LYSD Culturally Responsive Social & Emotional Learning (CRESEL)

1. Please get settled in and: • Turn on your video and audio. • Type a greeting into the chat box telling us ho is joining. WELCOME! LYSD Culturally Responsive Social & Emotional Learning CRESEL, October 9, 2018

2. Our Purpose • CRESEL in LYSD • Celebrate completing step 1 and meet the leadership teams • Increase familiarity with the CRESEL philosophy and framework • Outline step 2 which is planning for a community conversation

3. Agenda • Welcome & Gathering • CRESEL Framework • LYSD CRESEL Definition • CRESEL Drum with LYSD strategies • CRESEL Snapshots and Examples • Co-Create Component • Step 2 - community conversation planning • Community conversation planning tool • Next Steps • Leadership team plans for community conversation • Schedule time with Michelle • Closing

4. CRESEL in LYSD, connects and nurtures the wisdom of elders to younger generations, empowering and preparing them to live and learn successfully, through the teachings and values of Yup’ik traditions, Yugtun (native language) and Yuuyaraq (way of life). This includes: • Taking care of each other and helping one another • Having respect for land, family, beliefs, and the things around you. • Connecting socially, spiritually, physically • Building positive climate inside and outside of the classroom CRESEL in LYSD

5. Congratulations on building your leadership team! (step 1 complete!) • Who is on your leadership team? • Each site has 2 minutes to introduce their team. Gathering

6. RESPECT Creating a supportive school climate and environment BUILD UNDERSTANDING • Respect in LYSD: • School Climate & Connectedness Survey • Natural Helpers as leaders in CRESEL • CHAMPS Building shared understanding of the biology of trauma and the impact on learning Build Understanding LYSD: Team attends DEED Safety and Well-being Summit CO-CREATE Collaborating through authentic partnerships to integrate culture and transform education systems MODEL Co-Create In LYSD Community Conversations Harvest used for action planning Partnering in school subsistence activities Supporting adults in developing and using their own SEL skills to foster relationships TEACH & PRACTICE Model In LYSD: Classified staff as leaders in CRESEL Our Agreements Directly teaching culturally responsive SEL skills with opportunities to practice these skills throughout the school day and after school Teach & Practice In LYSD: Connected & Respected Activators SEL learning standards with cultural tasks SUPPORT Aligning and integrating culturally responsive SEL into district and school infrastructure Support in LYSD: Leadership teams CRESEL Principal PLC Culturally Responsive Embedded Social & Emotional Learning (CRESEL) Resilient Students, Families & Schools OR Transforming Trauma into Resilience for Student Success Working Draft August 2018

7. BUILD UNDERSTANDING • Building shared understanding of how trauma impacts learning • Shared understanding of trauma and the biology of toxic stress • Adult co-regulation skills • Strategies for building learning brains • School-wide resilience centered practices • RESPECT • Creating a supportive school climate and environment • Physical, emotional, cultural, and academic safety • Culturally responsive teaching and learning • environment • School-wide positive behavior supports (e.g • restorative practices, PBIS) • Youth voice and leadership • MODEL • Supporting adults in developing and using • their own SEL skills to foster relationships • Adult SEL skills and self-regulation • Supportive relationships with students • Strong family-school partnerships • Collegial and supportive staff relationships • CO-CREATE • Collaborating through authentic partnerships to integrate culture and transform education systems • Community dialogue and conversation • Partnerships for cultural integration in teaching and learning • Community strength and resilience as the foundation • Regular and ongoing communication loop between school and community • TEACH & PRACTICE • Directly teaching culturally responsive SEL skills with opportunities to practice these skills throughout the school day and after school • Common language to identify and discuss SEL skills • (e.g. SEL learning standards) • Direct SEL skill instruction • Teaching strategies and routines that reinforce SEL skill practice in academics • School day SEL reinforced during afterschool • time (in sports, activities, at home) • SUPPORT • Aligning and integrating culturally responsive SEL into district and school infrastructure • Shared vision, goals, action plan • Policies and practices (e.g. RTI/ MTSS, • teaching framework) • Ongoing job embedded professional • learning • Regular examination of data and progress • towards goals Culturally Responsive Embedded Social & Emotional Learning (CRESEL) Resilient Students, Families & Schools Working Draft August 2018

12. STEP 2: Planning a community conversation with the leadership team. • Planning Tool, Konrad Frank, AASB • Possible Dates: (will follow up offline) • Nov 26-28 • Dec 3-7* Co-Create Component

13. CRESEL Q & A • Next Step: • Michelle will be at the principal conference, she will be contacting you to sign up for time with her Questions & Next Steps

14. Words to send us on our way. Closing