1. Board Presentation:
Social, Emotional and Behavioral
Learning
February 13, 2013
Presented by the SEBL Team

2. Goal 1
Goal 2
Goal 3
Goal 4
Goal 5

3. Smart Goal
 During the 2012-2013 school year, the Director
of Student Services will develop a systematic,
coordinated approach for addressing students’
social, emotional and behavioral learning needs as
measured by the completion of action plan
activities.

4. Social Emotional Learning
 A definition of Social Emotional Learning: Social
and Emotional Learning (SEL) is the process
through which we learn to recognize and manage
emotions, care about others, make good
decisions, behave ethically and responsibly,
develop positive relationships, and avoid negative
behaviors.

5. Illinois Learning Standards (SEL)
 The standards describe the content and skills for students in grades
K - 12 for social and emotional learning. Each standard includes five
benchmark levels that describe what students should know and be
able to do K-12 .
 These standards build on the Illinois Social/Emotional Development
Standards of the Illinois Early Learning Standards.
 These standards have been developed in accordance with Section
15(a) of Public Act 93-0495. This Act calls upon the Illinois State
Board of Education to "develop and implement a plan to
incorporate social and emotional development standards as part of
the Illinois Learning Standards."

6. ISBE Social/Emotional Learning Goals
 Goal 1 - Develop self-awareness and self-
management skills to achieve school and life
success.
 Goal 2 - Use social-awareness and interpersonal
skills to establish and maintain positive
relationships.
 Goal 3 - Demonstrate decision-making skills and
responsible behaviors in personal, school, and
community contexts.

7. Process
 Administration provided information regarding
current state and desired outcome
 Developed SEBL Committee
 Conducted a gap analysis
 Stakeholder surveys – student, staff, parent
 Conducted research – curricula, assessment,
counseling model, staffing
 Comprehensive comparison analysis of all
components
 Recommendations

8. SEBL Committee
Kendrick Bailey DHS Counselor
Christine Barrow Elementary Counselor
Ali Bond Director of Student Services
Alyssa Cabrera School Social Worker
Karen Conlon School Psychologist
Lou Dobrydnia DHS Counselor
Liz Grose School Psychologist
Terri Hadley DMS Counselor
Stephanie Hayes DHS Counselor
Kim Klokkenga DHS Counselor
Terri Patterson DVMS Counselor
Teresa VonRohr School Social Worker

9. Gap Analysis
Current State Desired State
 Character education takes a  PreK-12 character education
variety of formats at each level No provided through systematic
specific curriculum to address curriculum to address social
social emotional learning emotional learning
 No monitoring of student social  Assessment tools to monitor
emotional learning/needs social emotional learning/needs
 Disparities within counseling staff  Equitable counseling staff as per
available at each building ASCA recommendations
 Parental communication is  Develop parent information and
minimal communication

10. SEL Survey Results
Stakeholder # of #1 Element of
Responses Concern
Students 2310 Bullying
Staff 186 Bullying
Parents 770 Positive Choices

11. Comprehensive Overview of SEBL
Systematic Approach
• Character Education Curriculum • Developmental Counseling
provided by teachers within: Model for IL Schools (Based
• Elementary - class meetings on ASCA model)
• Middle Schools - Intervention • Academic
Block • Career
• High School - Freshman • Personal/Social Emotional
Advisory/ Homeroom Classroom Counseling
Instruction Support
RtI/Data District wide
• Tiered Support Collection Components • Character Education
• Benchmark data (3 x/yr) Advisory
• Progress Monitoring Data • Parent Education
(Tier2/Tier 3 interventions) • Staff Development/On-
• Program Evaluation going
• Discipline Data • Discipline Approach

12. Classroom Instruction
• Character Education Curriculum
(guaranteed/viable) provided by
teachers within:
• Elementary - class meetings
• Middle Schools –
Intervention Block Classroom
• High School – Freshman
Instruction
Advisory/ Homeroom

13. Counseling Support
• Developmental
Counseling Model for
IL Schools (Based on
ASCA model)
• Academic
Counseling • Career
Support • Personal/Social
Emotional

14. District Wide Components
District Wide • Character
Components Education Advisory
• Parent Education
• Staff
Development/On-
going
• Discipline Approach

15. RtI/Data Collection
RtI /Data
• Tiered Support Collection
• Benchmark data (3 x/yr)
• Progress Monitoring Data
(Tier2/Tier 3 interventions)
• Program Evaluation
• Discipline Data

16. Recommendations - Curricula
 Research based Curricula for Character Education
 Guaranteed and viable
 PreK-8 Second Step
 9-12 School Connect
 Directly aligned to the state SEL standards including:
empathy, emotional management, problem
solving, self regulation, executive function skills
(bully prevention and positive choices)
 Professional Development will be provided
 Integrated within PLC design

17. Second Step Skills
Skills Pre-K K-3 4-5 6-8
Skills for
Learning
Empathy &
Communication
Emotion
Management
Friendship Skills
& Problem
Solving 6th
Bullying
Prevention
Substance Abuse
Prevention
Goal Setting 8th

18. School-Connect
Module 1 – Module 2 – Module 3 – Module 4 –
Creating a Developing Self- Building Resolving
supportive Awareness and Academic Conflicts &
Learning Self- Strengths & Making
Community Management Purpose Decisions
Thinking differently, Awareness & control of Apply self-awareness & Building an retaining
active listening personal growth and self-management to friendships
development academics
Working collaboratively Build on character Identify & apply Identify conflict styles &
strength multiple intel strengths potential effects
Fostering trusting, Reduce negative Obstacles to academic Introduce & apply
supportive relationships thinking, manage anger, achievement, attitude problem solving skills
cope w/stress toward school
Practice in recognizing Positive emotions to Career & college Practice specific social
emotions, perspectives, increase motivation options, setting goals, skills, negotiating,
empathizing, bully tracking progress making decisions,
prevention

19. Distribution of Time for Counselors
Delivery System Component Elementary Middle High School
School Time School Time Time
Guidance Curriculum – assist 35%-45% 25%-35% 15%-25%
with the implementation of the
character ed. curriculum
Individual Student Planning – 5%-10% 15%-25% 25%-35%
planning intervention lessons,
scheduling classes, career
development
Responsive Services – Small 30%-40% 30%-40% 25%-35%
Group or 1-1
System Support - Building wide 10%-15% 10%-15% 15%-20%
support

20. Recommendations - Assessment
 Assessment
 Collect benchmark data to identify students who are
average, at-risk and in need of intervention
 Progress monitor students who are in Tier 2 and Tier 3
interventions
 Evaluate the curriculum
 Summative assessment
 Process assessment
 Outcome evaluation

21. Recommendations - Staffing Approach
 Note: ASCA Recommendation is 1/250
 Elementary - 1 counselor per building
 Current state is 1/1816
 Phase 1 - 3/1816 or 1/605
 Future state is 5/1816 or 1/363
 Middle School – 1 counselor per building
 Current state is 2/925 or 1/463 (adequate/reasonable)
 High School – 1 counselor/250 student per ASCA
recommendation
 Current state is 3/1230 or 1/410
 Phase 1 - 4/1230/or 1/308
 Future state is 5/1230 or 1/249
 Student Services Secretary 1 FTE

22. Counseling Models
Elements Traditional Developmental Developmental Counseling Model
for IL
Foundation Crisis Counseling Preventive & Crisis Beliefs, vision, mission statement, needs
assessment results, school improvement
Information Service Counseling
plans, Domains: academic, career, social
School Counseling emotional;
Curriculum Legislation/Standards/Competencies
Management Programming/ Career Planning & Program design, advisory council and steering
committee, materials and staff support,
Scheduling Development
sequential schedule/calendar, time
distributions, program components
Delivery Reactive Proactive Developmental Goals and Competencies,
Implementing the Four Components:
Clerical/Task Goal-Oriented
Counseling Curriculum, Individual Planning,
Oriented Responsive Services, System Support
Accountability Unplanned Planned Daily Accountability Process, Assessment of
Student Competencies and Program
Unstructured Activities
Ancillary Service Accountable
Integral Part of
Educational Prog.
Ratio 1 to 250 1 to 250

23. Parental Information/Communication
 Parent survey indicated the following areas of
interest:
 Behavior Management
 Child Development
 Reinforcing Study Skills
 Workshops for parents
 Communication through district blog, building
newsletters, email

24. New Initiatives in 2013-14
 Parent Forums on key topics: drugs, alcohol, depression
 Consider more random drug testing & frequent locker searches
 Deterrent for students
 Ensure safety in our schools
 A possible safe haven for students who struggle with drugs,
alcohol, depression (non punitive resource and referral system)
 School Tipline - http://www.schooltipline.com/
 The establishment of standardized processes and procedures (ie:
communication, data collection, resource referral)