Title

Building the Social and Emotional Learning (SEL) capacity for students, faculty, and staff

First Presenter's Institution

Atlanta Public Schools

Second Presenter's Institution

Atlanta Public Schools

Third Presenter's Institution

NA

Fourth Presenter's Institution

NA

Fifth Presenter's Institution

NA

Location

Plimsoll

Strand #1

Social & Emotional Skills

Strand #2

Academic Achievement & School Leadership

Relevance

Our presentation relates to strand #2 with a focus on building the Social and Emotional Learning (SEL) capacity of students, faculty, and staff members. Additionally, our presentation relates to strand #1 with a focus on academic success for all students; this is inclusive of students transitioning from alternative school settings. Essentially, our presentation combines elements of strand #1 and strand #2 to enhance the school culture and to be inclusive of all students to have the opportunity to experience academic success by utilizing brain-based learning, implementing an engagement framework (Check & Connect), building SEL capacity, using mindfulness, and other appropriate interventions/strategies. Building the Social and Emotional Learning capacity, increases the emotional/psychological fitness for the work of academia in an urban setting.

Brief Program Description

Social and Emotional Learning (SEL) is the process for equipping students and adults with the needed knowledge, attitudes, and skills to appropriately understand and manage emotions. Understanding and managing emotions are essential competencies for positive growth in the areas of self-awareness, self-management, social awareness, and in responsible decision making. Additionally, SEL is a process for individual and community empowerment for goal setting and goal obtainment while showing empathy in establishing and maintaining positive relationships (CASEL, 2016).

This presentation focuses on enhancing the school culture and climate of a Title 1 School by intentionally building the Social and Emotional Learning (SEL) capacity of the students, faculty, and staff members. This is accomplished by having the following presentation objectives: (1) increasing the awareness of the importance of an inclusive Social Emotional Learning Curriculum (SEL) for student and faculty success with a Check and Connect framework, (2) demonstrating value-added in community partnerships for enhanced student learning opportunities, and (3) promoting the relevance of faculty/staff members participating in leadership problem-solving to build a positive school climate for students. The school-based audience attending this session will gain relevant and practical strategies/interventions for meeting the needs of inner city at-risk students.

Summary

In this interactive session, the utilization of the Check & Connect Program with an infused Social Emotional Learning Curriculum for capacity building with students, faculty, and staff members will be discussed; which correlates to student success, and a positive school culture and climate. Additionally, this session will provide alternatives for decreasing out of school suspension of students placed at risk. Creative academic programming & scheduling for student academic achievement will be presented. Also, this interactive session will provide solutions for beginners building sustainable school partnerships for at-risk students within an inner city.

Participants will be provided with practical take home strategies/interventions and best practices that are culturally sensitive to African American disadvantaged youths. There is an emphasis placed on school personnel engaging students as leaders, mentoring groups, the use of mindfulness, and basic elements of neurocounseling for identified students. Thus, the mindset of every student being able to make positive gains is essential.

Evidence

The field-tested evidence is based on known and effective research conducted by the Check & Connect student intervention program. It is a proven system for monitoring and reducing the student dropout rate, increasing the student attendance rate, increasing the capacity for Social and Emotional Learning, and for students making academic gains. The Check & Connect program and the utilization of a Social and Emotional Learning curriculum have both been implemented with success for student engagement (University of Minnesota, 2015; CASEL, 2016). The usage of both programs yielded positive results in best practices for building a caring-student-centered learning community.

References:

University of Minnesota. (2015). Check & Connect Research. Retrieved from http://checkandconnect.umn.edu/research/default.html

CASEL. (2016). SEL Research. Retrieved from http://www.casel.org/research/

Format

Individual Presentation

Biographical Sketch

Dr. Patricia Ford is the Proud Principal of South Atlanta High School (Atlanta, Georgia) with over 22 years of experience in Corporate America and in the public education setting. She was the principal of choice in leading the strategic consolidation of three small schools into one comprehensive high school. She has successfully led school reform with teachers and support staff for student success at South Atlanta High School. She is the recipient of several awards and honors. Dr. Ford embraces the school's motto of "creating a caring culture through relationships."

Dr. Beverly Smith is the Engagement Specialist (formerly titled Behavior Specialist) at South Atlanta High School (Atlanta, Georgia) with over 20 years of experience in the Human Service/Counseling field. A few of her credentials include being a Licensed Professional Counselor, National Clinical Mental Health Counselor, National Approved Clinical Supervisor, and a National Board Certified Counselor. Some of her areas of specialization include Counseling, Clinical Behavioral Healthcare, Trauma Care, Post-Traumatic Growth, Mindfulness, Employee Assistance Services, and Psychological Disaster Care. Dr. Smith embraces the school's motto of "creating a caring culture through relationships."

Keyword Descriptors

Leadership, Check & Connect, Social and Emotional Learning (SEL), School Culture & Climate, Student Success, Mindfulness, & Neurocounseling

Presentation Year

2017

Start Date

3-6-2017 10:30 AM

End Date

3-6-2017 11:45 AM

This document is currently not available here.

Share

COinS
 
Mar 6th, 10:30 AM Mar 6th, 11:45 AM

Building the Social and Emotional Learning (SEL) capacity for students, faculty, and staff

Plimsoll

Social and Emotional Learning (SEL) is the process for equipping students and adults with the needed knowledge, attitudes, and skills to appropriately understand and manage emotions. Understanding and managing emotions are essential competencies for positive growth in the areas of self-awareness, self-management, social awareness, and in responsible decision making. Additionally, SEL is a process for individual and community empowerment for goal setting and goal obtainment while showing empathy in establishing and maintaining positive relationships (CASEL, 2016).

This presentation focuses on enhancing the school culture and climate of a Title 1 School by intentionally building the Social and Emotional Learning (SEL) capacity of the students, faculty, and staff members. This is accomplished by having the following presentation objectives: (1) increasing the awareness of the importance of an inclusive Social Emotional Learning Curriculum (SEL) for student and faculty success with a Check and Connect framework, (2) demonstrating value-added in community partnerships for enhanced student learning opportunities, and (3) promoting the relevance of faculty/staff members participating in leadership problem-solving to build a positive school climate for students. The school-based audience attending this session will gain relevant and practical strategies/interventions for meeting the needs of inner city at-risk students.