Indiana's Whole State for Whole Child Approach:

A Roadmap for Teaching the Whole Child

Working Together for Student Success@EducateIN

Lisa Truitt, Social, Emotional, and Behavioral Wellness Specialist and State

Attendance Officer

Jess Yoder, Project AWARE Specialist

1. To share the importance of Whole Child Teaching.2. Learn about Indiana’s Seven Social-Emotional

Learning (SEL) Competencies. 3. The role adults play in social-emotional learning. 4. How to implement SEL Competencies in your school.5. SEL strategies that can be used in schools.6. Other IDOE resources to support Social-Emotional

Learning work.

Objectives

@EducateIN

Why Address The Whole Child Wellness In Schools?

\\\\\\\\\\\\\\\m congue tempus

Lorem ipsum dolor sit

amet, consectetur

adipiscing elit, sed do

eiusmod tempor.

1 in 3 Indiana children ages 10–17 are overweight or obese

The number of reports made to the Indiana Child Abuse and Neglect Hotline has increased by 22.3% since 2014.

1 in 3 high school students reported feeling sad or hopeless in 2018

In 2018, 25.9% of Hoosier high school students did not feel safe at school.

@EducateIN

Black students are four times more likely to receive out-of-school suspension than their white peers.

Source: IYI Kids Count Data Book 2020

According to CASEL, “Social and Emotional Learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”

Social-Emotional Learning

@EducateIN

SEL Interventions

Increase Student Academic

Performance By

11%

Source

Benefits of SEL

SELImpact Greatest

When Programming

Begins in Kindergarten

Source

$11 ROI for Every

Dollar Spent on SEL

Programming

Source

@ChristyINSEL

SEL Programming has a Positive

Impact on Teachers

Source

@ChristyINSEL

Common Myths Surrounding SEL

SEL is “Touchy-

Feely” and Takes

Away from

Academic Time

SEL is Only for

Elementary

Students

SEL is All About

Feelings

SEL is Only for

Students with

Behavior /

Discipline

Problems

@EducateIN

SEL promotes positive mental health for all students.

SEL curricula reduces the likelihood, severity and chronicity of mental health problems, including mental illness.

SEL and mental health both determine how we handle stress, relate to others, and make choices.

Many mental health interventions focus on SEL competencies because students with mental health problems often need extra support with these skills.

How do SEL and School Mental Health Intersect?

Why Does Mental Health Matter?

@EducateIN

| I Love Public Schools

Self-AwarenessSelf-ManagementSocial Awareness Relationship SkillsResponsible Decision-Making Skills

InsightRegulationConnectionCollaborationCritical-Thinking Skills

Added

@ChristyINSEL

CASEL Indiana

Added

MTSS Framework

@EducateIN

MTSS Framework Example

@EducateIN

Growth vs. Fixed Mindset

Page 61 from SEL Toolkit

@ChristyINSEL

The ability to demonstrate cognitive flexibility and a

willingness to learn.

Developing mindset is a critical learning skill for building perseverance,

adaptability, self-discovery,resilience, and the ability to

receive and give constructive feedback.Found within SEL Toolkit - page 35!

https://www.doe.in.gov/sites/default/files/sebw/sel-toolkit-final-updated-cover.pdf

@ChristyINSEL

The ability to recognize and manage one’s

emotions.

Regulation skills build positive self control,

positive self-discipline, and impulse control.

Found within SEL Toolkit - page 39!

https://www.doe.in.gov/sites/default/files/sebw/sel-toolkit-

final-updated-cover.pdf

Think Sheet Link

@ChristyINSEL

Brain Intervals or Boosters

- Focus Attention Practices- Simon Says- Movement, Song, and

Dance- Yoga and Breathing

“I feel awareness of my body in comparison to objects. I feel awareness of my emotions in my body.”

“I feel ready for transition and can show I am adaptable to change.”

Cooperative Learning Game, If You Build It - page 46 in SEL Toolkit

4B. Students understand teamwork and works with others.

@EducateIN

The ability to work well with others, including in the group and teamwork environment.

Collaboration works to build positive communication and conflict management skills.

Book List

How to Use New Competencies

These competencies are meant to be implemented into what you are already doing during the school day.

➔ Procedures ➔ Routines➔ Meeting times➔ Curriculum➔ Structured activities➔ Formative Assessments [Exit Tickets]

How to Use the New SEL Competencies

@EducateIN

Additional Resources

@EducateIN

Indiana Department of Education

Social Emotional & Behavioral Wellness

Comprehensive Positive

School DisciplineResource Guide

Community Resources

(Rent, Food, etc.)

● SEL Screener VS. Mental Health Assessment FAQ: bit.ly/2XBtVC6

Strategy SharingA Few Strategies

@EducateIN

Tier 1 Strategies for All Students

@EducateIN

• Proactive language (trauma informed lens)

• Positive Behavior Intervention Supports

• Social-Emotional Learning Competencies

• 100 Days of Neuroscience lessons

• Regulation strategies (boxes, zones, visuals)

• Literacy integration

• Morning meetings

• Mindfulness practices

• Brain Intervals

Tier 2 Strategies for Some Students

@EducateIN

Beyond classroom

• Small-group instruction (counselor, social

worker, or behavioral specialist)

• Buddy classroom (reflection sheet)

• Use restorative interventions

• Peace Walk (conflict resolution)

• Mentor/Mentee program (adult/student)

In classroom

• Regulation boxes

• Calming corner

• Mentor/Mentee program

(student/student)

• Check in/ check out

• Relax, Regulate and Return App

Tier 3 Strategies for a Few Students

@EducateIN

• Create individualized behavioral support plans

• Provide referrals for outside community mental health partners

• One on one skill development (counselor, social worker, behavioral specialist or special education teacher)

• 504 plan

• Individualized Education Plan

• School-based therapist

Strategic Plan and Systemic Implementation

Theory of ActionBuild foundational support and plan

Strengthen adult SEL competencies and capacity

Promote SEL for

students

Practice continuous improvement

● Develop a shared vision and plan for SEL● Communicate SEL as a district priority● Organize district to promote collaboration among school and district

leaders around SEL, academics, and equity● Align resources for SEL

● Strengthen central office SEL expertise● Design and implement a professional learning program for SEL● Strengthen staff social, emotional, and cultural competence● Develop structures that promote trust, community, and collective

efficacy among staff

● Adopt and implement PreK-12 SEL standards or guidelines● Adopt and implement evidence-based programs and practices● Develop and strengthen family and community partnerships● Integrate SEL with academics, district priorities, and policies

● Planning for improvement (Plan)● Documenting implementation (Do)● Data reporting and reflecting (Study)● Action planning and sharing (Act)

Administrator Actions:

Create A Team

“Strategy doesn’t just happen. People working in teams make it happen.”

– Rachel E. Curtis and Elizabeth A. City from Strategy in Action: How School Systems Can Support Powerful Teaching and Learning

➔ Administrative Support➔ SEL Advisory Team➔ School-Wide Program➔ Professional Development➔ Collaboration➔ Policy and Procedure

SEL Advisory TeamPurpose: To get a core group of educators together to examine the baseline data and explore the needs of your school community, the readiness for SEL programming, professional development needs, and the current SEL activities taking place in the school.

The Multi-Tiered System of Supports (MTSS) team is a great entry point to this discussion. The MTSS team may become the SEL advisory team or suggest members that will become the SEL advisory team. Regardless, it is recommended to begin the SEL comprehensive program discussion and SEL Advisory Team development within the current structure of the MTSS model that exists in the school.

SEL Advisory TeamGuiding Questions

● What are the needs of the students in the school community?● What data are used to demonstrate these needs? Are these the best

data sources?● What program(s) does the school currently use to teach social-

emotional learning competencies?● What level of knowledge does the current staff have regarding SEL

competencies?

https://schoolguide.casel.org/rubric/?focus-area=focus-area-1b&rubric-item=planning

Administrative Support★ With administrative support, SEL becomes a priority. ★ The principal can lead by helping create a school-wide vision of

students’ social, emotional, behavioral, and academic development for a safe and supportive learning environment.

★ Within this vision, it clearly articulates how SEL programming plays a pivotal role in addressing the needs of the students and 'how' the school will support educators, students, and families in achieving this success.

★ Additionally, the administrator can help secure funding to support the work that will be necessary for the SEL program to be successful.

Foundational LearningCommitment to schoolwide SEL is a long-term process in which all members of the school community internalize the critical place of SEL in each student’s education and build a shared understanding of their role in fostering SEL (Hall & Hord, 2015). Once assembled, the SEL team can create opportunities for key stakeholders to gain foundational knowledge of SEL.

● School Staff● Families● Community Partners School

Staff

Community Partners

Community Partners

SEL Foundation

Families

Shared Vision

A collaboratively-developed SEL vision takes into account the school’s unique strengths and needs and reflects the hopes, needs, and efforts of the entire school community. Developing specific goals and objectives will be an important part of achieving this shared vision, but beginning with the “why” behind the work can help foster commitment and ownership among all stakeholders.

The shared vision:

● Serves as an anchor for all that the school does to support students academically, socially, and emotionally.

● States the school community’s hopes for what students will experience at school.● Provides stakeholders with a sense of collective responsibility and unity.

SEL Implementation Rubric

https://www.doe.in.gov/sites/default/files/sebw/sel-implementation-checklist.pdf

Educator SEL & Well-Being

@EducateIN

“There is no better Tier 1 intervention than an encouraged,

enlightened and healthy teacher.”

- Dr. Adam Saenz, author of “The Power of a Teacher: Restoring Hope and Well-Being to Change Lives”

www.doe.in.gov/sebw

Name Position Email/Phone

Christy Berger Director of Social, Emotional, and Behavioral

Wellness

CBerger@doe.in.gov

Michelle Clarke School Counseling Specialist MClarke@doe.in.gov

Jason Murrey Prevention Specialist JMurrey1@doe.in.gov

Lisa Truitt Social, Emotional, and Behavioral Wellness

Specialist/ State Attendance Officer

LTruitt1@doe.in.gov

Jeffrey Wittman School Social Work and Foster Youth

Specialist

JWittman@doe.in.gov

Jessica Yoder Project AWARE Specialist JYoder@doe.in.gov