Illinois State Board of Education 2011 Parent Involvement Regional Summit

1. Illinois State Board of Education 2011 Parent Involvement Regional Summit Social and Emotional Learning(SEL) and Family Engagement: Let�s Make the Partnership Work Presented by: Caryn Curry SEL Awareness Coordinator

2. What is SEL A PROCESS FOR ACQUIRING SKILLS TO: Recognize and manage emotions Demonstrate caring and concern for others Establish positive relationships Make responsible decisions Handle challenging situations effectively Collaborative for Academic, Social and Emotional Learning, 2005

3. What are the Core SEL Competencies? When we are Self-awareness, we are able to recognize our emotions, describe our interests and values, and accurately assess our strengths and opportunities for growth. We have a well-grounded sense of self-confidence and hope for the future. When we have good Self-Management skills, we are able to express and regulate our emotions effectively. We are better able to manage stress, control our anger and impulses and persevere in the face of setbacks. We can set and manage their goals. Being Socially Awareness means we are able to take the perspective of and have empathy for others. We can appreciate individual and group differences and similarities. We are aware of resources that can help us meet our goals. Relationship Skills include the abilities to establish and maintain positive, healthy and rewarding relationships. We can resist inappropriate peer pressure and constructively prevent, manage and resolve interpersonal conflict. When we have good relationship skills we know how and do seek help when needed. Responsible Decision-making is the ability to make decisions based on ethical and safety considerations, appropriate social norms, respect for others, and the possible consequences of their choices. Applied to learning, students who are self-aware and able to manage their emotions, can calm down, focus, and spend more concentrated time on learning tasks. Socially-aware students can recognize the impact of their behavior which is the basis for treating others with respect. When students have good decision-making skills, they know how to pause long enough to make appropriate choices before acting which leads to more positive behavioral norms. Competencies are inter-connected; none stands alone Audience will see later how Illinois� SEL goals interface with these competenciesWhen we are Self-awareness, we are able to recognize our emotions, describe our interests and values, and accurately assess our strengths and opportunities for growth. We have a well-grounded sense of self-confidence and hope for the future. When we have good Self-Management skills, we are able to express and regulate our emotions effectively. We are better able to manage stress, control our anger and impulses and persevere in the face of setbacks. We can set and manage their goals. Being Socially Awareness means we are able to take the perspective of and have empathy for others. We can appreciate individual and group differences and similarities. We are aware of resources that can help us meet our goals. Relationship Skills include the abilities to establish and maintain positive, healthy and rewarding relationships. We can resist inappropriate peer pressure and constructively prevent, manage and resolve interpersonal conflict. When we have good relationship skills we know how and do seek help when needed. Responsible Decision-making is the ability to make decisions based on ethical and safety considerations, appropriate social norms, respect for others, and the possible consequences of their choices. Applied to learning, students who are self-aware and able to manage their emotions, can calm down, focus, and spend more concentrated time on learning tasks. Socially-aware students can recognize the impact of their behavior which is the basis for treating others with respect. When students have good decision-making skills, they know how to pause long enough to make appropriate choices before acting which leads to more positive behavioral norms. Competencies are inter-connected; none stands alone Audience will see later how Illinois� SEL goals interface with these competencies

4. Why is Parent Engagement Important? �The research is abundantly clear: nothing motivates a child more than when learning is valued by schools and families/community working together in partnership� These forms of [parent] involvement do not happen by accident or even by invitation. They happen by explicit strategic intervention.� --Michael Fullan (1997a, pp.34-48). Broadening the concept of teacher leadership. In S.Caldwell (Ed.), Professional development in learning-centered schools. Oxford, OH: National Staff Development Council.

5. Why is Parent Engagement Important? Students with involved parents � no matter what their income or background � are more likely to do better in school, stay in school longer, and like school more. Partnership programs can increase student achievement, improve attendance and behavior, and promote positive social skills. When partnership practices are tightly linked to school goals, families become involved in ways that directly assist students� learning and success. The Case for Parent Leadership, Anne Henderson et al. 2004

6. Why is Parent Engagement Important? �Home and family factors� account for 49% of the influence on student performance�this important position of influence is why family involvement is addressed in the NSCD Standards for Staff Development�educators will benefit from staff development that helps them gain the knowledge and skills aligned with the specific outcomes they want for parents and their children.� Stephanie Hirsh, in the National Staff Development Council (NSDC) publication, Results, 2001

7. What Can Individuals Do? Consistently model SEL competencies Remember that parent engagement is different than parent involvement Get professional development about parent engagement Reach out to parents proactively and positively Meet parents where they are, figuratively and physically

8. What Can Individuals Do? Communicate expectations clearly Create two-way communication flow Create assignments that involve parent-child conversation Ask what parent needs to support child�s learning Assume positive intent

9. What Can Schools and Districts Do? Consistently model SEL Competencies Remember that parent engagement is different than parent involvement Embed SEL in building climate and instructional practices � Show parents what SEL looks and sounds like in school Embed SEL and parent engagement in district/school policies and planning

10. What Can Schools and Districts Do? Reach out to parents proactively and positively Provide parent buddies for parents new to school Ask what parents need to support their children�s learning Ask parents what they expect out of school/district; ask what they are willing/able to do to help meet those expectations

11. Resources Websites Families-Schools www.families-schools.org Illinois Parents.org www.illinoisparents.org Parent and Educator Partnership www.pepartnership.org National Network of Partnership Schools www.partnershipschools.org Illinois PTA www.illinoispta.org Harvard Family Research Project www.hfrp.org George Lucas Educational Foundation-Edutopia www.edutopia.org (great videos) National School Climate Center www.schoolclimate.org Click Parents Healthy Children www.healthychildren.org Search: a. social and emotional; b. resilience

12. Resources Books Beyond the Bake Sale: The Essential Guide to Family/School Partnerships, by Anne Henderson et al School-Family Partnerships for Children�s Success, by Evanthia N. Patrikakou et al Other Publications School-Family Partnership Strategies to Enhance Children's Social , Emotional, and Academic Development�, CASEL et al; www.casel.org Engaging Families in Safe Schools, Healthy Students Initiatives: (2011), National Center for Mental Health Promotion and Youth Violence Prevention , 2001 www.promoteprevent.org Parents and Learning, Sam Redding www.schoolclimate.org/parents/documents/ParentsandLearning.pdf

13. Resources Tip Sheets/Fact Sheets/Brochures for Parents 10Things to Do at Home www.casel.org/in-schools/tools-for-familes/ Brochures: Children�s Developmental Milestones, Ages 0-5, K-3, 4-6, 7-8, 9-12 www.i-kan.org/Resources/SELsnapshots.html SEL Parent Brochure: Raising Caring, Confident, Capable Children www.icmhp.org/icmhpproducts/selbrochures.html SEL Parent Newsletters www.icmhp.org/initiatives/selresources.html IL PTA SEL Resolution www.illinoispta.org/adobe.files/Resolution%20on%20Social%20Emotional%20Learning.pdf Parent Fact Sheet: SEL at Home www.schoolclimate.org/parents/documents/FactSheet_s Pondering Points www.charmmdfoundation.org/Pondering_Point.html

14. Resources Guides and Toolkits Teaching the Teachers: Preparing Educators to Engage Families for Student Achievement, Harvard Family Research Project, 2001 www.hfrp.org Working Together: School, Family, and Community Partnerships � Toolkit Center for the Education and Study of Diverse Populations, New Mexico Highlands University, www.cesdp.nmhu.edu Activities Parents and Teachers Talking Together (PT3) www.pepartnership.org Click Resources then Key Topics Parent Cafes www.strengtheningfamiliesillinois.org Click Parents then Parent Cafes Pondering Points www.charmmdfoundation.org/Pondering_Points.html

15. Let us put our minds together and see what kind of life we can make for our children. -Sitting Bull

16. For information/guidance on SEL and presentations to school personnel contact: Kelly Rauscher Principal Consultant Illinois State Board of Education Phone: 217-782-5589 Email: krausche@isbe.net For presentations to parent and community groups contact: Caryn Curry SEL Awareness Coordinator Illinois Children�s Mental Health Partnership 312-368-9070, x318 ccurry@mhai.org