Social Emotional Learning
November 9, 2023
Click the image below to see the video, or follow this link: 2023 Inclusive Schools Lakeview MTSS.
This month's blog comes from Debra Parker, SEL Project Supervisor.
November is that sweet spot when most students and teachers are settling in, feeling more comfortable, and establishing routines. What about those who are not there yet? How are teachers working with students who may be struggling, or who are struggling themselves? It is important to remember that education is a collective effort to ensure that all students have equitable access to learning. Adult behavior and the systems they create are an important part of teaching and learning.
Local Education Agencies (LEAs) can maximize both the effectiveness and efficiency of student support by using a Multi-Tiered System of Supports (MTSS) framework, AND Positive Behavioral Interventions and Supports (PBIS), AND Social Emotional Learning (SEL). SEL is a foundational layer of support that addresses all students' social, emotional, and behavioral needs. These supports help foster inclusive environments where individuals feel safe and have a sense of belonging, increase positive relationships and connections, and help students develop a range of skills necessary for school and life. Tier 1 SEL meets the needs of approximately 80% of a school's population, however, in addition to SEL, some students need supplemental or tier 2 individualized assistance. District MTSS teams use multiple measures of data to determine the cause of a problem and coordinate support using data-based decision-making and collaboration with families to meet the needs of all students.
Tier 2 targeted support includes group and individualized interventions, requires minimal training, and can be implemented by a wide range of educators (counselors, administrators, instructional staff, teachers on special assignment). Consider small groups, where students can interact and practice newly developed skills.
Building adult knowledge with motivational change (buy-in), creating a positive school culture and climate, and intentional collaboration is essential in successful tiered systems. If there is an increase in students identified as needing Tier 2 support, it is time to re-evaluate the sustainability and efficiency of Tier 1.
Please reach out to Debra Parker, SEL Project Supervisor, for SEL Implementation support.
|
The next SEL Advisory Committee meeting is Tuesday, November 28, 9:00AM–12:00PM. The meeting will be held via Zoom (link attached).
We encourage the public to attend and provide time for public comment. You may also share public comment to the SEL Advisory Committee at any time by using the comment link on the SEL website.
More information is available on the SEL Advisory Committee webpage. If you have questions, please email Tammy Bolen.
Want to make a difference in Social Emotional Learning in Washington?
The SEL Advisory Committee is accepting applications for new members to fill vacant seats. We would love for you to apply if you have the following:
- A passion for helping our students and for social emotional learning
- You have the time and capacity to fill the position for a year (The Advisory Committee’s 2023–2024 schedule is in the application.)
If you apply for a seat that is currently filled, we are happy to hold applications to fill future vacancies. Our current vacancies are:
- Two Tribal representative members who have experience working in and with schools—one member from east of the crest of the Cascade mountains; and one member from west of the crest of the Cascade mountains (Tribal approval required)
- One representative from a foundation that supports social emotional learning
For more information on the SEL Advisory Committee, please visit our web page. If you have any questions, please contact Diane Stead.
|
Native American Heritage Month is observed in November to call attention to the culture, traditions, and achievements of the nation's original inhabitants and of their descendants. The official designation of November as National Native American Heritage Month was signed into law in 1990.
The Washington Legislature recognizes the importance of teaching the Since Time Immemorial curriculum which has been endorsed by all 29 federally recognized tribes.
Below are some resources that you can use to create a culturally sustaining classroom, not only for November, but all year round.
There are many ways to celebrate and honor National Native American Heritage Month. Here are a few suggestions:
|
 Not all supports need to be offered to everyone, and not all supports have to be offered to individual students either. But what do group supports look like? Who offers them? How does that work with a school schedule? We want to share with you ideas on ways you can level up your Tier II supports. Learn about the strategic team staffing that will provide greater access to resources. We’ll be hosting University of Washington’s Rachel Barret and her colleague Debra Limon to share some pro tips to inspire you. We’ll also have a panel of practitioners to share what this work looks like in Ocosta, and Burlington-Edison. Free Clock Hours are available through pdEnroller.
Wednesday, November 8, 2023
10:00–11:30am
Presenters include:
-
Rachel Barrett, Certificated School Social Worker & Licensed Clinical Social Worker, Clinical Instructor, University of Washington
-
Debra Limon, Director, Tiered Tools
-
Nicholas French, Director of Teaching & Learning & Special Services, Ocosta School District
-
Erika Aldridge, School Counselor, Burlington-Edison School District
-
Laycee Weier, School Social Worker, Richland School District
-
Nikki York, School Social Worker & Behavioral Health Program Supervisor, OSPI
-
Christian Stark, Behavioral Health & Suicide Prevention Program Supervisor, OSPI
Click the image above to register or visit the Zoom Registration page to sign up for the webinar series. To review previous sessions, visit the Graduation Equity Webinar page.
Fall 2023 Since Time Immemorial Introductory Trainings This fall, the Office of Native Education is offering three 2-hour webinars and three 8-hour in-person training workshops. The trainings are free and clock hours are available. The webinars will briefly encompass the following objectives and the full day trainings will include these objectives along with additional activities, discussion and time for lesson development:
- An overview of the STI curriculum including some history and legislation
- A guided navigation through the website
- An introduction to the Native Knowledge curriculum to be aligned with Common Core Standards. All lesson plans and materials are available on the website, and it is completely free. The integration of tribal history and sovereignty into social studies lessons has never been easier.
For training dates and to register, follow the instructions in this packet for either an in-person or virtual session. Please email Kathy Wilcox with questions.
|
OSPI is partnering with school districts across the state to create demonstration sites highlighting best practices in reducing the use of restraint and eliminating the use of isolation. From October 2023 – June 2024 each demonstration site school principal and their team of approximately four staff members will:
- Collaborate with OSPI and partners to implement practices and schoolwide support systems with the goal of eliminating isolation and reducing restraint use. The schoolwide systems must include trauma-informed positive behavior and intervention supports, de-escalation, and problem-solving skills.
- Continuously partner with OSPI and external partners to highlight the systems and processes that have contributed to the elimination of student isolation and reduction of restraint use in the school/district.
- Engage in professional learning activities to support the building of school-level and district-level systems that eliminate student isolation, track and reduce restraint use, and build schoolwide systems to support students in distress and prevent crisis escalation cycles that may result in restraint or isolation.
- Provide project feedback and reflections to OSPI.
If interested in applying to be a demonstration site, fill out this survey. Please contact Sam Mintz with questions.
This free webinar will provide an overview and exploration of new resources to support the integration of social and emotional learning and academic instruction, with a focus on creating supportive learning environments centered in equity. Register online through pdEnroller. Webinar includes one clock hour.
Tuesday, November 14, 2023
4:00–5:00pm
For additional information, visit the Academic Learning is Social and Emotional webpage. Please contact Laurie Dils with any questions.
The Outdoor Learning Grant is now open for schools, tribal schools, districts, and ESDs to apply! Projects specifically serving migrant, emergent multilingual learners, special education, rural, and tribal, students as well as students in alternative learning environments are prioritized for this funding!
Look for FP 357 in iGrants or use this link to learn more. This grant is dispersed on a rolling basis with initial awards occurring at the end of September. In the inaugural year, these funds served more than 37,000 students! In Ellensburg, Mount Adams, and Neah Bay, students grew native plants, created medicine, and harvested food to share with their communities in partnership with local tribes. In Chehalis, Nisqually, Pullman, Spokane and Yakima, students worked with natural resource professionals to research and restore local habitats. What can you do to bring your students outdoors to learn? Come with your ideas and questions to virtual Zoom office hours on Mondays, 3:30–5pm, or email Sheila Wilson or call (360) 561-0203 for more information.
These resources may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI.
|
