Elem SCSW Model

CANYONS SCHOOL DISTRICT RESPONSIVE SERVICES DEPARTMENT

ELEMENTARY SCHOOLS SOCIAL EMOTIONAL LEARNING PROGRAM MODEL FOR SCHOOL COUNSELORS AND SCHOOL SOCIAL WORKERS

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Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Who We Are, What We Do, and How We Do It . . . . . . . . . . . . . . . . . . . . . . . . 5 MTSS Framework for Social Emotional Learning and Supports Recommended Distribution of Time Program Areas

Social Emotional Learning Staff Collaboration . . . . . . . . . . . . . . . . . . . . . . . . 9

Data Based Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Types of Data How to Write a Measurable Goal

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

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CANYONS SCHOOL DISTRICT RESPONSIVE SERVICES DEPARTMENT ELEMENTARY SCHOOLS SOCIAL EMOTIONAL LEARNING PROGRAM MODEL 1

The implementation of a comprehensive social emotional learning (SEL) model has profound positive impacts on the growth and achievement of all students. The development of an effective and systemic program requires a collaborative effort between the SEL staff, administrators, teachers, and district personnel. Elementary years are a time for students to develop essential life skills of self-awareness, self-management, responsible decision making, relationship skills, and social awareness (CASEL, 2019). A comprehensive SEL program envelopes these skills within their academic learning. The mission of Canyons School District Department of Responsive Services is to ensure each student is safe, healthy, and ready to learn. This includes prevention, intervention, and postvention services for students and families. District and school professionals provide resources for administrators, teachers, families, and students, especially those who are experiencing challenges that create barriers to student wellness and achievement. These services may include: individual assessment, behavioral and health support, counseling, crisis management, mediation, and restorative justice. The basis of a comprehensive elementary SEL program is rooted in a proactive approach to prevention and intervention strategies as illustrated in figure 1.1 and the CSD Multi-Tiered System of Supports (MTSS) Framework. The model supports a tiered approach to providing education and skills necessary for students to succeed academically, socially, and emotionally to achieve Canyons School District’s mission that every student graduates college- and career-ready. The SEL model promotes spending 85% of a SEL staff’s time in direct services to students, including Collaborative Classroom Instruction, Individual Student Planning, and Responsive Services as defined later in the model.

1 Adapted from Utah College and Career Readiness School Counseling Program Model, (2nd Edition), 2016 3 Amended July, 2019

Figure 1.1

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Who Are We, What We Do, and How We Do It

Canyons School District elementary SEL staff includes School Social Workers and School Counselors licensed through the Utah State Board of Education. They serve as imperative members of the school team supporting tier one social and emotional learning. In addition, these staff are knowledgeable in prevention and intervention strategies, PBIS, restorative practices, trauma-informed practices, childhood development, and community resources. SEL staff work towards transformative practices that lead students to school and life success. Students often face barriers that limit their ability to successfully progress academically, emotionally, and socially. SEL staff use the MTSS framework to effectively target student needs, reduce barriers, and build skills within students. The foundation of the implementation starts by assessing school needs, planning service delivery, and collecting and evaluating data. As illustrated below, SEL staff use a tiered approach to deliver schoolwide tier-one prevention programs. In addition, tier-two and tier-three interventions and supports are implemented and utilized based on school data and student needs. The CSD MTSS framework can be accessed here: https://isd.canyonsdistrict.org/index.php/resources/sst. Figure 1.2 MTSS Framework for Social Emotional Learning and Supports 2

● De-escalation strategies ● Behavior intervention planning ● Individual interventions ● Wrap around services ● Community resources referral

Tier 3 Targeted Supports (High Risk Students)

● Check-In/Check-Out ● Small group SEL training ● Self-monitoring ● Behavior interventions ● Mentor-based programs ● Home/School collaboration

Tier 2 Selected Supports (At-Risk Students)

● School-wide PBIS ● SEL curriculum for all students ● Positive educator-student relationships

● Pre-correction ● 4:1 positive to corrective feedback ● SRSS-IE ● Trauma-informed practices ● Active supervision ● Differential reinforcement

Tier 1 Universal Supports (All Students)

● Restorative practices ● Group contingencies ● De-escalation strategies

2 Adapted from CSD MTSS Framework, V.8.1, 2017

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Attention to time allocation of workload allows for preventative practices, targeted service delivery, effective planning, and data-driven practices. The SEL model addresses services provided by SEL staff and provides recommended workload percentages of time spent in each system area. This supports an effective and systemic approach to school and student needs. Recommended distribution of time is illustrated in the chart below.

Recommended Distribution of Time 3

Program Area

Percent of Time

Responsive Services

30 - 40%

Collaborative Classroom Instruction

35 - 45%

Individual Student Planning

5 - 10%

Systemic Program Management non-SEL activities

10 - 15%

Program Areas

Responsive Services Elementary SEL personnel are imperative to the K-12 approach to students being engaged, motivated, and invested which is essential to student dropout prevention. Rooted in the approach is meeting the needs of students collectively and individually. A systemic approach focuses on using a data-driven approach to identify achievement gaps and organizational barriers. Reducing achievement gaps and removing barriers begins in elementary which has great impacts as students move through secondary schools.

Responsive Services practices include, but are not limited to: ● Identifying and removing organizational barriers ● Individual counseling ○ Crisis counseling ○ Personal/Social/Emotional counseling ○ Group counseling ● Goal setting and interventions ● Responsive behavior interventions

● Consultation with parents ● Consultation with school personnel ● Consultation with outside agencies ● Referrals to outside agencies ● Suicide prevention efforts ● RtI approach to prevention and intervention ● Restorative practices ● Crisis response

3 Adapted from Utah College and Career Readiness School Counseling Program Model, (2nd Edition), 2016 6 Amended July, 2019

Collaborative Classroom Instruction Preventative and proactive classroom lessons are an essential part of an elementary SEL program. SEL staff should be well-versed in the academic curriculum sequence as well as effective classroom engagement strategies. SEL curriculum should align with academic curriculum and skills students are learning such as problem solving and critical thinking (Utah Core Standards ​ https://www.uen.org/core/ ​ .) Collaborative Classroom Instruction practices include, but are not limited to: ● Collaborative classroom lessons ○ Curriculum Areas (USBE School Counseling Program Model, 2016) ■ Social and Emotional Development including self-awareness, self-management, responsible decision making, relationship skills, and social awareness ■ Academic and Learning Development ■ Life and Career Development ■ Multicultural and Global Citizenship Development ● Small group lessons ● Parent workshops and instruction ● Curriculum development Individual Student Planning As mentioned earlier, the mission statement of Canyons School District is ​ “Every student who attends Canyons School District will graduate college- and career-ready.” ​ Research shows that students with below par social emotional skills become marginalized, drop out, and fail to develop essential life skills for post-high school success. The Elementary School SEL Model incorporates a college and career readiness framework in elementary schools and is designed to help students set goals and plan for the future through learning effective social and emotional skills. On the elementary level, this process will look very different than the secondary level. In essence, the plan for college and career readiness on the elementary level incorporates exposure and awareness of college and career options, removing barriers and stereotypes associated with college and careers, and helping students attain the necessary social and emotional skills to navigate the transition from elementary to middle school.

Individual Student Planning practices include, but are not limited to: ● Transition planning ● College and career awareness activities ● Individual advisement/counseling ● Self advocating skills

● Responsible decision making and evaluating ● Professional skills building ● Individualized behavior support plans

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Systemic Program Management Systemic program management is necessary within all educational professions to prepare, plan, and implement a system that benefits and advocates for the success of all students. Practices in the area should enhance the SEL personnel to establish systemic practices that advocate for students individually and collectively, promote education equity, remove organizational barriers, and collaboration with all stakeholders.

Systemic Program Management practices include, but are not limited to: ● Management activities (i.e. research and resource development, report writing) ● Documentation ● Data analysis ● Professional development ● Professional Learning Communities

● Professional conferences ● Student Support Teams ● Team meetings/collaboration ● Professional supervision and mentoring

Non-SEL Activities As a member of an educational community, SEL personnel are expected to contribute to “fair share” responsibilities in equal amount to the fair share responsibilities provided by other educators. They should not be routinely assigned or given sole responsibility for non-SEL activities.

Non-SEL activities include, but are not limited to: ● Lunch duty ● Bus duty ● Registering new students

● Disciplining students ● Substitute teaching ● Clerical recordkeeping

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Social Emotional Learning Staff Collaboration

Each CSD elementary school has a configuration of school psychologists, school social workers, school counselors, school-based mental health community partners, and behavior assistants that is unique to the school and the needs of the students and the community. It is imperative these individuals collaborate regularly with each other and with school administration to provide comprehensive, wrap-around services for students and families. As mentioned earlier, the MTSS Framework for Social Emotional Learning and Supports provides a tiered approach to prevention and intervention as previously illustrated in figure 1.2. Administration and staff should collaborate to provide services and discuss delineation of responsibilities. Figure 1.3 provides recommendations for the delineation of these services. Keep in mind, each elementary school is unique and it is expected that, through collaboration, decisions will be made that benefit the needs of the school and the students. Figure 1.3 MTSS Framework for Social Emotional Learning and Supports Tier 3 Targeted Supports Individualized Evaluation (High Risk Students) Tier 2 Selected Supports Student-Level Services (At-Risk Students)

Tier 1 Universal Supports Systems-Level Services (All Students)

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Data-Based Decision Making

A comprehensive SEL model should be rooted in data-based decision making. SEL staff should use current research and evidence-based practices to implement interventions. It is imperative for SEL staff to understand the needs of the school and of the individual students by using a needs assessment and appropriate data points. SEL staff should work in congruence with school administrators and the school improvement plan to develop a systemic approach to meeting identified needs. Using a systemic approach allows SEL staff to

implement a wide range of strategies from individual student intervention to community-based interventions. As illustrated in the image, the individual is at the core of a systemic approach to interventions. As interventions widen to larger subgroups, it is important to examine the relationships and expectations connecting those groups with the individual. A systemic approach allows for a proactive and preventative design of a comprehensive SEL model (USBE School Counseling Model, 2016).

SEL staff should routinely evaluate the effectiveness of their comprehensive program by using access, attainment, and achievement data based on student outcomes. The goal of educators is to help students progress and succeed in school as well as close achievement gaps between student groups. By using access, attainment, and achievement data, information can be gathered regarding student outcomes as well as achievement gaps that are present within student subgroups. Access Data Access data provides information as to who is able to and who is not able to access and/or benefit from educational programs and interventions. By disaggregating access data, the school is able to identify gaps that exist within student subgroups and their ability to participate in school programs at the same ratio as the overall demographics (USBE School Counseling Model, 2016). For example, access data could show a gap indicating that fewer low-income students and students of color are enrolled in the Dual Language Immersion program. Our goal would be to close that gap to show the same ratio of students in each subgroup are participating in dual language immersion.

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Access Data Examples ● Availability and access to school programs (dual immersion, extended kindergarten) ● Awareness and access to resources to support the individual

● Participation in leadership opportunities ● Participation in extracurricular activities ● Parent participation in Parent Teacher Conferences

Attainment Data Attainment data measures completion rates. It takes access data one level further and asks who is completing a task (USBE School Counseling Model, 2016). Looking at attendance rates is an example of attainment data. As mentioned with access data, it is also important to look at equity gaps within attainment data. By disaggregating data by subgroups, schools can identify if there is a gap with attendance rates for a particular student population. Within those gaps, barriers can be addressed and interventions implemented as the school attempts to increase attendance and close the gaps.

Attainment Data Examples ● Attendance rates

● Course/grade completion rates ● Dropout rates ● Special education rates ● Suspension rates ● Office discipline referrals

Achievement Data Achievement data measures academic performance and proficiency. In addition to access and attainment data, achievement data asks who is obtaining academic proficiency levels or higher. An example of achievement data is students reading on grade level disaggregated by student populations. Again, the school should identify achievement gaps and work to close those gaps.

Achievement Data Examples ● Test scores from end-of-level testing ● Reading and math proficiency tests ● Standards-based grading proficiency levels

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As part of the Elementary School Social Worker/School Counselor CTESS, SEL staff will be required to provide a student performance goal that focuses on student outcome data in the area of access, attainment, or achievement. Goals should be based on student’s needs and identified gaps and be in conjunction with the school improvement plan. Goals should be written in a measurable format and submitted to administrator as part of CTESS for approval.

How to write a measurable goal 4 Example: Decrease 4th grade ODR’s by 20% by the end of the school year

3. Data Element(s)

4. Expected Outcome

5. Date of Outcome

1. Direction

2. Group

Decrease

4th grade

ODR’s

20%

End of school year

A data-driven approach ensures the importance of implementing a comprehensive SEL program as well as focuses on providing evidence of increased student outcomes. More importantly, by disaggregating data by student subgroups, barriers are identified, students needs are addressed, and equity gaps are closed.

4 Adapted from USBE School Counseling Program Model, page 13, 2016

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Conclusion

Canyons School District values the importance of including a comprehensive social emotional learning program into every elementary school. As illustrated in the CSD MTSS Framework, evidence-based instructional priorities for behavior are outlined as an integral part of high quality instruction. Our SEL professionals are a vital part of the school leadership team and work collaboratively to support the MTSS framework for the success of every student. As school counselors and social workers implement the CSD SEL program model as well as make data-driven decisions, every student will have the opportunity for access, attainment, and achievement. By integrating a Social Emotional Learning Program Model in every elementary, the Canyons School District mission statement of ​ every student graduates college- and career-ready ​ continues to be strengthened.

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References

Adapted from Utah College and Career Readiness School Counseling Program Model, (2nd Edition), 2016

Frey, A.J., Alvarez, M.E., Dupper, D.R., Sabatino, C.A., Lindsey, B.C., Raines, J.C., Streeck, F., McInerney, A., Norris, M.A. (2013). School Social Work Practice Model. School Social Work Association of America. Retrieved from ​ http://sswaa.org/displaycommon.cfm?an=1&subarticlenbr=459 The Essential Role of Elementary School Counselors. (2017). Retrieved June, 2019, from https://www.schoolcounselor.org/asca/media/asca/Careers-Roles/WhyElem.pdf CASEL. (n.d.). Retrieved June, 2019, from ​ https://casel.org/ Canyons School District Multi-Tiered System of Supports Framework, Version 8.1, 2017

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