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SMCOE's SEL Community of Practice 2021-2022

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SMCOE's SEL Community of Practice 2021-2022

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The Basics of SEL Mini-Course - CALIFORNIA STATE EDUCATORS - Greater Good Science Center

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For educators who are new to social-emotional learning (SEL) or would like to brush-up on their content knowledge, we are offering this mini-course that covers the basics of SEL.

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Caring for Yourself: The Science of Emotional Resilience

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Caring for Yourself: The Science of Emotional Resilience

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The GGSC Caring for Yourself--The Science of Emotional Resilience Transcript (003).pdf

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Already have a GGSC account and need access to the SEL modules? Or having trouble accessing the resources? Email ggsceducation@berkeley.edu to request assistance!

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Create an Account | Greater Good In Education

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With a GGIE account, you can save, organize and comment on practices. You can edit details any time and we will never sell your information.

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from July 29, 2021

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T-SEL Competencies and Conditions for Thriving

These guidance tools, developed for voluntary use, aim to build on and respond to the call from California's diverse stakeholders to embed equity-focused Transformative Social and Emotional Learning (T-SEL) in every learning and teaching context across the education system.

Social and Emotional Support During Distance Learning

Visit the California Department of Education (CDE) Social and Emotional Support During Distance Learning web page for resources for educators, educational leaders, and families/guardians in kindergarten through grade twelve (K-12) schools, to provide social and emotional supports during distance learning.

Social and Emotional Learning Basics

Social and Emotional Learning (SEL) reflects the critical role of positive relationships and emotional connections in the learning process and helps students develop a range of skills they need for school and life. SEL skills include the ability to:

set and achieve positive goals

feel and show empathy for others

establish and maintain positive relationships

make responsible decisions

understand and manage emotions

All of these skills are necessary-both for educators and students-to function well in the classroom, in the community, and in college and careers.

While many teachers instinctively know that SEL is important, historically schools have been primarily focused on teaching academic content such as reading, math, science, and history, and less intentional about supporting the social and emotional skills that are so important to learning and life success.

There is a growing body of research proving that SEL is fundamental to academic success, and must be woven into the work of every teacher in every classroom and every after school and summer learning program, if we truly want to prepare all our students for college and careers.

The CDE is committed to helping educators learn more about SEL and how to make this a part of every child's school experience. To support this work, the CDE has joined the Collaborating States Initiative a group of states that share information, best practices, and promising tools and ideas in the interest of building strong SEL in schools across their states. The Collaborating States Initiative is hosted by the Collaborative for Academic Social and Emotional Learning .

The CDE has convened a group of experts from different sectors of the education system to advise on the best ways to support SEL implementation. The following are products this team has developed:

Advance Social and Emotional Learning Campaign

In 2020, the State Superintendent of Public Instruction Tony Thurmond, First Partner Jennifer Siebel Newsom, and State Board of Education President Linda Darling-Hammond launched the Advance SEL in California Campaign. The initiative gathered large-scale input through a forum called WikiWisdom , a virtual resource where educators, school leaders, and families can collaborate, interact with peers, and share best SEL practices to support students dealing with the impact of the Coronovirus (COVID-19) pandemic and over the long term. In total, the project engaged nearly 800 diverse California education stakeholders to gather perspectives on SEL practices, needs, and goals.

The project culminated with a report on the status of SEL in California, with recommendations for how teachers, school leaders, and families across the state can address the social and emotional needs of students, both in response to COVID-19 and over the long term. The findings in this report are grounded in what we heard from nearly 2,000 educators, students, parents, and other stakeholders throughout this project. The resounding message we heard was that SEL is more important than ever-and racial equity must be part of those SEL conversations.

For both the executive summary and the final report, visit the Education First website .

General Resources

To better understand the role of SEL in schools, the resources listed below are a good starting place. This list will be updated as relevant information is gathered and reviewed:

Support

If you need support in your school, district, or county in better understanding SEL or if you need implementation tools or technical assistance, the following are some resources to consider:

Register for Updates

If you would like to receive updates from the California Department of Education about California's SEL efforts, please sign up for our listserv.

To subscribe to the SEL Planning listserv, send a "blank" message to join-sel-planning@mlist.cde.ca.gov.

To unsubscribe from the SEL Planning listserv, send a "blank" message to unsubscribe-sel-planning@mlist.cde.ca.gov.

To view archived SEL newsletters, visit the California Educators Together SEL Newsletter Archive collection web page .

Last Reviewed: Tuesday, May 23, 2023

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Guidance and resources for supporting social and emotional learning.

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Project Hope: SEL Planning Template Document

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Project Hope: SEL Planning Template Document

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Initially shared on July 29, 2021

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Project Hope SEL Symposium Planning Template

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Email Bradley Ostrander for more info: bostrander@smcoe.org

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for High Schools & Middle Schools. Email Bradley Ostrander for more info: bostrander@smcoe.org

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Camp LEAD Informational Flyer - SAN MATEO

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We read all incoming messages and will get to yours in the order it was received. We aim to respond to messages within one business day, but it may take up to 3 business days to respond depending on the request.

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Caring for Ourselves: The Science of Emotional Resilience

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Email suggestions or new resources to Bradley Ostrander:
bostrander@smcoe.org

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for High Schools & Middle Schools.
Email Bradley Ostrander for more info: bostrander@smcoe.org

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Email Michelle Holdt for more info or to schedule a workshop: mholdt@smcoe.org

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Email Molly Henricks for more info or to schedule a training: mhenricks@smcoe.org

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For Everyone

Community Resiliency Model (CRM)®

The Community Resiliency Model (CRM)® trains community members to not only help themselves but to help others within their wider social network. The primary focus of this skills-based, stabilization program is to re-set the natural balance of the nervous system.

CRM's goal is to help to create "trauma-informed" and "resiliency-focused" communities that share a common understanding of the impact of trauma and chronic stress on the nervous system and how resiliency can be restored or increased using this skills-based approach.

CRM Workshops

CRM Workshops introduces the six wellness skills of CRM designed to help adults and children learn to track their own nervous systems in order to bring the body, mind and spirit back into greater balance, and to encourage people to pass the skills along to family, friends and their wider community.

CRM Teacher Training Program

CRM Teacher Training programs help create capacity in local communities. Communities throughout the world are encouraged to infuse their unique cultural lens in order to increase the efficacy of the CRM Skills.

CRM Videos

Listen to personal stories of how CRM has influenced people's lives.

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Community Resiliency Model (CRM)® - Trauma Resource Institute

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CRM Workshops introduces the six wellness skills of CRM designed to help adults and children learn to track their own nervous systems in order to bring the body, mind and spirit back into greater balance, and to encourage people to pass the skills along to family, friends and their wider community.

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Creating Caring Classrooms & Communities PD Series

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Creating Caring Classrooms & Communities PD Series

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Cost: $99
Thursdays, Sept. 9 - Oct. 28, 2021
3:30-5:00pm
Email Michelle Holdt for more information: mholdt@smcoe.org

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creating caring classrooms and communities

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creating caring classrooms and communities tickets

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Creating Caring Classrooms and Communities

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Eventbrite - Curriculum and Instruction Services presents Creating Caring Classrooms and Communities - Thursday, September 9, 2021 - Find event and ticket information.

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Safety & Belonging in Classrooms & Schools

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Addressing Trauma & Adversity: Supporting Student Mental Health

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Committing to Racial Equity & Cultural Responsiveness

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Teaching for Social, Emotional, and Academic Development

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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The Lifelong Effects of Early Childhood Adversity and Toxic Stress

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The Lifelong Effects of Early Childhood Adversity and Toxic Stress

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by Jack P. Shonkoff, MD, Andrew S. Garner, MD, PhD, and THE COMMITTEE ON PSYCHOSOCIAL ASPECTS OF CHILD AND FAMILY HEALTH, COMMITTEE ON EARLY CHILDHOOD, ADOPTION, AND DEPENDENT CARE, AND SECTION ON DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS

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SEL: 3 Signature Practices Playbook from CASEL

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SEL: 3 Signature Practices Playbook from CASEL

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A tool that supports systemic SEL.

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Changing Perspectives - Resources & Information

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Changing Perspectives - Resources & Information

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Curriculum Resources are made available through our customizable Educator Portal. This online platform allows users to access an array of curricular resources, parent resources, educator implementation guides, and more.

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Curriculum Resources are made available through our customizable Educator Portal. This online platform allows users to access an array of curricular resources, parent resources, educator implementation guides, and more.

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The Collaborative for Academic, Social, and Emotional Learning ( CASEL ) initially defined Social and Emotional Learning (SEL) more than 25 years ago. CASEL's SEL framework articulates a systemic approach in which adults intentionally focus on their own social and emotional growth in order to effectively support student skill development across key developmental settings through collaborative planning and improvement processes. CASEL's interconnected five core SEL competencies -self-management, self-awareness, social awareness, relationship skills, and responsible decision making-and those key settings are seen in the "CASEL wheel" (Figure 1).

Figure 1. CASEL SEL Framework
Figure 1 Long Description
Source: ©2020 CASEL. Social and Emotional Learning Framework . All rights reserved.

In 2020, CASEL updated the definition of SEL to more centrally locate identity development, educational equity, and adult-student co-creation of learning environments in service of more just communities. In addition to the definition and competencies updates, CASEL, along with academic and practitioner partners, began to formulate an expression of their framework, drawing on scholarship from disciplines such as liberatory education, that describes ways in which SEL can be harnessed to advance social justice: Transformative SEL (T-SEL).

A 2021 research brief (PDF) issued by CASEL and the University of Michigan, states:

Transformative SEL was introduced as a way to integrate an explicit equity and social justice lens into the conceptualization and implementation of social and emotional learning (SEL). As Jagers, Rivas-Drake, and Williams (2019) (PDF) explain, it is a form of SEL aimed at interrupting the reproduction of inequitable educational environments by attending to issues of identity, agency, belonging, and related issues such as power, privilege, prejudice, discrimination, social justice, empowerment, and self-determination.

The California Department of Education (CDE) aims to support and advance the efforts of educators across California who are working to fully integrate systemic SEL and equity by building on the promise of T-SEL as a concept. To provide these supports, the CDE has articulated developmental indicators for CASEL's five core competencies:

The California T-SEL Competencies, developed for voluntary use, complement the California Transformative Social and Emotional Learning Conditions for Thriving. For additional background on the development of California's T-SEL and guidance on their purpose and use, please see the T-SEL Competencies and Conditions for Thriving web page. The T-SEL Readiness and Reflection Prompts can be used to support individual and collective implementation.

The CDE plans to refine these resources as we learn more regarding how they are being used across the state. Please consider sharing feedback regarding your experiences with the California T-SEL Competencies.

Last Reviewed: Wednesday, November 09, 2022

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California Transformative SEL Competencies - Social and Emotional Learning (CA Dept of Education)

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Transformative Social and Emotional Learning (SEL) Competencies describe the knowledge, skills, dispositions, and capacities that children and young people can develop when the conditions are supportive to their healthy, whole development.

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CA T-SEL Competencies and Conditions for Thriving

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CA T-SEL Competencies and Conditions for Thriving

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Social and Emotional Learning (SEL) has become an increasingly important part of education in California and in many states across the U.S. Coordinated efforts to promote and infuse high-quality, equity-focused SEL across the California education system bring us closer to the California Department of Education (CDE) vision of advancing a "whole child" approach to education, as originally articulated in the 2013 shift to the Local Control Funding Formula (LCFF).

Specifically, SEL is aligned with the state education priorities described in the LCFF, particularly priorities (4) Student Achievement, (5) Student Engagement, and (6) School Climate. As a result, many districts have articulated SEL goals and strategies within their Local Control and Accountability Plans (LCAPs). The resources provided on these web pages will support the successful implementation of these plans. Further, these resources may also be used to inform and support continued implementation of programs aligned to California's Multi-tiered System of Support (MTSS) Framework, which centers SEL as a key element of a fully integrated system of support for the benefit of all students.

As CDE continues its efforts to advance Transformative SEL (T-SEL), in partnership with the many thousands of leaders, educators, policymakers, youth development professionals, families, and young people across our state, we hope that the tools offered here help to inform and bolster this essential work on behalf of California's children and youth.

T-SEL Competencies & Conditions

In 2017, the CDE SEL Team (a work group of practitioners, scholars, and leaders from across the state) developed the California SEL Guiding Principles (PDF) , which affirmed SEL as "an essential part of a well-rounded, quality education in all youth-serving settings." In addition to creating the Guiding Principles, the CDE's first SEL Team generated a suite of recommendations that called for the development of voluntary practice guidelines that spoke explicitly to California's diverse regional, cultural, racial, linguistic, and socioeconomic contexts.

To implement the recommendations made by the first CDE SEL State Team and those contained in the Advance SEL Report, the CDE convened a new SEL Work Group in 2020. Over the course of more than a year, the 2020 CDE SEL work group developed three core products:

These guidance tools, developed for voluntary use, aim to build on and respond to the call from California's diverse stakeholders to embed equity-focused T-SEL in every learning and teaching context across the education system.

While a diverse team of knowledgeable and committed stakeholders was convened to collaborate on the creation of these research-based tools, and feedback was solicited from many stakeholders, the CDE plans to refine these resources as we learn more regarding how they are being used across the state. Please consider sharing feedback regarding your experiences with the California T-SEL Competencies and Conditions for Thriving.

Rationale & Research

Two decades of research confirm that evidence-based SEL contributes to important student outcomes, including academic attainment (on average SEL programs improved students' academic performance by 11 percent) and "improved classroom behavior, an increased ability to manage stress and depression, and better attitudes about themselves, others, and school" ( Durlak et al., 2011 [PDF]). Social and emotional competencies are essential to college and career readiness and success and also associated with longer term benefits , such as improved economic mobility and decreased likelihood of being incarcerated. In sum, SEL is an essential piece of the developmental and societal puzzle in ensuring more equitable outcomes for our children and young people.

The Science of Learning and Development is an interdisciplinary body of work drawing on neuroscience, epigenetics, learning science, social and emotional learning, early childhood development, the science of adversity, racial equity, and human development that offers a blueprint for how education and youth development experiences can be shaped to ensure all children have the opportunity to thrive. The Science of Learning and Development names social and emotional learning as a key part of a holistic, science-driven framework for reimagining our education system. This research reinforces insights expressed (PDF) in 2017 by the Aspen Institute's Commission on Social, Emotional, and Academic Development's Council of Distinguished scientists that all learning is social and emotional, i.e., "major domains of human development-social, emotional, cognitive, linguistic, academic-are deeply intertwined in the brain and in behavior, and all are central to learning." Our thoughts and cognition cannot be separated from our emotions, and harnessing one's emotions, not suppressing or controlling, in service of learning and growth must be the goal. Further, learning is a relational activity-we learn with and from others and experiencing caring, supportive relationships is central to healthy development.

In a 2017 study , American Institutes for Research identified 136 social and emotional competency frameworks from more than 20 areas of study illustrating that there are many valid ways to define and advance SEL in schools and other learning settings. For the purposes of coherence and in acknowledgement of its position as the SEL field's leading practice, policy, and research organization and facilitator of the Collaborating States Initiative (of which CDE is a part), the SEL work group chose to use the Collaborative for Academic, Social, and Emotional Learning's (CASEL) definition of SEL. CASEL initially defined SEL more than 25 years ago and updated the definition in 2020 to more centrally locate identity development, educational equity, and adult-student co-creation of learning environments in service of more just communities:

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

Figure 1. CASEL SEL Framework
Figure 1 Long Description
The Promise of Transformative SEL and Core Beliefs about Competencies

The CDE aims to support and advance the efforts of educators across California who are working to fully integrate systemic SEL and equity by building on the promise of T-SEL as a concept. CDE seeks to do this by articulating developmental indicators for CASEL's five core competencies and naming examples of the conditions that facilitate T-SEL at every level of the education system. This approach makes clear that SEL is not a method to "correct" the behavior of students-Black and brown students in particular, who receive punitive and disproportionate discipline for not conforming to a system that elevates norms of the dominant culture-nor is it an extension or component of widespread adult compliance-driven behavior interventions. Rather, SEL in California is a transformative, human development process grounded in robust equity, cultural expansiveness, and anti-racism that is the foundation of a successful, self-determined, and fulfilling life. The goal of a transformative approach to SEL, and education generally, is to create a more expansive and inclusive system which benefits all students, educators, leaders, and families by taking a targeted universalism approach and using strategies based on the needs of each group to reach universal goals.

The T-SEL Competencies and T-SEL Conditions for Thriving aim to answer these questions:

What knowledge and capacities do humans need to thrive individually and as a community?

What does it look like to create a culture of care, inclusion, belonging, agency, and liberation?

Yet it must be acknowledged that the answer cannot be captured in a guide or set of instructions: SEL is a dynamic, reciprocal, nonlinear process which calls for fundamental shifts in systems, structures, policies, and practices, which create the conditions in which optimal teaching and learning occur. These tools are simply contributions to an expansive, ongoing, iterative set of actions.

Further, the Competencies and Conditions are aspirational in that they are intended to spark conversation, reflection, and action while moving education in California forward in pursuit of equity and excellence. Every school and system is at a different place in the journey toward adoption of a transformative SEL lens-some are new to the concept while others are leading this work and their insights have informed the development of these tools. These products should be accessed in ways that serve to propel each educator, school, and system forward, wherever they are on their journey, toward full adoption of the Conditions and Competencies. As the key settings in the systemic framework illustrate, social and emotional learning happens in many contexts beyond those addressed in the Conditions, such as at home among family and in neighborhoods and communities with friends and neighbors. We know that opportunities for development exist across a complex ecosystem and school systems must partner with, and learn from, families and communities.

Purpose & Use

Core Beliefs about SEL Competencies

An unintended consequence of articulating traditional developmental SEL competencies is that they can, and have, been used "against" children who are not members of the dominant culture as a means to assert the social, cultural, linguistic, and behavioral norms of the dominant culture. It is imperative that the T-SEL Competencies are not used to perpetuate injustice and users should understand that the Competencies are:

Not standards, nor are they a tool to assess, evaluate, or identify deficits in students or adults.

Not prescriptive or comprehensive but rather illustrative-there may be more or different indicators that are appropriate for individual learning contexts, cultures, populations of students, and communities.

Not only "behavioral" indicators-the term 'indicators' often refers to observable behavior in social and emotional learning competencies. The indicators developed for the T-SEL Competencies do include some observable behaviors, but also describe knowledge, habits, mindsets, dispositions, processes, and experiences students and adults may have to foster the respective competence.

Not intended to supplant existing, evidence-based competencies and indicators local educational agencies (LEAs) have already successfully adopted. Rather, they can be used to conduct a gap analysis and fill in or refine any missing elements of local competencies where appropriate.

Designed to be additive in that the indicator skills in lower grades need to be 'carried through' or continuously reviewed, refined, and expanded upon in a developmentally appropriate way as students age.

What Are the Tools?

Transformative SEL Competencies

Conditions for Thriving

This tool includes adapted definitions of the Collaborative for Academic, Social, and Emotional Learning's (CASEL's ) five core competencies-self-awareness, self-management, social awareness, relationship skills, and responsible decision-making-that center equity and anti-racism. It is important to note that the Competencies are not as discrete and separate as the framework implies-they are interconnected, overlapping, and as described by CASEL: "braided." The tool also provides research-based rationales and student ("I Can") and community ("We Can") statements for each competency. Illustrative developmental indicators are offered for each competency that are additive (they aim to build on the previous grade band's content), strengths-based, and loosely clustered under the categories of identity, belonging, and agency. Readiness and reflection prompts accompany the Competencies.

This tool outlines conditions that support SEL development, across all levels and stakeholders of the education system. This product expands upon the California SEL Guiding Principles and articulates how to apply or enact the Principles in classrooms, schools, districts, county offices of education, and at the state level and other learning settings. Readiness and reflection prompts accompany the Conditions.

How Do These Tools Interact?

Conditions include the "people work" or the practices used and actions taken by adults in the system at every level and the structures and policies put into place to shape the environment.

Competencies are the knowledge, skills, dispositions, and capacities that children and young people can develop when the conditions are supportive to their healthy, whole development including academic success. SEL competency development and experience are also necessary for access to equitable outcomes. Importantly, social and emotional competence development is a lifelong process and it is essential that adults continue to intentionally build their social and emotional competencies in order to be able to model and teach the skills to students and other adults.

Conditions and competencies are reciprocal and dynamic in that the more adults and students in the system develop and enhance their social and emotional competence, the more capable they are at cultivating conditions for thriving for themselves and each other. And, the more conducive the conditions are to fostering social and emotional competencies the more likely it is that adults and students will continue to build those skills. See Figure 2.

A young person's success is linked to their capacity to thrive-to feel, be, and be seen as competent in multiple life domains-and is a product of their opportunities to develop individual competencies and experience supportive conditions. Adults can support young people to succeed and thrive through life by helping them develop their individual competencies, and also by providing supportive conditions while working with them and their families to address historical and institutional barriers.

Figure 2. How the Competencies and Conditions Work Together to Support Positive Outcomes
Figure 2 Long Description
Who Are the Tools For?

Transformative SEL Competencies

Conditions for Thriving

Can be used by any educator or youth development professional in any learning environment serving K-12 students or anyone creating training, pre-service, or in-service professional learning for adults who work with children and young people.

For change agents and decision-makers at each level of the school system, including classroom educators and school staff, building and district administrators, county office of education staff, state department of education staff and organizations, and policy shapers who work to support or influence those contexts.

How Should the Tools Be Used?

Transformative SEL Competencies

Conditions for Thriving

The Transformative SEL Competencies can be used to design social, emotional, and academic instruction and to guide curriculum selection and delivery.

Educators and leaders can use the Competencies to create or identify lessons that give learners opportunities to build the knowledge, skills, and capacities outlined in the appropriate developmental band. Research indicates that SEL programs that provide lessons that are sequenced, provide opportunities for active learning, are focused on specific skill development, and provide explicit social and emotional skills instruction (or S.A.F.E) are most effective.

Practitioners can use the Competencies to expand and enrich their teaching practice and embed T-SEL learning opportunities throughout the school day and beyond.

The Competencies and indicators are illustrative, not comprehensive, not to be used to replace Competencies that are working well for LEAs, nor to be used for assessment purposes.

Student neurodiversity is not widely taken into account in the competency indicators and for some populations of students the developmental bands are not appropriate or relevant.

The Conditions for Thriving provide guidance to stakeholders on what it looks like to operationalize the California SEL Guiding Principles across classrooms, schools, districts, county offices of education and at the state level. This includes practices and actions that enable equity-focused learning environments, in which children and adults have opportunities to develop and practice social and emotional skills.

The Conditions provide multiple access points and encourages a focus on 'retooling' the system toward a whole child development focus using new and existing assets instead of a singular focus on student outcomes.

The examples can be used to systematically assess conditions for the purposes of improvement, to expand and enrich practice, and ensure T-SEL is woven throughout the teaching and learning experience.

A strong recommendation is not to try to do 'everything' but rather choose focus areas for your conditions improvement work and aim to make progress incrementally over time.

Last Reviewed: Tuesday, May 23, 2023

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T-SEL Competencies and Conditions for Thriving

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Information and resources to support student success through implementation of Transformative Social and Emotional Learning (T-SEL).

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California's SEL Guiding Principles - One Pager

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California's SEL Guiding Principles - One Pager

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California's SEL Guiding Principles - Expanded Document

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California's SEL Guiding Principles - Expanded Document

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Sampling of Changing Perspectives Curriculum

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Sampling of Changing Perspectives Curriculum

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GGSC: What Leaders Can Do to Cultivate a Culture of Self-Care & Emotional Resilience

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GGSC: What Leaders Can Do to Cultivate a Culture of Self-Care & Emotional Resilience

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What Leaders Can Do to Cultivate a Culture.pdf

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by Keith Hickman, Executive Director of Collective Impact, IIRP Graduate School

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On October 30, 1974, the sports world was turned on its head, when a 32 year-old former heavyweight boxing champion from my hometown in Louisville, KY, regained his title as a major underdog in Kinshasa, Zaire. Muhammad Ali's defeat of a younger and seemingly invincible George Foreman was a defining moment in my life as an 8 year-old Black kid in search of belonging in a segregated city. It was during the post-fight interview, among the cheers and chants of "Ali Bomaye", when his powerful words defined belonging for me and many other Black Louisvillians that evening. He looked directly into the camera, shook his finger and said "hello to all my friends in Louisville, KY...where I started." Oh my, I thought, did he just say Louisville, and call me a friend? He continued, "my greatness started in Louisville, KY." What, did he just say Louisville was great, that I was great? Then he shouted into the mic in a chanting rhythm, "Louisville, KY is one of the greatest cities in America...Louisville is the greatest, Louisville is the greatest, Louisville is the greatest." With mouth agape, I knew then, I was somebody, I belonged, because the "People's Champ" had made that clear to me and to the world. You see, Ali did that for us by simply remembering his roots in Louisville, where his greatness came from, where he belonged, and where he would return after his passing in 2016.

A sense of belonging is a strong connection to family, community/neighborhood, and school. Dr. Karyn Hall, Founder/Director DBT Center of Houston, in the March 24, 2014 issue of Psychology Today, views belonging as "a human need, just like the need for food and shelter." For Black and Brown students, it is critical, because "feeling that you belong is most important in seeing value in life and in coping with intensely painful emotions", a key point made by Dr. Hall.

My journey, like many BIPOC students across this country, is a story of reclaiming human dignity and belonging. Growing up the youngest of ten, during the height of court-ordered school integration or busing, was a terrifying moment as a child that still makes me uneasy to this day. This is when I remember becoming aware of how racial identity and racial politics were going to play a role in my educational journey. Therefore, I needed an out, another option, to stop this thing called "busing" that was taking me away from my community and my neighborhood friends. The thought of starting middle school by hopping on a bus, something that I had never done before, riding it to some unknown place, and then fitting in, was scary to say the least, especially given the violent racist reactions and resistance that I witnessed on local television to Black children being bused to mostly "white schools". Shouts of the "N-Word", the turning over of school buses, and the vitriol being spewed for us to "go home", from the mouths of white parents and white students, was quite traumatic. My response, my first act of protest, was to resist in the best way I knew how and make the case to my parents for an alternative solution.

To my luck and surprise, the J. Graham Brown School, the first "magnet school" in the Jefferson County Public School District (JCPS) in Louisville, had recently opened. The genius behind the school was founder Martha Ellison, a visionary and early restorative practitioner, who believed,
"We do not claim to be better than any other school, but our informal, less authoritarian, open environment, combined with the degrees of emphasis on the arts, diversity and the community, combine to create a visible, observable difference and to provide another option for Jefferson County student and parents."

Now, that was a school I could happily skip to. There, my roots of belonging were nurtured by educators that were courageous and caring and not threatened by my Blackness. So why is creating a structure of belonging beyond hope so important? Because hope requires action.

Structuring Belonging
The amazing Peter Block, American author, consultant, and community builder, powerfully reminds us that,
"We are a community of possibilities, not a community of problems. Community exists for the sake of belonging and takes its identity from the gifts, generosity, and accountability of its citizens."

In fact, our youngest citizens, that walk in and out of school doors every day, are truly seeking the gifts adults have to offer. If the invitation is genuine and meaningful, then the student gift in return is authenticity of self and community. Therefore, students need to be accepted for who they are, both problems and promises, and their potential nurtured by every caring adult on staff, thus opening up the possibilities that await them. A structure of belonging can't exist when students are segregated, isolated and marginalized, which often occurs when adults use their authority ungracefully and punitively.

In recent studies by the National Commission on Social, Emotional, and Academic Development, 2019 and the Search Institutes report on Insights & Evidence: The Intersection of Developmental Relationships, Equitable Environments, and SEL, 2020, organizations and schools that fully integrate SEL in everything they do, achieve the full promise and outcomes of the methods. The critical variable, they show, is relationship. In fact, student transformation is likely to occur as these relationships develop within the context of diversity, equity, and inclusion. And report after report points to the fact that student connection and belonging are strong indicators of academic, social, emotional and post-secondary success. We know from the extensive research from Healthy People 2030, that health and mortality are associated with levels of education. As that report states,
"Children who routinely experience forms of social discrimination - like bullying - are more likely to struggle with math and reading. They're also less likely to graduate from high school or go to college. This means they're less likely to get safe, high-paying jobs and more likely to have health problems like heart disease, diabetes, and depression."

I return back to my own experience at the J. Graham Brown School, the only school in the State of Kentucky where kindergartners and seniors learn together under one roof -this is belonging and connection! Where cross-age mentoring and learning opportunities are inter-generational - this is belonging and connection! Where self-directed learning is student voice and agency - this is belonging and connection! And inclusivity and celebration of diversity is the demographic and reality - simply put, belonging and connection!

Equity is Belonging
You can't build equity without students belonging and being connected to their schools. This requires a systemic and intentional approach to create learning environments that are multimodal. For example, recently the Collaborative for Academic, Social and Emotional Learning(CASEL) and the IIRP Graduate School, co-wrote a white paper supporting aligning restorative practices and social and emotional learning to improve school climate by strengthening relationships throughout the school building.
There are five areas that schools must target in their whole-school approach:

1. Align RP and SEL under a single initiative.
2. Integrate preventive practices into all aspects of daily life in the school.
3. Establish restorative responses to behavior that promote SEL.
4. Strengthen staff skills and mindsets that mutually reinforce RP and SEL so they can model practices and support students.
5. Involve students, families, and community partners in SEL and RP initiatives.

Aligned, these two evidenced-based approaches share common characteristics for inclusive and welcoming environments, healthy relationships for all students, long-term academic success and social-emotional well-being, and reaching equitable opportunities and outcomes. These common characteristics were definitely elements throughout my K-12 experience.
I feel fortunate that the Brown School created a space for me to belong during one of the most traumatic times of my childhood; that I learned early on from caring adults what social, emotional and cultural connection meant - and that I had a hero, the "People's Champ", that looked me in the eyes from the continent of Africa and proclaimed that day in 1974 that I was great and that "Louisville, KY is the greatest city in America."
Keith Hickman is the International Institute for Restorative Practices (IIRP) Executive Director of Collective Impact. In this role, he works with partner organizations, both domestically and globally, to pursue the IIRP mission of positively impacting social health. He served as an advisor to the Maryland Commission on the School-to-Prison Pipeline and Restorative Practices, is a partner scholar on the CASEL Equity Work Group, and is a member of the Research Development and Design Team for the California Safe, Healthy, Responsive Schools Network. Keith and IIRP are valued partners and collaborators with Community Matters.

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Belonging is Common Sense - Community Matters

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A sense of belonging is a strong connection to family, community/neighborhood, and school. Our youngest citizens, that walk in and out of school doors every day, are truly seeking the gifts adults have to offer. If the invitation is genuine and meaningful, then the student gift in return is authenticity of self and community.

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Strategies for Trauma-Informed Distance Learning 

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Strategies for Trauma-Informed Distance Learning 

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This brief was developed under the auspices of the Center to Improve Social and Emotional Learning and School Safety at WestEd, authored by Christina Pate of WestEd.

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from Edutopia (feat. Dena Simmons)

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SID wheel - complex - fill in 1 sided.docx

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Created by Sacramento County Office of Education

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Restorative Practices - Affective Language Handout.docx

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Circle Discussion Prompts & Sentence Starters Handout

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Circle Discussion Prompts & Sentence Starters Handout

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Restorative Practices - Circle Discussion Prompts & Sentence Starters Handout.docx

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Restorative Practices - Circle Guidelines Handout.docx

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Restorative Practices - Closing Readings Handout.docx

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Managing Challenging Responses in Circles Handout

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Managing Challenging Responses in Circles Handout

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Restorative Practices - Managing Challenging Responses in Circles Handout.docx

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Restorative Practices - Restorative Questions Handout.docx

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Restorative Practices - Suggested Books and Additional Resources

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See No Stranger: The Revolutionary Love Learning Hub

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See No Stranger: The Revolutionary Love Learning Hub

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by Valarie Kaur

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The Revolutionary Love Learning Hub equips participants with thought leadership, stories, and practices that strengthen and expand the practice of Revolutionary Love as a guide for personal and political transformation.

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Restorative Restart: The Path Towards Reimagining & Rebuilding Schools

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Restorative Restart: The Path Towards Reimagining & Rebuilding Schools

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Myung, J., Kimner, H., Cottingham, B. W., Diaz Luna, S., Shiels, S., & Hough, H. J. (2021, May). Restorative restart: The path towards reimagining and rebuilding schools [Report]. Policy Analysis for California Education.

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Policy Analysis for California Education

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The COVID-19 pandemic has affected all students; however, its impact has been particularly devastating for students of color, students from low-income families, English learners, and other marginalized children and youth. As transmission rates decline and vaccination rates increase in California, many are eager to return to normalcy, but we must all recognize that even the prepandemic normal was not working for all students.

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Restorative Restart: The Path Towards Reimagining & Rebuilding Schools

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Restorative Restart: The Path Towards Reimagining & Rebuilding Schools

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Myung, J., Kimner, H., Cottingham, B. W., Diaz Luna, S., Shiels, S., & Hough, H. J. (2021, May). Restorative restart: The path towards reimagining and rebuilding schools [Report]. Policy Analysis for California Education.

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Policy Analysis for California Education

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The COVID-19 pandemic has affected all students; however, its impact has been particularly devastating for students of color, students from low-income families, English learners, and other marginalized children and youth. As transmission rates decline and vaccination rates increase in California, many are eager to return to normalcy, but we must all recognize that even the prepandemic normal was not working for all students.

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from WISE - MedStar Georgetown Center for Wellbeing in School Environments

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Community Resiliency Model (CRM) iChill App

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Community Resiliency Model (CRM) iChill App

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Learn about the CRM wellness skills through their app!

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Supporting SEL Through Family & Community Engagement

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Welcome to Greater Good in Education-a collection of science‐based practices for integrating social‐emotional learning, mindfulness, and character education into the DNA of classrooms and schools. About Us

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Video: How to Respond to Student Outbursts

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Video: How to Respond to Student Outbursts

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Video: 3 Trauma-Informed Practices Backed by Science

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Video: 3 Trauma-Informed Practices Backed by Science

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3 Trauma-Informed Practices Backed By Science

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from California Educators Together

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The resources in this collection support the Transformative Social and Emotional Learning (SEL) Conditions for Thriving document which provides recommended practices and actions that adults across the education system can use to co-create conditions that support Transformative SEL development. Implemented thoughtfully and consistently, and in collaboration with leaders working at all levels of the education system, these practices and actions can support development of equity-focused learning environments in which children, youth, and adults have opportunities to develop and practice T-SEL skills. To be clear, leaders at all levels of the system must work together to create the conditions necessary to support T-SEL development. To learn more about T-SEL Conditions for Thriving, go to the California Department of Education's T-SEL Conditions for Thriving web page.

The California Department of Education (CDE) sincerely thanks the resources project team, Wendy Baron, Co-Founder Emeritus, New Teacher Center, Current: Teaching and Leading for SEAD; Heather Peck, Cupertino Union School District; Dr. Lesley S.J. Farmer, California State University Long Beach; Jenny Morgan, MathAction; Lorena Magallanes, Bonita Unified School District; Aaron Bryan, Office of the Fresno County Superintendent of Schools; and Marnie Norris, Inclusion Matters by Shane's Inspiration, for their time, dedication, and contributions to curating these resources for California educators. Thank you also to Julia Agostinelli, Aileen Allison-Zarea, and Diane Crum from the CDE for leading this effort. This work builds on the foundational work of the CDE's first State SEL Team and the 2018 publication, Social and Emotional Learning Resource Guide.

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System Implementation of Social and Emotional Learning

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The resources in this collection support the Transformative Social and Emotional Learning (SEL) Conditions for Thriving document which provides recommended practices and actions that adults across the education system can use to co-create conditions that support Transformative SEL development.

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Video: Building School Culture to Address Students' Needs 

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Video: Building School Culture to Address Students' Needs 

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Pearl-Cohn Entertainment Magnet High School: Building School Culture to Address Students' Needs

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Video: Making Sure Each Student is Known

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Video: Making Sure Each Student is Known

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from Sound Discipline

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This set of self-regulation cards includes 60 self-regulation activities, and 12 blank cards for you to write in your own ideas. We like to print these cards, hole-punch the top corner of each one and put them on a ring. There are many ways to use them!

One local school pulled the 8 cards that have the most helpful age-appropriate activities for kindergartners, modeled the activities for the kids at a kindergarten readiness session, and then sent copies of the cards home with the parents. Those kindergartners will come to school already knowing some very valuable self-regulation skills!

Printed Cards

The printed Full Card Pack includes 60+ hole-punched cards, instructions, and ring.

Downloads
We are making our self-regulation tool cards available for free for a limited time. We hope they are a helpful resource for you.

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Self-Regulation Tool Cards - Sound Discipline

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This set of self-regulation cards includes 60 self-regulation activities, and 12 blank cards for you to write in your own ideas. We like to print these cards, hole-punch the top corner of each one and put them on a ring. There are many ways to use them!

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Video: How to Calm Young Children Down in Minutes

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Video: How to Calm Young Children Down in Minutes

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How to Calm Young Children Down in Minutes

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International Institute for Restorative Practices (IIRP)

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International Institute for Restorative Practices (IIRP)

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We believe that human beings are instilled with the need to connect and grow with each other, but not the methods. Here at the International Institute for Restorative Practices (IIRP), we provide our students with the tools they need to effect change within their own lives as well as their schools, their organizations, and their communities. Through intimate learning communities of faculty and students, we teach together, we learn together, and we strive to effect real change. Together.

Restorative practices is a field within the social sciences that studies how to strengthen relationships between individuals as well as social connections within communities. Learn more

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IIRP Graduate School :: Institute for Restorative Practices

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The International Institute for Restorative Practices is the world's first accredited graduate school that specializes in studying the field of restorative practices, providing education, research, and consulting services.

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from RULER program at Yale Center for Emotional Intelligence

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The Mood Meter is one of the "anchors of Emotional Intelligence" in the RULER program. It helps people develop the core RULER skills: Recognizing, Understanding, Labeling, Expressing, and Regulating emotions. The Yale Center for Emotional Intelligence describes it as follows:

The Mood Meter develops emotional intelligence over time. Learning to identify and label emotions is a critical step toward cultivating emotional intelligence. Using the Mood Meter can help you become more mindful of how your emotions change throughout the day and how your emotions in turn affect your actions. Using the Mood Meter can help you to develop self-awareness and self-regulation, it's important to understand the full scope of your emotional life.

Mood Meter Mobile App Overview

The Mood Meter, a square evenly divided into four quadrants of primary colors, is the centerpiece of the mobile app. Each color quadrant represents a category of moods:

First, users consider where their feeling falls on the Mood Meter in terms of how pleasant or unpleasant they feel (x-axis) and how high or low energy they feel (y-axis). As the user plots their feeling on the Mood Meter, the app reveals emotion words tied to each coordinate on the grid.

Each quadrant has 25 emotion words, for a total of 100 emotion words in the Mood Meter.

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The Mood Meter is one of the "anchors of Emotional Intelligence" in the RULER program. It helps people develop the core RULER skills: Recognizing, Understanding, Labeling, Expressing, and Regulating emotions. The Yale Center for Emotional Intelligence describes it as follows: The Mood Meter develops emotional intelligence over time.

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from getselfhelp.co.uk

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Learn this ONE KEY SKILL and you can start to take control of your emotions and your life.

"Between stimulus and response there is a space. In that space lies our freedom to choose our response. In our response lies our growth and our freedom". Viktor Frankl.

How to use STOPP
STOP!
Just pause for a moment

TAKE A BREATH
Notice your breathing as you breathe in and out. In through the nose, out through the mouth.

OBSERVE

What thoughts are going through your mind right now?

Where is your focus of attention?

What are you reacting to?

What sensations do you notice in your body?

PULL BACK - PUT IN SOME PERSPECTIVE

DON'T BELIEVE EVERYTHING YOU THINK!

What's the bigger picture?

Take the helicopter view.

What is another way of looking at this situation?

What advice would I give a friend?

What would a trusted friend say to me right now?

Is this thought a fact or opinion?

What is a more reasonable explanation?

How important is this? How important will it be in 6 months time?

PRACTISE WHAT WORKS - PROCEED

What is the best thing to do right now?

What is the most helpful thing for me, for others, for the situation?

What can I do that fits with my values?

Where can I focus my attention right now?

Do what will be effective and appropriate.

Download the STOPP app STOPP app at Google Play STOPP app at Windows Store STOPP app at iTunes Store
STOPP - video

HOW TO USE STOPP

Practise the first two steps often for a few days - many times every day at any time.

Read through the steps often.

Carry written reminders with you (use the printable resources below).

Practise STOPP by running through all the steps several times a day, every day...when you don't need it.

Start to use it for little upsets.

Gradually, you will find that you can use it for more distressing situations. Like any new habit or skill, it will become automatic over time.

The steps explained
Stop! Say it to yourself, in your head, as soon as you notice your mind and/or your body is reacting to a trigger.

Stop! helps to put in the space between the stimulus (the trigger, whatever we are reacting to) and our response.

The earlier you use STOPP, the easier and more effective it will be.

Take a Breath. Breathing a little deeper and slower will calm down and reduce the physical reaction of emotion/adrenaline.

In through the nose, out through our mouth - the brain's reset mechanism.

Focusing on our breathing means we are not so focused on the thoughts and feelings of the distress, so that our minds can start to clear and we can think more logically and rationally.

. We can notice the thoughts going through our mind, we can notice what we feel in our body, and we can notice the urge to react in an impulsive way. We can notice the vicious cycle ofNoticing helps us to defuse from those thoughts and feelings and therefore reduce their power and control.

Pull back / Put in some Perspective. The thought challenging of CBT. Thinking differently.

Don't believe everything you think! Thoughts are thoughts - NOT statements of fact.

When we step back emotionally from a situation, and start to see the bigger picture, it reduces those distressing beliefs. We can do this by asking ourselves questions.

Practise what works / Proceed. This is the behavioural change of CBT. Doing things differently.

Rather than reacting impulsively with unhelpful consequences, we can CHOOSE our more helpful and positive response.

Shift our focus of attention.

STOPP video - longer version

Learn effective skills online - The Decider Skills for Self Help online course.

Download the STOPP app at Google Play or iTunes
STOPP - help for distress now webpage

Both these free mp3s use STOPP.

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STOPP - learn this one key skill. STOPP is CBT in a nutshell

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from mindresilience.org

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Resilience is an innate capacity to rebound from adversity and change through a process of positive adaptation. In life, resilience is a fluid, dynamic process that is influenced over time by life events, temperament, insight, skill sets, and the primary ability of care givers and the social environment to nurture and provide them a sense of safety, competency, and secure attachment.

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What is Mind Resilience? | Mind Resilience | Nurture your Well-Being

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Resilience is an innate capacity to rebound from adversity and change through a process of positive adaptation. In life, resilience is a fluid, dynamic process that is influenced over time by life events, temperament, insight, skill sets, and the primary ability of care givers and the social environment to nurture and provide them a sense of safety, competency, and secure attachment.

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from Californians for Justice

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from Californians for Justice

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from Californians for Justice

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**See Pages 169-170