SEL Team in the Professional Learning Department

Destination 2020 is the Anchorage School District's comprehensive, multi-year plan to increase student achievement. The plan focuses on improving the performance of every child to ensure at least one year's academic growth each year. Social and emotional learning is a researched and proven way to support the goals outlined in Destination 2020.

 

ASD has 15 standards related to social and emotional competence, which support skill development in the areas of self-awareness,self management, social awareness and social management. Research demonstrates that directly teaching students SEL skills can increase attendance rates1; raise standardized achievement tests by 11 percentile points; and decrease the risk of school failure, classroom misbehavior, violence, substance abuse, and emotional distress, all of which prepare students for learning2. Below is a description of how SEL is helping to achieve four of the Destination 2020 goals. The SEL Team provides services to implement and build sustainable districtwide SEL based on research and best practices through credit classes; professional development modules; and consultation and collaboration with principals, school leadership teams, and ASD Departments.

 

Goals and process:
Destination 2020 goalsSEL Implementation and Sustainability Process (ISP)

90% achievement in reading,
writing and math 

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  • Integrate the ASD SEL standards and the CCSS through the SEL Team’s Academic Journals – Standards for Mathematical Practice and Discussion Guide
  • Collaborate with the ASD Curriculum Department (Social Studies and Language Arts) to integrate SEL into academic plans
  • Infuse SEL standards into second grade Social Studies reader and teacher guide
  • Crosswalk ASD curricula Houghton Mifflin and Great Body Shop with ASD SEL standards
  • Offer credit classes, professional development modules and support for educators and schools infusing SEL skills in all academic content areas through instructional practices
  • Kindergarten Standards Based Assessment & Reporting (SBAR, kindergarten teachers directly teaching and assessing SEL skills)
  • Crosswalk Danielson Framework for Teaching and Learning with ASD SEL Standards

90% attendance rate

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  • Provide training and support for secondary school climate efforts which create a well managed, safe, respectful, and supportive learning environment (Rachel’s Challenge, Chain Reaction, Change of Heart, Be the Change)
  • Infuse ASD SEL skills into elementary and middle school PBIS programs and RTI
  • Serve on ASD RTI Behavior Work Group
  • Support sixteen elementary schools, six middle schools, and eight high schools in pilot-­‐testing model to infuse SEL into all aspects of the school day (PBIS, teaching strategies, climate, direct instruction, family outreach, etc.)
  • Offer credit classes, professional development modules and support for all schools integrating SEL skills throughout the school day and in all curriculum areas to maximize learning

 100% of staff and students
feel safe at school

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Provide credit classes, professional development modules, and support for educators deliberately teaching the SEL skills that students need to be successful learners, including:

  • Resolving Conflict Creatively (RCCP) Connected & Respected (research-­‐ based conflict resolution in elementary schools)
  • Aggressors, Victims, Bystanders (AVB, research-­‐based bullying prevention in middle schools)
  • Prevention and Intervention Coordinators (middle school)
  • Ripple Effects (research-­‐based curriculum used by Prevention and Intervention Coordinators at middle schools)
  • Individuals Making Positive Action Choices Today (IMPACT, high school PE elective credit using research-­‐based Positive Action)
  • PE Adventure 101 (high school PE elective teaching SEL skills through adventure-­‐based experiences)
  • PACE (high school elective credit based on SEL and leadership skills)
  • After-­school Adventure Program (SEL skills taught through adventure-­‐ based programming at the secondary level)

90% of parents will recommend
their child's school to others

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  • Focus on interactive and engaging SEL strategies to increase family involvement K-­‐12
  • Represent ASD on the Anchorage Youth Development Coalition (AYDC)
  • Collaborate with Anchorage organizations to infuse SEL standards into community-­‐based positive youth development efforts
  • Assist schools in connecting family, school business partners and steering committee outreach and events to SEL standards and skills
  • Align with Alaska Youth Employability Skills (YES) and Career, College & Citizenship Ready Skills
  • Collaborate with Multi-­‐cultural Education Concerns Advisory Committee (MECAC)
  • Promote parent, school staff and student participation in the School Climate and Connectedness Survey, and analyzing the data for SEL action steps

 

1Wilson, D & Elliot, D (2003, June). The interface of school climate and school connectedness: An exploratory review and study. Paper presented at the Wingspread Conference on School Connectedness: Strengthening Health and Educational Outcomes for Teens, WI.

 

2Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-­‐Analysis of School-­‐Based Universal Interventions. Child Development.

 

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