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Revitalizing Homebase: The Social and Emotional Side of School Success Nancy  M.  Doda,  Ph.D.  www.teacher-­‐to-­‐teacher.com  Username=OJR  Passcode=doda  

+C.A.R.E  C-­‐Community   We  learn  best  in  a  trusEul  community.  

 A-­‐AcGon   We  learn  best  when  we  are  empowered  to  take  acGon  to  learn.  

 R-­‐ReflecGon   We  learn  deeply  when  we  reflect  on  what  we  learn  and  how  to  best  use  it.

 E-­‐ExecuGon   We  come  to  value  our  learning  when  we  can  put  our  knowledge  to  work.  

 (Doda,  2012)  

+The Origins of A Great Idea

+Advisory/Homebase in Middle Schools  1935: Junior High School Teacher as

Homeroom Helper-The Old Homeroom

 1960’s: Transition Support Elementary to Middle School

 1970’s-1990’s: Expanded Attention to Personal & Social Growth and Literacy

 1990’s-Present: Support, Social and Emotional Literacy

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An adult advocate.

Organizational Structures to support meaningful relationships and learning.

Multifaceted guidance and support services.

This We Believe, Association for Middle Level Education

+Why Homebase?

+Young Adolescents

 Rapid and Uneven Physical Change

 Expanding Social Circles

 Identity Crisis

 Search for Independence

 Insecurity

 Need for Belonging and Acceptance

+Today’s Added Reasons

 “The biggest achievement gap is (a matter of will)---the difference lies between what individual students can and …will do.”- Eric Cooper, National Urban Alliance

We need adults who can:  recognize and manage emotions  develop care and concern for others  make healthy & responsible decisions  establish and maintain positive relationships  solve problems creatively  to grow and learn from mistakes  to apply energy to tasks and manage time

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+The Power of School Connectedness

“Students are more likely to engage in healthy behaviors and succeed academically when they feel connected to school….School connectedness was found to be among the strongest protective factors for both boys and girls, to decrease substance abuse, absenteeism, early sexual initiation, violence, and risk of unintended injury.” (CDC, 2009)

+ Children need It!

“We’ve cut kids adrift, without the support or nurturance of grown-ups, without the surrounding of community in which they might feel safe to try out various roles, and listen in to the world of adults….” (Meier, 2002. In schools we trust,12)

Fundamental Principles

 Caring relationships provide the foundation for all lasting learning.! Emotions affect how and what we learn.! Attention to Goal setting, problem solving and group process provide tools needed for learning and living well.!

+The 4th R: Relationships

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+ The social scene

+What Leads to Success with Home-base?

+What makes the difference?  All Staff Commitment  Planning for an INTEGRATED APPROACH  Target Goals  Integrating Social and Emotional Skills

 Connection with Teams & EXP staff

 Program Resources

+ SAMPLE Advisory Goals

 Improve Peer Relationships

 Enhance Personalization

 Support New Students

 Address Student Concerns

 Increase Family Communication

 Coach Student Success

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+Structural Success

 Teachers Largely Advise Students They Teach

 Coordination with Non-Teamed Advisors

 Small Groups—18-22 Max

 15-20 Minutes

 All Grades: All Students: All Staff

TEAM  

One Team/7 Advisors

Spec.  Ed.  

Math  

Social  Studies  

PE  

Foreign  Language   Science  

ELA  

ONE  ADVISORY  

MULTIAGE ADVISORIES

6

8

7

YEAR ONE

YEAR TWO

YEAR THREE

+ How Teams Support The Home-base

 Team Orientation

 Quarterly Team Gatherings

 Team Affirmations, Constitutions, Core Values

 Team Student Conferences

 Team Recognitions & Celebrations

 Team Family Communications and Events

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+Self-Contained On Day One  Getting to Know You

 Team Builders; Challenge Activities

 Locks and Lockers

 Tour

 Student Handbook Jigsaw

 Setting our Team and Class Norms

 Team Gathering

 Paperwork, Schedules etc.

+Inside the Home-base

+ The First Quarter

 No one remains nameless!

 Practice Group Work Skills

 Establish Protocols to Use This Year

 Take Pictures, Create a Story

+ When Home-base Works  It is a caring community.

 It has open and trustful communication.

 It has Advisors who know and care about their advisees and share knowledge with others.

 It has Advisors who closely supervise their advisees’ academic progress.

 It has Advisors who are helpful problem solvers and listeners.

 It has students and Advisors believe that Advisor/Home-base time is important.

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+What We Do Every Day

 Structured but Responsive Approach

 Use of Steady Tools & Protocols

 Keep it Real

+Chalk Talk 1.  Home-base is important in middle

school program because…

2.  Home-base could be far better if…

3.  As a Home-base teacher my greatest challenge is…

4.  When Home-base goes well, students are …..

+Questions for Planning

 How Will Students Come to Know Each Other?

 How Will We Help Students Know Us?

 How Will We Create a Home-Base Community?

 How Can We Create a Welcoming Place for all?

 What Rituals Will Define our Home-base?

+Protocols

 Check-In

 Circle of Power & Respect

 Paraphrase Passport

 Read Alouds

 Dialogue Journals

 Show & Share

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+Knowing Each Other

 Heart Maps

 Fast Friends

 Common Ground

 Human Scavenger Hunts

 Grab Bag Quotes

 Multiple Intelligence Survey

+Heart Map

+Making a Heart Map

 Draw a blank outline of a heart

 Write down things you hold dear and close to you.

 What’s at the center? What’s at the edges? What’s in your heart?

 Keep in mind…placement of information: things most important to you go in the middle, least important go towards the edge, and things that are not part of you anymore can go outside the heart

  Share Your Heart

+Community Life  Challenges

 Recognitions

 Constitution Development

 Academic Projects & Presentations

 Service Projects

 Recreation

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Challenge Activities

FIVE POINT STAR

+A Sample Home-base Week

 Monday-Check-In

 Tuesday-Inspiration

 Wednesday-CPR

 Thursday-Read, Write & Reflect

 Friday-Check-Out; Activity

+Helpful Hints

 Share your Vision for Advisory

 Start with a Weekly Plan

 Give Kids Voice & Choice

 Connect with the Team’s Life

 Participate

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+ Academic Impact of SEL

 Students  parGcipaGng  in  planned  SEL  efforts  gained  11  percenGle  points  on  standardized  measures  of  academic  achievement  (.28)  Daily  aspirin/.01  

 Equivalent  to  moving  a  student  in  the  middle  of  her  class  to  the  top  40%.    

 More  impact  than  most  academic  intervenGons.  

 Like  the  impact  of  a  good  literacy  intervenGon.  

(Joseph  Durlak,  Child  Development,  2011)  

Roger Weissberg et al Meta Analysis (2008)

Education Week Dec 19, 2007

+Establishing The End in Mind

 If our Home-base were successful, we would see these results…

+ 4 Favorites

1. Challenge Activities

2. CPR or Socratic Seminar

3. Read Alouds and Discussions

4. Make it---Service Projects, Kindness and other Campaigns, Charity

+Working Agreements

 Listening

 Speaking

 Behavior

 Thinking

Students help generate “Agreements” and then learn to live by them.

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+Promising Models

 Anchorage Alaska, SMART HEARTS

 Brooklyn, NY, Peace Helpers

 Louisville, KY., Care for Kids

 Seattle Schools, Social Smarts

 Rutgers University, SEL Lab

+ Integrate the 4th R

Map SEL Across the Curriculum SEPT OCT NOV DEC JAN FEB MAR APR MAY

SCI

MATH

SOC STDS

LANG ARTS

+Useful Resources

 Teaching Tolerance

 Educators for Social Responsibility

 Read Aloud (see my web)

 Facing History in Ourselves/Integrated Units of Study

 Responsive Classroom, and Morning Meeting

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WHAT IS YOUR PREFERENCE?? +Home-base for your Faculty

 Assess the Faculty Culture

 Incorporate Faculty Meeting Norms and Agreements

 Dismantle Cliques

 Support Collaborative Planning

 Have fun!

+The Cold Within James Patrick Kinney

Six humans trapped by happenstance In black and bitter cold, Each one possessed a stick of wood, Or so the story’s told.

Their dying fire in need of logs, The first woman held hers back, For on the faces around the fire, She noticed one was black.

The next man looking cross the way Saw one not of his church, And couldn’t bring himself to give The fire stick of his birch

The third one sat in tattered clothes, He gave his coat a hitch. Why should his log be put to use To warm the idle rich?

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The rich man just sat back and thought Of the wealth he had in store. And how to keep what he had earned From the lazy, shiftless poor.

The black man’s face bespoke revenge As the fire passed from his sight For all he saw in his stick of wood Was a chance to spite the white.

And the last of this forlorn group Did naught except for gain, Giving only to those who gave Was how he played the game.

The logs held right in death’s still hands Was proof of human sin. They didn’t die from the cold without, They died from the cold within.

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