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6. Classroom Discourse: An Essential Component in Building a Classroom Community

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6. Classroom Discourse: An Essential Component in Building a Classroom Community

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This article discusses the findings from a qualitative study that focused on building a community within a classroom by emphasizing classroom discourse as a vital component of instruction. This framework is to design and establish a sense of belonging while actively engaging them in the learning process. The study discusses a traditional approach to teaching called Initiate-Respond-Evaluate (IRE) in which the teacher dominates the classroom discussion. It goes not propose a new approach, Facilitate-Listen-Engage (FLE) which fosters a reciprocal exchange of information between teacher and students. Through this approach, members of the classroom learn to value other's opinions and become active receivers and sharers of new knowledge.
Three strategies were proposed to help facilitate this approach.
1.Inner-Outer-Circle: Students are counted off by number 1 and 2. The number ones form an inner circle while the number twos create the outer circle. Active discussion is promoted through a 1-1 discussion and the number twos then rotate counterclockwise  to discuss the same prompt or a new prompt.
2.Numbered Heads Together:  All students are held accountable as they work in a group of four. Each student receives a number 1-4. As a group they discuss a prompt; afterwards the teacher selects a random number to share the group's thoughts. Random selection verifies that all students are actively listening and ready to present.
3.Discussion Webs: This approach helps facilitate opinion-oriented discussions.  Students begin in pairs and then meet in a group of four. They discuss their ideas, and add information to their web from a peer's shared knowledge..
The FLE model provides a framework for teachers to establish a community within their classroom. Finally, this qualitative study argued the most teachers continue with the IRE approach due to being familiar with it and nervous to branch out into a new approach.
Article Link: http://www.adi.org/journal/2016fw/LloydEtAlFall2016.pdf

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7. The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

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7. The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

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This article displays the findings of a meta-analysis that included 213 school-based, universal social and emotional learning programs involving a total of 270,034 students from Kindergarten to high school. The meta-analysis examines the effects of a school based SEL program on student's behaviors and academic performance. The dependent variables were six different student outcomes: social and emotional skills, attitudes toward self and others, positive social behaviors, conduct problems, emotional distress, and academic performance. The intervention format used three mutually exclusive strategies to influence students: class by teacher, class by non-school personal and multi-component programs. Overall, the meta-analysis showed a 11-percentile-point gain in achievement. Within this, classrooms by teacher programs showed gains in all six outcomes. In contrast, class programs by non-school personnel produced three significant outcomes (improved SEL skills, prosocial attitudes and reduced conduct problems). The results of the multi-component program were comparable but not significantly higher than the results obtained in the other programs earning four outcome areas: attitudes, conduct problems, emotional distress and academic performance.
The outcomes show that SEL programs yielded significant positive effects. It also suggests that programs can be incorporated into a daily routine thus not requiring outside personnel for implementation. Lastly, SEL programs have shown to be effective at all grade levels, but with minimal experience in high-school.

Article Link: https://casel.org/wp-content/uploads/2016/01/meta-analysis-child-development-1.pdf

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How can students learn problem solving abilities that can be transferred across multiple settings and context?

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Students do not know how to problem solve, show empathy, or communicate with peers.

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The purpose of morning meeting is to create a responsive classroom. Students will develop a strong sense of community and learn in a respectful environment. Students can collaborate and demonstrate innovation and flexibility to problem solve, develop skills in managing emotions, developing caring and concern, showing empathy for others and handling challenging situations constructively. Establishing a climate of trust and motivating students to feel significant will encourage collaboration and support social and academic learning.

Social Emotional learning has a strong connection to academic progress to help students be strong learners.

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Why are students lacking empathy? What has caused the shift in students to now require designated time for social/emotional learning?

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A large part of SEL is about peer-to-peer communication. How do you foster appropriate communication between peers when they do not have the skills or vocabulary to express themselves yet?

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How can I make Morning Meeting developmentally appropriate for Pre-K students in an inclusion classroom?

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To create a responsive classroom that is developed around problem solving abilities, showing empathy towards others, and communicate effectively with peers.

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Harmony SEL is a social and emotional learning program for Pre-K-6 grade students, accessible online and at no cost. Harmony fosters knowledge, skills, and attitudes boys and girls need to develop healthy identities, create meaningful relationships, and engage productively by providing SEL learning resources, tools, and strategies.

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Social Emotional Learning (SEL) Program, Activities & Curriculum - Harmony

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Harmony SEL is a social and emotional learning program for Pre-K-6 grade students, accessible online and at no cost. Harmony fosters knowledge, skills, and attitudes boys and girls need to develop healthy identities, create meaningful relationships, and engage productively by providing SEL learning resources, tools, and strategies.

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"Before you speak, listen." -William A. Ward Listening With Purpose As I listen in on the student conversations occurring around the classroom, I notice that my students have a firm grasp on the basics of listening and speaking. They turn their attention toward the speaker and maintain a calm...

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Responsive Classroom is an evidence-based approach to teaching that focuses on the strong link between academic success and social-emotional learning (SEL).

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Every Student Succeeds Act

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On August 9, 2017, the U.S. Department of Education approved New Jersey's ESSA State Plan.

Thank you to the many New Jersey families, students, educators and community members who participated in the development of New Jersey's ESSA State Plan. Your involvement ensured the plan was developed by New Jersey and for New Jersey. The collaborative development process enabled the New Jersey Department of Education (NJDOE) to create a plan that focuses on equity for all students, deep support for the schools that need it most, and the promise that all children attend a school providing the support and skills they need to thrive throughout their K-12 experience and far beyond.

A short overview of New Jersey's ESSA State Plan can be found here.

Star = community with which we directly engaged

Input from stakeholders before, during and after the drafting of the plan was received in a variety of ways, including, but not limited to:

Over 5,300 survey responses;

An ESSA Stakeholder Focus Group with over 80 invited education and community organizations

More than 90 meetings organized or attended throughout the state including four listening and learning sessions, during which NJDOE met with more than 140 attendees;

Over 400 districts represented at in-person ESSA technical assistance sessions;

Direct communication with individuals representing more than 160 communities throughout the state.

The New Jersey Department of Education (NJDOE) is committed to hosting discussions and receiving feedback from a diverse group of stakeholders as we work to make policy decisions that reflect the values of New Jersey communities.
We continue to receive a great deal of input on how we can expand and diversify our outreach in the education community.

As a result, we have developed the ESSA Accountability Stakeholder Focus Group. The purpose of the group will be to help the Department share and receive feedback on materials designed to clarify aspects of The Every Student Succeeds Act (ESSA) and better understand stakeholder priorities that will inform existing ESSA working groups. Previously invited organizations are listed here. If you would like to see your organization represented in the ESSA Accountability Stakeholder Focus Group, please contact essa@doe.nj.gov.

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On August 9, 2017, the U.S. Department of Education approved New Jersey's ESSA State Plan. Thank you to the many New Jersey families, students, educators and community members who participated in the development of New Jersey's ESSA State Plan. Your involvement ensured the plan was developed by New Jersey and for New Jersey.

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"Learning becomes a social experience where conversational activity has an important role in the construct of knowledge. Learning how to listen, ask good questions, and examine situations from a number of perspectives is just as important in a child's development as academics"  (C. Gardner,  September 2012, p. 61-62).

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"Morning Meeting gives teachers concrete ways to make academics engaging, manage classrooms effectively, and create a positive classroom climate" (Kriete & Davis, 2014, p.5).

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I have eight students in my classroom (four boys and four girls). A high absence rate results in only five students being there.

Most students come from divorced, separated or never married families. One student has a father in jail and another rarely visits his father.

One student has a speech IEP so communication is difficult for him and he repeats what you say. He is also sensitive to sounds and closes his ears often.

Developmentally, some students are ready for Kindergarten while some are at a mental age of a two-year old.  While others are reading, some barely know their letters which creates an achievement gap which is noticed by students so disruptive behaviors occur that interrupt the learning process.

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There are four parts to a Morning Meeting: Greeting, Sharing, Group Activity, Morning Message.

A designated 20-30 minutes are set aside each day, but the meeting can be conducted at anytime during the day or split into different parts.

The teacher is the main role model for students and demonstrates the expectations and communication. Eventually Morning Meeting can be student led (age dependent).

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Kriete, R., & Davis, C. (2017). The morning meeting book: K-8. Turner Falls, MA: Center for Responsive Schools.

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C. Gardner. (2012). Morning meeting and science--a winning combination. Science & Children, 50(1), 60-64. 

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C. Gardner. (2012). Morning meeting and science--a winning combination. Science & Children, 50(1), 60-64. 

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"Thus, successful schools not only provide good learning environments in terms of academic units, but also they should ensure a social environment to enhance student's social and communication skills; especially it is a necessity in the 21st century which is more diverse, multicultural and challenging regarding to social and ecological environments that previous times" (Greenberg et. al, 2003) (H. Usakli & K. Ekici, 2018, p. 69).

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H. Usakli & K. Ekici. (2018). Schools and Social Emotional Learning. European Journal of Education Studies. 5(1), 69-80.

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Morning Meeting is supposed to be from 20-30 minutes, however in Pre-K our lessons are 15-20 the most. How can all components be condensed to allow the proper amount of time?

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Responsive Classroom- Morning Meeting interview

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Responsive Classroom- Morning Meeting interview

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1. Morning Meeting and Science- A Winning Combination

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1. Morning Meeting and Science- A Winning Combination

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This article mainly focused on the benefits of creating a community in a classroom through Morning Meeting can transfer into subject areas throughout the day. The author highlights how the teacher is the model for the students and during Morning Meeting they establish the tone for the day. Furthermore, it discusses how social skills are skills that are utilized throughout the day and throughout our life at any age. Through active listening, social skills are developed because children learn to listen, and ask questions in order to develop an understanding, a sense of independence and learning to respect other's views. Science was selected as the main subject because of the curriculum's use of group activities and discussion with higher order questioning. In order to facilitate these skills, the author recommends creating T-Charts with reminders of expectations (Looks Like/Sounds Like) so students have a visual reminder.
Article Link: http://marygrove.idm.oclc.org/login?url=https://search-proquest-com.marygrove.idm.oclc.org/docview/1039081720?accountid=28829

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2. Schools and Social Emotional Learning

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2. Schools and Social Emotional Learning

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This article discusses the importance of rising student's social relations while addressing the individual child. The concept of schools being micro models of society where knowledge, culture, relations, behaviors or emotions are reproduced is a constant inside a school. Schools need to highlight student strengths instead of focusing on what they cannot do. Furthermore, it is recommended that SEL be built into a school's curriculum to foster a responsive school environment. The authors go on to discuss the structures of schools and the five types of systems within a school.
1. Macrosystem- Larger context such as, the curriculum or national educational policy.
2. Exosystem- Symbolizes an indirect environment such as teachers' personal environment, or . teachers' working conditions. This is a relationship between school and community and the physical environment the child is in.
3. Microsystem- Symbolizes face to face interactions such as peer, teacher-student, and student-administrator.
4. Mesosystem- Symbolizes the connection between their home and school environment and how they can affect the child.
5. Chronosystem- Represents environmental events such as, the events which influence school members or personal events that affect the child's life.
Article Link:
https://files.eric.ed.gov/fulltext/ED581228.pdf

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3. A Preliminary Evaluation of REACH: Training Early Childhood Teachers to Support Children's Social and Emotional Development

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3. A Preliminary Evaluation of REACH: Training Early Childhood Teachers to Support Children's Social and Emotional Development

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The purpose of this paper describes the development, implementation and the preliminary evaluation of the REACH program. This program focused on evaluating 139 teachers while trying to reduce the training barriers and address the need for foundational training in social-emotional development. The REACH training program helped teacher's develop a social-emotional aware classroom through developmentally appropriate classroom environments with meaningful activities, substantial time for child focused learning and to create structure through the use of a predictable schedule, rules and routines. The author concludes their evaluation with a significant increase in children's prosocial encounters which demonstrate the need for further training resources made available to early childhood teachers. However, their evidence determines a high turnover rate in child care centers which can affect the program.
Article Link: http://dx.doi.org.marygrove.idm.oclc.org/10.1007/s10643-016-0781-2

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This article discusses the importance of what teachers say to students and the way in which it is said. The author highlights the importance of a teacher's words and how they can build a student up or knock them down. The author goes on to discuss how communicating is not only words, but also body language and our eyes speak volumes. In order to change the climate in her room, the author focuses on Responsive Classroom (RC) techniques. A few elements of a RC are: morning meetings, interactive modeling, academic choice, hopes and dreams and student-generated-rules. Furthermore, RC includes being intentional of teacher language and incorporate the 3 "R's"
1. Reinforcing- reinforce positive behaviors with short, yet specific comments to see students continue. Ex: "I see you completed your homework and that you mastered understanding how to do double digit addition. How do you feel about your success?"
2. Reminding- Helps students take responsibility of their behaviors. Students pause and thinks about the activity and routine they should be doing. Ex: "Can you remind me what you're supposed to be doing right now?"
3. Redirecting- For students who need more than a reminder, but rather clear directions of how to get back on task. State the specific behavior that allowed that student to know exactly what to do and then watch for follow-through. Ex: "Go back to your desk and sit in your seat."
In addition, the author has found 1, 2, 3 Magic to be beneficial in a RC classroom. Lastly, a designated spot in the classroom should be established for a Reflection Station for students to go to when needed or directed. This spot is not for punishment but for students to reflect on what happened and how to move forward with their behavior.
Article Link: http://marygrove.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=113943114&site=ehost-live&scope=site

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5. Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion. 

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5. Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion. 

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The authors of this article discuss the key role of Social and Emotional learning programs for students with Learning Disability (LD) thus, calling for the development of universal-social emotional learning programs that also support LD students. This article is two-fold as the beginning of it discusses difficulties students with learning disabilities may encounter. These difficulties can be, but are not limited to, peer group acceptance, low self-efficacy or self-esteem, isolation as well as behavior problems that manifest either internally or externally. In order to build a student with a learning disability's self-concept the "compensatory hypothesis" recommends non-academic or extracurricular activities that have been found to facilitate social skills by the classroom environment.
The second part of this articles mentions the benefits of social and emotional learning for LD students by discussing programs.
1. PATHS: This is a universal curriculum that focuses on emotional competence, self-regulation and problem solving skills in a social context. It was reported that the curriculum reduced behavior problems (internal or external) in a special education classroom. In addition, this report was concluded two years after the intervention.
2. KidsMatter: This is a universal national SEL framework that took place in Australian schools. Overall, the program concluded that it helped reduce mental health difficulties, and enhance the well being of students with a disability from early childhood until primary school age.
In conclusion, the authors find that SEL programs should include activities that focus on communication skills such as, managing a conversation, asking questions, and practicing listening skills. As well as, social and emotional skills that include self-regulation, cooperation, anger management and viewing different perspectives.

Article Link: https://files.eric.ed.gov/fulltext/EJ1162075.pdf

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8. School-Family Partnership Strategies to Enhance Children's Social, Emotional and Academic Growth

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8. School-Family Partnership Strategies to Enhance Children's Social, Emotional and Academic Growth

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This article correlates to the meta-analysis that was done on 213 SEL programs. The authors have found that although implementation of SEL programs in school is beneficial, a School-Family-Partnership also needs to be built. This is supported by research that students who have more involved parents have better attendance rates, higher homework completion as well as elevated grades and test scores (Barnard, 2004; Henderson & Berla, 1987; Henderson & Mapp, 2002; Jeynes, 2005). In addition, all families can contribute to a child's learning and development as parents and teachers are both responsible in nurturing a child as they spend the majority of their time with children. In order to partner together, teachers must also educate parents on appropriate SEL expectations. Three types of SFP activities that can help foster this relation are:
1. Two-way school-home communication- informs and empowers families to be an active member in their child's education.
2. Family involvement at home: establishes a home connection where school-based learning is reinforced.

3.Family involvement in school:  encourages families to participate in class, or school wide activities or volunteer when needed.

Strategies for implementation and  integration are:

Learning more about the child and family

having the parents and child set personal SEL goals

Create a committee or school-wide team committed to SEL

Provide professional development for all staff

Create a resource room for parents within the building

Highlight children who demonstrate SEL goals

Home-School journal for open communication

Invite families in to obsess the classroom and the expecations.

Article Link: http://www.casel.org/wp-content/uploads/2016/08/PDF-9-school-family-partnership-strategies-to-enhance-childrens-social-emotional-and-academic-growth.pdf

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9. Promoting Social and Emotional Learnning in Preschool

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9. Promoting Social and Emotional Learnning in Preschool

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This article argues the importance of social and emotional learning beginning in Preschool. Throughout the years, academic goals for Kindergarten
has increased as Kindergarten becomes more academic focused. This study argues that implementing SEL into Preschool programs will help students achieve better in school academically and socially and they are better prepared for the new academic demands they face. Preschool teachers enforce SEL through their classroom rules and expectations and the quality of interactions with students as well as the strategies used to encourage desired behaviors while eliminating disruptive behaviors. In order to properly implement expectations and classroom management, training needs to be provided for teachers.
Programs that have been proven to benefit students and teachers in Preschool are:

Incredible Years Teacher Training Program- This program provides monthly workshops that focus on positive classroom management through videos, group discussion and consultation on teacher examples and practices.

Best in Class- Provides teachers with in-class coaching to help apply positive behavioral management to students who display aggressive or disruptive behavior.

Preschool PATHS Curriculum- lessons on social skills, emotional knowledge, self-control and social problem solving. Teachers receive training in positive classroom management to help students utilize skills throughout the day.

In conclusion, the article finds that implementing one of these programs benefits children SEL as well as better prepares them for the academic demands they fast. By including families you can develop a strong home-to-school connection

Article Link: https://www.rwjf.org/content/dam/farm/reports/issue_briefs/2017/rwjf437157

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What can be implemented at home to create a school-to-home relationship to foster SEL learning and growth?

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10. Every Student Succeeds Act: New Jersey State Plan

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10. Every Student Succeeds Act: New Jersey State Plan

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This comprehensive state plan outlines the state of New Jersey's regulations for providing students with a free and appropriate education. Specifically highlighting page 123, New Jersey defines school readiness as the extent to which children have developed physical, cognitive, language and social/emotional skills before entering Kindergarten in order to be successful in life. However, New Jersey maintains that age is the deciding factor on a student entering Kindergarten. In addition, on page 128, the program discusses addressing the needs of the whole child which includes social and emotional well-being. Through Title-1-A funds, districts can receive support in addressing academic, behavioral, social-emotional, and health needs, while promoting  a positive school climate and social emotional learning.
NJ Plan Link: https://www.state.nj.us/education/ESSA/plan/plan.pdf

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11.The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students

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11.The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students

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This article summarizes the results of three- large scale reviews of research on social-emotional programs implemented in the schools as well as in after-care programs. All together, the three reviews included 317 studies and involved 324,303 children within suburban, urban and rural communities. These reviews focused on children from kindergarten through eight-grade.
Three different reviews took place:
1. Universal Review: This review involved 180 school-based studies involving 277,977 students. The review examined the impact of a universal-based SEL program and interventions that are appropriate for the overall general student body. The students involved in this review had no previously identified behavioral or emotional problems.
2. Indicated Review: This review involved 80 studies which included 11,337 students. The study focused on students who were previously identified as displaying early signs of social, emotional and behavioral needs.
3. After-School Review: This review contained 57 studies involving 34,989 students. This review focused on after-care programs outside of the normal school hours and mainly focused on individuals without identified problems. The goal of these programs are to develop more personal and social skills.
The results of the following studies are listed below follow six outcomes (SEL skills, Positive attitudes, Positive social behaviors, Conduct problems, Emotional distress & Academic performance). The results provide two points in time, immediately after the intervention (at-post) and a follow-up within six months:

Universal Review- All six outcomes were achieved at-post. Overall demonstrating a 11 percentile achievement on tests. However, at the follow-up five outcomes were still maintained.

Indicated Review:  All six outcomes were achieved at post demonstrating a 17 percentile growth. While drug use was incorporated specifically into this study, it was not achieved. At the follow-up the outcomes were generally positive but based on a limited number of studies participating. Overall, students who displayed early signs showed improvement in student attitudes, prosocial behaviors and school performance.

After-School: This included two new outcomes of drug use and school attendance; at-post, five of the eight outcomes contained positive results and an overall growth of 16 percentile.. School grades, attendance and drug use were not significantly sufficient. Unfortunately, insufficient amount of studies participated at the follow-up so data did not reach a firm conclusion.

This study concludes that SEL programs when properly implemented can demonstrate growth in student achievement and a shift in overall student behavior. Three key variables within the studies were policy, leadership and professional development for teachers and administrators. When a strong commitment to implementation of researched-based SEL programs the results show positive outcomes and promote future development in children.

Article Link: http://www.casel.org/wp-content/uploads/2016/08/PDF-4-the-positive-impact-of-social-and-emotional-learning-for-kindergarten-to-eighth-grade-students-executive-summary.pdf

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Since 1981, Center for Responsive Schools, Inc. (CRS) has grown from a small laboratory school and consulting group to the nationally recognized developer of the Responsive Classroom approach to teaching.
Here are some milestones in CRS's journey from shoestring operation to nationwide organization:
100,000 visitors come to the Responsive Classroom website each month.

2015
Center for Responsive Schools, Inc. (CRS) becomes the new name for Northeast Foundation for Children, Inc. (NEFC).

2012
Lora Hodges joins NEFC as executive director.

The University of Virginia research team behind the Responsive Classroom Efficacy Study (RCES) releases findings from their U.S. Department of Education-funded three-year, randomized, controlled study of 350 teachers and 2900 students.

The Responsive Classroom approach is one of 23 programs included in Effective Social and Emotional Learning Programs (Preschool and Elementary Edition) a landmark guide developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL).

Yardsticks: Children in the Classroom Ages 4-14, by Chip Wood, has sold over 200,000 total copies.

35,000 visitors come to the Responsive Classroom website each month.

NEFC sells over 120,000 copies of its books and other publications each year. The Morning Meeting Book, The First Six Weeks of School, Teaching Children to Care, and Yardsticks have each sold over 150,000 total copies.

Caltha Crowe's second book, Sammy and His Behavior Problems: Stories and Strategies from a Teacher's Year, is published in April. The audiobook version came out in May.

2009
NEFC publishes the Morning Meeting Professional Development Kit and the Teacher Language Professional Development Kit, and the Morning Meeting Professional Development Kit wins the AEP's Distinguished Achievement and Golden Lamp awards.

Dr. Sara Rimm-Kaufman and colleagues at the University of Virginia's Curry School of Education, Center for the Advanced Study of Teaching and Learning, begin work in 24 schools for the Responsive Classroom Efficacy Study (RCES). This multi-year, $2.9 million study will look at Responsive Classroom practices, with a special emphasis on math teaching and learning. It is funded by the U.S. Department of Education.

The number of people taking NEFC- and Origins-sponsored workshops has climbed to 6,000 per year in 50 locations. In addition, NEFC and Origins together provide over 400 days of on-site consulting per year to schools and districts nationwide.

2007
Dr. Sara Rimm-Kaufman, principal investigator for the SALS study, receives the Joseph E. Zins Purpose Award for early-career professionals who are contributing substantially to the field of social and emotional learning in schools. The honor was bestowed by the Collaborative for Social and Emotional Learning (CASEL), based at the University of Chicago.

The Power of Our Words: Teacher Language That Helps Children Learn by Paula Denton is published and rapidly becomes one of NEFC's bestselling titles.

The first Responsive Classroom Schools Conference brings school leaders together at the University of Massachusetts, Amherst.

NEFC purchases and renovates a building near its offices in Turners Falls, MA. This new workshop and training space is named the Responsive Classroom Center and dedicated to NEFC founders Ruth Sidney Charney, Marlynn K. Clayton, Jay Lord, and Chip Wood.

2004
NEFC moves its offices to new, expanded headquarters in Turners Falls, MA.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies Responsive Classroom as an exemplary social and emotional learning program in Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning (SEL) Programs.

2001
Roxann Kriete becomes NEFC's executive director.

With funding from the DuBarry Foundation, researchers from the University of Virginia's Curry School of Education, Center for the Advanced Study of Teaching and Learning, launch the Social and Academic Learning Study (SALS), a three-year quasi-experimental, longitudinal study on the effectiveness of the Responsive Classroom approach.

Greenfield Center School becomes an independent nonprofit entity.

1990
NEFC secures its first major consulting contract, working with public school teachers in Washington, D.C. Soon after, the term "Responsive Classroom" is coined to describe the teaching approach that NEFC had developed and is sharing with elementary educators.

1989
The first issue of NEFC's newsletter is published and mailed to 9,000 educators.

1986
The first NEFC summer week-long workshop is offered (in Augusta, ME).

1981
Six public school teachers meet in January to discuss an idea that would become Northeast Foundation for Children. They open their doors in August with 40 students in its lab school, Greenfield Center School, in Greenfield, MA.

Environmental Policy

We at Center for Responsive Schools (CRS), developer of the Responsive Classroomapproach to teaching, realize that like any organization, we create an environmental footprint in the normal course of our work. We are committed to minimizing this footprint in our local and national operations. In doing our daily tasks and meeting our long-range strategic goals, we strive to take into account our mission, economic concerns, and the environmental impact of our actions. Taking care of the environment in this way is consistent with the overall goals and values of CRS and the Responsive Classroom approach.

CRS's environmental policy statement was developed by staff members and approved by our Board of Directors in 2008. As a result of this process, we recognized actions we were already taking to minimize the environmental impact of our work, and we began doing more. For instance, we:

Print our publications on paper with recycled content whenever possible

Support carpooling and use of alternative modes of transportation by staff

Encourage ridesharing among workshop participants

Use electronic means for correspondence when we can

Consider energy-savings ratings when we buy office equipment and appliances

Offer free access to articles from current and past issues of theResponsive Classroom newsletter online

Use office technologies to reduce use of paper in our everyday work

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History & Policies | Responsive Classroom

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Since 1981, Center for Responsive Schools, Inc. (CRS) has grown from a small laboratory school and consulting group to the nationally recognized developer of the Responsive Classroom approach to teaching.

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12. How State Planning for the Every Student Succeeds Act (ESSA) Can Promote Student Academic, Social, and Emotional Learning: An Examination of Five Key Strategies

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12. How State Planning for the Every Student Succeeds Act (ESSA) Can Promote Student Academic, Social, and Emotional Learning: An Examination of Five Key Strategies

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This article discusses the Every Student Succeeds Act which has replaced the No Child Left Behind Act. ESSA now provides more flexibility to educators and local education agencies (LEAs) to define student success as well as design their own systems and programs to ensure educational equity. Within this article, it discusses five ways that policymakers can integrate SEL approaches into their efforts. It has been said that SEL is the missing puzzle piece of America's  education system. The five strategies listed are:
1. Articulate a week-rounded vision of student success: This should encompass the multiple domains student's development, including social and emotional. This stems from acknowledging the whole child and their abilities to apply knowledge and skills to understand their emotions, set goals, build positive relationships and make responsible decision.
2. Provide professional development to improve educator SEL capacity: Teachers who model appropriate SEL competencies then have students who display the same abilities. Furthermore, Title I-A allow LEAs to use funds for in-service training for school personnel on techniques and supports for at-risk students and how to address issues on safety, peer interaction, drug & alcohol abuse and chronic absenteeism.
3. Identify evidence-based SEL interventions as a school improvement strategy: Research shows that students who experience interventions demonstrate improved academic effort and achievement. Under ESSA, states must allocate 7% of their Title I-A funds to assist low-performing schools with comprehensive support and improvement.
4. Leverage Title IV grants to implement SEL strategies:  Under the new Student Support and Academic Enrichment, LEAs who received $30,000 in funding must use atlas 20% to support well-rounded educational opportunities, 20% for activities that support safe and healthy students as well as, a portion to support and implement the effective us of technology.
5. Make data related to SEL transparent to the public: Annual report cards are mandated to provide information on state, district and school performance. This ensures transparency for educational outcomes and progress on all students while shining a spot light on conditions for leaning that enables social and emotional development.
In conclusion, this article outlines strategies and examples that states and LEAS can develop programs or policies to support social and emotional needs of all students.
Article Link: http://www.casel.org/wp-content/uploads/2017/04/ESSA-and-SEL-Five-Strategies-April-2017-041717.pdf

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13. Social Emotional Learning in Elementary School

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13. Social Emotional Learning in Elementary School

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This articles focuses on how children succeed in the 21st century by being socially, emotionally and academically competent. Competency is built through the programs and policies that schools provide and implement for their students. Most importantly, this article correlates to the meta-analysis with 213 studies to show that implementing SEL programs has a lasting effect even at a follow-up six months after the interventions take place. Out of the original 213 studies conducted, a follow-up on 120 showed positive gains after the original study was conducted. A recent study showed a return on investment for six evidence based interventions; more specifically demonstrating that for every $1 spent on SEL, $11 was returned.
The article goes on to discuss four efficient approaches that are effective in promoting social and emotional development:
1. Free-standing lessons that provide step-by-step instructions to teach students' SEL competencies.
2. Generate teaching practices that create conditions in the classroom and school designed to support SEL.
3. Integration of SEL skill instruction, general teaching practices, or both, as part of a broader academic curriculum.
4. Establishment of school-wide organizational structures and policies, as well as leadership, to support SEL systematically.
Lastly, new information presented discusses how an appropriate SEL environment provides techniques to reduce the teacher's stress levels to contribute to an overall positive school climate. Lastly, being culturally responsive to the students was discussed as SEL is about reaching the whole child and students learn best when education is relevant and appropriate to their cultural and linguistic context.

Article Link: https://healthyschoolscampaign.org/wp-content/uploads/2017/04/RWJF-SEL.pdf

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7.  Dusenbury, L., & Weissberg, R. P. (2017). Social emotional learning in elementary school: preparation for success. Edna Bennett Pierce Prevention Research Center, Pennsylvania State University. https://healthyschoolscampaign.org/wp-content/uploads/2017/04/RWJF-SEL.pdf

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