Self-Assessment now!
Strategies!
Want OnSite Coaching, Consultation, Resources or Professional Learning?
Related Professional Learning Opportunities at Oakland Schools
Want to join our 2019-2020 SW-SEL Cohorts?
Got initiative fatigue? We can help you merge all non-academic frameworks into one beautiful whole. You will find your priorities and create a focused plan to move SW-SEL into every nook and cranny of your school! You can't do it all, but you CAN do a few things well!
For those implementing non-academic frameworks, this is nothing "new". It is not "one more thing". Instead, it is a way to organize, understand and focus on your priorities around non-academic outcomes that help support a culture of learning where everyone belongs and everyone is engaged. You are already trying to get better at schoolwide social emotional learning. Let us help remove the white noise so that you can focus and make progress!
Space Is Limited! School Teams of 2-5 only. Includes a copy of Onward: Cultivating Emotional Resilience in Educators by Elena Aguilar.
September 20, 2019
November 12, 2019
December 10, 2019
Sold Out!
Second Cohort:
January 15, 2020
February 4, 2020
April 14, 2020
Comprehensive Health Education
Healthy kids are better learners. To ensure all kids are ready to learn, Michigan has required comprehensive health education at all building levels.
Experience Michigan's Tier 1, evidence-based Comprehensive Health Education Curriculum: Michigan Model for Health. It's proven to lead to meaningful behavior changes in the classroom and beyond for youth.
The Michigan Model for Health is a planned sequential K-12 curriculum that addresses essential health skills and covers:
- Social Emotional Learning
- Nutrition and Physical Activity
- Safety
- Alcohol, Tobacco, and Other Drug prevention
- Personal Health and Wellness
Early Childhood: Behavior Support
Mental Health
ASIST (Applied Suicide Intervention Skills Training)
Applied Suicide Intervention Skills Training (ASIST) is a two-day interactive workshop in suicide first aid. ASIST teaches participants to recognize when someone may have thoughts of suicide and work with them to create a plan that will support their immediate safety. Although ASIST is widely used by healthcare providers, participants don't need any formal training to attend the workshop. Over the course of their two-day workshop, ASIST participants learn to:
• Understand the ways that personal and societal attitudes affect views on suicide and interventions
• Provide guidance and suicide first aid to a person at risk in ways that meet their individual safety needs
• Identify the key elements of an effective suicide safety plan and the actions required to implement it
• Appreciate the value of improving and integrating suicide prevention resources in the community at large
• Recognize other important aspects of suicide prevention including life-promotion and self-care
November 12th and 13th 2019
Restorative Practices at Oakland Schools
Restorative Practices: Policies, Protocols & Practices Nov. 26, 2019 8:30-3:30
Restorative practices holds great promise for our schools, from community building and social-emotional skill development to reducing behavior issues and increasing communication skills. Please join us for a 1-day exploration into Restorative Practices, where you will learn the latest policy developments, the foundation of RP and gain experience in formal and informal circles.
A Community of Restorative Practitioners November 19, 2019 4-7:30
This community will meet two times during the 2019-20 school year. It will provide a network for those engaging in Restorative Practices and for those interested in RP and in implementing skills/strategies in their classrooms and schools. Current practice and fundamental skills/strategies will be explored. Participants may attend one or both of these sessions. Part I: Values and Beliefs, Part II: Policies and Practices.
Exploring Social Justice through Restorative Practices Nov 21, 2019 8:30-3:30
Explore issues of social justice while also experiencing the power of a restorative circle in this session. Participants will learn and expand their restorative practice as well as how to be more responsive around issues of exclusions, bias and more.
Restorative Peer Meditation Feb 14, 2020 8:30-3:30
This workshop is designed for educators already familiar with restorative practices. Participants will learn how to teach and then guide students in facilitating peace circles, restorative peer mediation, and restorative conflict resolution. Using restorative principles and concepts, participants will learn about these student-led methods, and then observe and experience how these methods might be implemented in their practice.
Questions? Contact Julie McDaniel
Trauma Informed Practices
Engaging Instruction
Cultures of Thinking
Event Description: Join educators for a full day seminar at Oakland Schools, with Dr. Ron Ritchhart, principal investigator of the Cultures of Thinking Project. Dr. Ritchhart will introduce the big ideas and research principles that are guiding significant changes in school culture all around Oakland County. He will share stories from the field, including our own local classrooms and schools, of how teachers and students are shaping 8 cultural forces to create places where thinking is valued, made visible, and actively promoted. This seminar is designed for school leaders interested in launching a 3-5 year journey to intentional, cultural change in their schools. It is also a good introduction for educators who are joining a school that is already on the CoT journey and would like a foundational grounding in creating schools where thinking is valued, made visible, and actively promoted.
Related Professional Learning By Month
September 2019
09/24/19 School Attendance Conference: Improving Attendance by Addressing Mental Health/ Wellness
9/11/19-9/12/19 ASIST: Applied Suicide Intervention Skills training
9/20/19 School-Wide SEL for School Teams
9/17/19 safeTALK Suicide Alertness for Everyone
9/24/19 Effective Strategies for Educating African American Males
October 2019
10/1/19-10/2/19 ASIST: Applied Suicide Intervention Skills training
10/2/19, 01/22/20, 4/30/20 Data Based Decision Making K-5 Educators (3 Day Event)
10/2/19 (4 part series) Anti-Racist Leadership Institute
10/10/19 Human Trafficking? In Oakland County?
10/10/19 Nonviolent Crisis Intervention (NCI) REFRESHER
10/22/19 Culturally Responsive Teaching
10/23/19 Non-Violent Crisis Intervention Hybrid Training INITIAL
10/30/19 FBA/BIP Level 1: Basic Principles and Team Processes (Hybrid) face to face session) - September 16-October 25, 2019 Web-based portion
November 2019
11/4/19 Youth Mental Health First Aid
11/13/19-11/14/19 Asst: Applied Suicide Intervention Skills Training
11/14/20 Bully-Free Schools: A Circle of Support for Learning
11/19/19 and 4/22/19 A Community of Restorative Practitioners
11/21/19 Children of Trauma
11.26/19 and 04/03/20 Restorative Practices: Policies, & Practices
December 2019
12/13/19 Centering Equity in Our Work: Understanding Racial Bias, the Opportunity Gap and Culturally Sustaining Practices
12/03/19 safeTALK Suicide Alertness for Everyone
12/04/19 Resilience, Grit and Post-Traumatic Growth
12/17/19-/12/19/19 Reading Strategies Series: December 17-19, 2019
January 2020
1/8/20-1/8/20 Attribution, Advocacy and Accountability: Supporting all Students with ASD
01/14/20-1/15/20 ASIST: Applied Suicide Intervention Skills training
01/16/20 SLD Overview
1/21/20 Youth Mental Health First Aid
01/22/20 FBA/BIP Level 1: Basic Principles and Team Processes (Hybrid) 12/12/19 - 1/7/20 - Web-based portion
01/29/20 Courageous Conversations About Race (4 part series)
01/29/20 Non-Violent Crisis Intervention Hybrid Training INITIAL
February 2020
02/05/20 Trauma and Resilience 101
02/06/20 Executive Function Skills: Success in the Classroom
02/14/20 Restorative Peer Meditation
2/24/20-2/25/20 Applied Suicide Intervention Skills Training (2 Day Event)
2/25/20, 3/10/20, 03/24/20 (3 part series) Selective Mutism Webinar Series: School-Based Assessment and Intervention Strategies for Multidisciplinary School Teams
March 2020
03/03/20 Dialectical Behavior Therapy (DBT) Skills in Schools
03/03/20-03/04/20 Applied Suicide Intervention Skills Training (2 Day Event)
03/5/20 Human Trafficking? In Oakland County?
03/11/20 safeTALK Suicide Alertness for Everyone
3/11/20 Youth Mental Health First Aid
03/14/20 Beyond Bullying
03/19/20 Nonviolent Crisis Intervention (NCI) REFRESHER
April 2020
04/28/20-04/29/20 Applied Suicide Intervention Skills Training (2 day event)
04/29/20 Non-Violent Crisis Intervention Hybrid Training INITIAL
May 2020
5/27/20-5/28/20 After the Crisis: Traumatic Event Crisis Intervention Planning (TECIP)
5/5/20 Evaluating English Learners with Suspected Disabilities: Resources & Case Studies
5/13/20 Human Trafficking? In Oakland County?
June 2020
6/10/20 safeTALK Suicide Alertness for Everyone
Resources To View
COR Modules: Creating Opportunities through Relationships (University of Virginia) FREE!
The Creating Opportunities through Relationships (COR) learning modules are designed to strengthen teacher-student relationships.
COR includes:
- Five online learning modules that can be taken alone or together depending on the needs of your organization.
- Activities that include video presentations, reflective questions, and interactive components.
- Certification for each module you complete.
The goals of COR are:
- To support teachers in building strong, positive relationships with all students in their classroom.
- To ensure all children have equal access to learning opportunities in the classroom.
Pinkcast 3.10. This is how to be less annoyed (and annoying) at work.
If we knew these four things about one another, we may become more self-aware, self-managed, socially-aware and able to make and keep relationships. What are the questions?
1. What gives you energy and depletes you?
2. What is the best way to communicate with you?
3. What are your pet peeves?
4. What do other people misunderstand about you?
Great opportunities for WHOLE STAFF to complete and share with one another.
The Trauma-Sensitive Mindfulness Podcast with David Treleaven
Resources Around Growing Adult SEL
Big Five Personality Test
The VIA Character Strengths Survey
When you discover your greatest strengths, you learn to use them to handle stress and life challenges, become happier, and develop relationships with those who matter most to you. What are your strengths?
Resources To Read
Deep Brain Learning: Pathways to Potential with Challenging Youth
Positive Peer Culture
"Positive Peer Culture" presents formats for developing peer-helping groups which tap the strengths of troubled youth and enlist them as change agents in solving problems and fostering positive values and behaviors. Help youth develop self-worth, a sense of responsibility, dignity, and commitment to helping others with Positive Peer Culture. These concepts have been used in a variety of educational settings, including urban or alternative schools, groups homes and residential centers. Get youth “hooked on helping” with "Positive Peer Culture".
Authors: Larry K. Brendtro, Harry H. Vorath
Real Love: The Art of Mindful Connection
In her tenth book, Sharon Salzberg provides a pathway towards more sustainable and authentic connection by offering a creative toolkit of mindfulness exercises and meditation techniques that guide us to strip away our layers of habit to access a truer understanding of love, “real love.” This journey enables us to become more present and to begin to experience real love—love based on direct interactions, rather than preconceptions. When we are truly engaged in these present experiences we are not only able to feel more connected to our own core selves, but also to those around us, and ultimately to life itself. Divided into three sections, Real Love explores love in three arenas of life: for oneself, love for an other, and love for all of life
What is Schoolwide Social-Emotional Learning?
Social and emotional learning (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 decisions.
A systemic, schoolwide approach to SEL intentionally cultivates a caring, participatory, and equitable learning environment and evidence-based practices that actively involve all students in their social, emotional, and academic growth. This approach requires a coordinated strategy across classrooms, schools, homes, and communities.
The goal is to prepare students for long-term success in life and to become responsible, caring citizens in our multicultural society.
For more information, click here:
-----------------------------------------------------
The Theory Behind the Work
What Does Schoolwide SEL Look Like?
Schoolwide SEL (SW-SEL) engages the entire school community in creating caring, motivating, and equitable learning environments that promote social, emotional, and academic growth. When a school effectively implements SW-SEL, they create a system (deep and wide) that cares for the mental health of their staff and students.
CASEL has created a framework with tools to implement SEL schoolwide. An overview video about Schoolwide SEL can be found here.
How Does SW-SEL "Venn" with MTSS, PBIS and the Whole Child Model?
Learning is an intrinsically social and interactive process. When all students have opportunities to develop and practice social and emotional skills, mindsets, and attitudes, students are empowered and the demands of school and life become easier to navigate. Schoolwide SEL, then, is neither solely a behavior support nor solely an academic support, but positively influences both “sides” of an MTSS framework.
We believe the PBIS framework is directly embedded inside SW-SEL. We also believe one leadership/goal team at a school can lead this work effectively for focused school improvement.
The Whole Child approach is larger than SW-SEL, however, SW-SEL done well can impact several of the five tenents of Whole Child, School and Community Model :
- Each student learns in an environment that is physically and emotionally safe for students and adults.
- Each student is actively engaged in learning and is connected to the school and broader community.
- Each student has access to personalized learning and is supported by qualified, caring adults.
In addition, SW-SEL supports several of the 10 components: Counseling, Psychological, and
Social Services: Social and Emotional Climate: Employee Wellness:. Family Engagement: and Community Involvement. For implementation, both SW-SEL and WSCC require a leadership team to assist with coordination of policies, processes, and practices. Equitable discipline systems, for example, can be borne out of both SW-SEL and the WSCC models. They are not competing; they fit well together.
How Do We Move Into SW-SEL?
New Resources Around Social Emotional Learning
Scale It Up: Go District-Wide
INTERESTED in on-site coaching/consultation? We are happy to come to one or more of your SEL/School Culture/PBIS team meetings to help you know where you are, where to go next and offer helpful suggestions about the "how"part. Just complete this request form, asking for school-wide support for social-emotional learning and supporting frameworks.
When you identify gaps in your supports
- Substance Abuse and Mental Health Services Administration (SAMHSA)
- Trauma and Learning Policy Institute
- National Institute for Trauma and Loss in Children
- Collaborative on Academic, Social and Emotional Learning
- Evidence Based Intervention Network
- National Center on Intensive Intervention
- Intervention Central
Other Frameworks/People Supporting SW-SEL
- SEL Curriculum: Michigan Model for Health
- Attendance/Truancy
- MTSS and Positive Behavior Interventions and Support
- Restorative Practices
- Trauma Informed Practices/Resilience
- Bully Prevention
- Culturally Responsive Teaching/Diversity
- Mental Health First Aid Training/Applied Suicide Intervention/Safe Talk
- FBA/BIP
- Courageous Conversations
- Community Programs
- Motivational Interviewing
- Non-violent Crisis Response Intervention Training
- Designing the Learner Environment
- Project Based Learning
- Counselors
- School Social Workers
- School Psychologists
- Speech and Language Pathologists
- Evaluation/assessment of SW-SEL
Mary Perfitt-Nelson, Teacher and School Psychologist
Mary Perfitt-Nelson, Mental Health Consultant
Certified Coordinator: Schoolwide Information Systems; PBIS Assessments; Early Warning Systems,
Trainer: CHAMPS Classroom Management, Discipline and Organization; Love and Logic (Parent and Educator); International Institute for Restorative Practices (Classroom Circle and Restorative Conferencing); Traumatic Event Crisis Intervention Plans (TECIP); Certified Trauma Practitioner and Trainer for the National Institute for Trauma and Loss in Children (CTP); The RULER Approach to SEL
Badge Of Honors: Master Gardener, Devon Rex cat breeder; daughter/wife/mother/sister/aunt/grandmother/friend to some amazing humans
Email: mary.perfitt-nelson@oakland.k12.mi.us
Phone: 248 209 2309
Twitter: @MPNEngaged
Oakland Schools
Scott Felkey, Supervisor, Climate and Culture Unit, District and Student Services
Email: mary.perfitt-nelson@oakland.k12.mi.us
Website: www.oakland.k12.mi.us
Phone: 248 209 2309
Twitter: @MPNEngaged