A Systemic Approach to Implementing Social Emotional Learning in Schools: What Worked
First Presenter's Institution
Florence School District 3
First Presenter's Brief Biography
Dr. Yvonne Commodore has over 25 years of educational experience serving as, school social worker, teacher, assistant principal, executive director, adjunct instructor, student services coordinator, and a Title 1 school turn-around principal. She is an international motivational speaker, an author of five books, a faith leader, humanitarian and a mentor. Married since 1982, Dr. Commodore has two adult children and four grandchildren. She is currently serving as the Director of Social Emotional Services for the Florence School District 3
Document Type
Event
Primary Strand
Social-Emotional Learning
Relevance to Primary Strand
Social Emotional Learning is the identified strand selected for discussion in this presentation. The enclosed proposal has relevance to the primary strand. The presenter will provide information on what worked during Florence School District 3 implementation of SEL services in nine schools. The presenter is proposing that social emotional learning is an important part of a well-rounded education, and will be describing the mindsets, skills, attitudes, and feelings that help students succeed in school, career, and life.
Brief Program Description
Social emotional learning is a strategy for systemic improvement and not just an intervention for at-risk students. All stakeholders must be engaged as authentic partners in social and emotional development and continuous improvement. Social emotional learning is an important part of a well-rounded education, and describes the mindsets, skills, attitudes, and feelings that help students succeed in school, career, and life. Participants will explore the systemic implementation of SEL services in our district, explore case studies, learn the steps taken at the school, home, and community level to teach and support SEL competencies, review behavior data, learn how we engaged stakeholders in establishing equitable learning environments, establish discipline policies that promote SEL, elevate student voice, promote a culture of supports and wellbeing, and the survey tools used for continuous monitoring and improvement.
Summary
Participants will receive information about interventions, engaging stakeholders, review SEL survey results, and engage in case studies using school data.
Evidence
Several of our schools now have a dramatic reduction in out-of-school suspension per school discipline data. Participants will be able to get a copy of the school discipline data for review with no identifying information.
Learning Objective 1
Participants will learn the steps taken at school, home, and community level to teach SEL Competencies
Learning Objective 2
Participants will be able to explore interventions used
Learning Objective 3
Participants will be able to explore data collection instruments
Learning Objective 4
Participants will gain knowledge as to what worked during the SEL implementation phase
Recommended Citation
Commodore, Yvonne, "A Systemic Approach to Implementing Social Emotional Learning in Schools: What Worked" (2022). Southeast Conference on School Climate. 1.
https://digitalcommons.georgiasouthern.edu/secsc/2022/2022/1
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
A Systemic Approach to Implementing Social Emotional Learning in Schools: What Worked
Participants will receive information about interventions, engaging stakeholders, review SEL survey results, and engage in case studies using school data.
