NEA College & Career Ready Working Group

1. NEA College & Career Ready Working Group Fall 2017 Convening NEA Headquarters – Washington, DC September 15-17, 2017

2. Bridging the Gaps for High Risk Students: Social-Emotional Learning NEA Career and College Ready Standards Work Group

3. ESSA • ESSA recognizes that significant numbers of students require supports to successfully meet challenging state academic standards. • ESSA clearly underscores that student and learning supports permeate efforts to enable every student to succeed. • ESSA conveys a fragmented picture and a lack of coherence with respect to essential supports.

4. What We Know We know that many students have daily struggles in school and on issues of injustice are pervasive for them Economic, social class, race, and school quality are significant concerns The first step in addressing inequities involves critical self-reflection Authentic collaboration is needed to disrupt inequity patterns

5. ESSA • Moving from a 2-component to a 3-component framework for school improvement From the Center for MH in Schools & Student/Learning Supports, UCLA

6. Intervention Continuum School Resources (facilities, stakeholders, programs, services) examples General health education Social and emotional learning programs Recreation programs Enrichment programs Special education for SLDs, ED, and OHI

7. Intervention Continuum School Resources (facilities, stakeholders, programs, services) examples Conflict resolution Home Involvement Support for transitions Learning/behavior accommodations & response to intervention Work programs

8. Intervention Continuum School Resources (facilities, stakeholders, programs, services) examples • Drug and alcohol education • Drug counseling • Pregnancy prevention • Violence prevention • Gang intervention • Dropout prevention • Suicide prevention

9. Intervention Continuum Community Resources (facilities, stakeholders, programs, services) Recreation & enrichment Public health& safety programs Prenatal care Home visiting programs

10. Intervention Continuum Community Resources (facilities, stakeholders, programs, services) Immunizations Child abuse education Internships & community service programs Economic development

11. Intervention Continuum Community Resources (facilities, stakeholders, programs, services) Early identification to treat health problems Monitoring health problems Short-term counseling Foster placement/group homes Family support

12. Intervention Continuum Community Resources (facilities, stakeholders, programs, services) Shelter, food, clothing Job programs Emergency/crisis treatment Family preservation Long-term therapy

13. Intervention Continuum Community Resources (facilities, stakeholders, programs, services) Probation/incarceration Disabilities programs Hospitalization Drug treatment

14. Interconnected Subsystems Primary prevention-includes universal interventions (low end need/low cost per individual programs) Indicated interventions as part of a “system of care” (high need/high cost per individual programs) Early-after-onset-includes selective & indicated interventions (moderate need, moderate cost per individual)

15. Addressing Barriers and Re-engaging Students in Classroom Instruction Range of Learners: based on their response to academic interaction at any given point in time

16. Addressing Barriers and Re-engaging Students in Classroom Instruction On Track: No Barriers Moderate Needs

17. Addressing Barriers and Re-engaging Students in Classroom Instruction

18. Desired Outcomes for ALL Students High Expectations and Accountability Academic achievement Social-emotional well-being Successful transition for post-secondary life

19. 21st CENTURY SKILLS 4Cs: Critical thinking, collaboration, communication and creativity Life and career skills Information, media and technology skills (Partnership for 21st Century Learning)

20. SKILLS FOR SUCCESS Grit: Measures of self-control, persistence and conscientiousness Agency: The amount of power that a person has to influence their own life. Growth Mindset: The belief that positive traits, including intelligence, can be developed with practice. Resilience: Does one have the tools and strategies, and knows how to use them, to move through difficult times/situations and move forward.

21. SKILLS FOR SUCCESS Noncognitive Traits and Habits: Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains. (attitudes and personality traits) Social and Emotional Skills: Social and emotional competence.

22. Building Knowledge for Big Ideas • Community partnerships • Wrap-around services • Restorative Justice practices

23. Social-Emotional Learning

24. Social-Emotional Learning: Gaps Many risky behaviors (e.g., drug use, violence, bullying, and dropping out) can be prevented or reduced when multiyear, integrated efforts are used to develop students' social and emotional skills. 

25. Social-Emotional Learning: Gaps This is best done through effective classroom instruction, student engagement in positive activities in and out of the classroom, and broad parent and community involvement in program planning, implementation, and evaluation.

26. Resources: SEL • www.CASEL.orgThe Missing PieceA National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools • www.ASCD.org/ASCD/pdf/siteascd/policy/sel_policybrief_final_11-16-15.pdf • http://amhp.psych.ucla.edu/ • http://www.casel.org/core-competencies/ • https://drc.csel.org/resources

27. Resources: SEL • https://maec.org/resources/disproportionality-discipline-and-race • http://www.nnstoy.org/wp-content/uploads/2017/08/NNSTOY-Social-Justice-Book-List.pdf • https://www.tolerance.org/ • https://racialequityresourceguide.org/build/pre-made-guides • https://www.policylink.org/

28. Resources: SEL • http://educationvotes.nea.org • http://neatoday.org/2017/06/30/essa-sel/ • http:www.nea.org/tools/15887.htm