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CULTIVATING RESILIENCE: Integrating SEL & Academics for Success CENTER FOR EDUCATIONAL LEADERSHIP Tuesday, April 30 & Tuesday, May 7, 2019

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  • CULTIVATING RESILIENCE: Integrating SEL & Academics for Success

    CENTER FOR EDUCATIONAL LEADERSHIP

    Tuesday, April 30 & Tuesday, May 7, 2019

  • Day 1 - Tuesday, April 30, 20198:30-8:45 a.m. Welcome and Introductions8:45-10:15 a.m. Morning Keynote: “How Learning Happens” - Ron Berger and students from the ISAAC School, New London10:15-10:30 a.m. Break & Transition10:30-11:30 a.m. Breakout Sessions 1

    • How Learning Happens (Post-Keynote) • Cultivating a Culture of Hope (Pre-Keynote)• Social Emotional Learning and Restorative Practices• Executive Function and Active Engagement in Learning• Strategic Focus-How One District is Leading Transformation

    11:30 a.m.-12:30 p.m. Breakout Sessions 2• How Learning Happens (Post-Keynote) • Cultivating a Culture of Hope (Pre-Keynote) • Cultivating Success in our Youngest Learners Through the Pyramid Model• How e-Portfolios and Student-Led Conferences Empower Our Students• A Community Approach to Promoting Self-Awareness and Engagement

    12:30-1:15 p.m. LUNCH1:30-3:15 p.m. Afternoon Keynote: “Cultivating A Culture of Hope” - Bill Zima3:15-3:30 p.m. Wrap-up and Closing

    Day 2 - Tuesday, May 7, 20198:30-8:45 a.m. Welcome and Reflections from Day 18:45-11:45 a.m. Planning Forward: Unpacking the CASEL Toolkit

    CULTIVATING RESILIENCE: Integrating SEL & Academics for Success WELCOME

    MEANINGFUL LEARNING HAPPENS WHEN

    IS INTEGRATED

    SOCIAL

    EMOTIONAL

    ACADEMIC LEARNING

    Resources: www.nationathope.org; https://casel.org/

    2. www.eastconn.org/cel

    In a recent national report launched on January 15th by leading experts in the educational field, research confirmed what leaders know: meaningful learning happens when social, emotional and academic learn-ing is integrated. In a personalized, student-centered framework, knowledge, skills and habits of mind as-sociated with social, emotional learning are naturally taught, resulting in resilient learners, positive school climate, increased engagement, ownership for learn-ing and academic success.

    Pioneering work across the country and within our state is showing how to effectively create personal-ized, student-centered schools that integrate social, emotional and academic learning, creating safe and engaging environments for learning.

  • How Learning HappensRon Berger, Chief Academic Officer for EL Education and a member of the Commissions Council of Distinguished Educators with students from the ISAAC School in New London, Connecticut

    Ron Berger, Chief Academic Officer for EL Education and a member of the Commissions Council of Distinguished Educators is the lead author on the newly released ASPEN report, “A Nation at Hope”, chronicling the envision-ing of learning to encompass social, emotional and academic learning so that all children can succeed in school, career and life. Ron will share key features including practice recommendations and frameworks to create the learning environments that foster the comprehensive development of all young peo-ple. Ron will be accompanied by students from the ISAAC school in New London, who will share first-hand what this learning looks like and how it is influencing their lives.

    Cultivating a Culture of HopeBill Zima, Nationally Recognized Superintendent, Maine’s RSU2

    RSU2’s mission is simply to cultivate hope in all learners. Through a deep be-lief that hope, engagement, and well-being is as important as content knowl-edge, RSU2 has transformed their model to teach the integration of social, emotional and academics through a learner-centered paradigm shift. Placing the unique learner at the center, Superintendent Bill Zima will share how he led the transformation of his rural region in Maine, consisting of 10 schools from 5 districts, 2,500 students in grades preK-12 to a competency-based learning system that is now nationally known for its best practice in integrat-ing SEL and academics. Learn how he and his team are ensuring students of all ages are developing the knowledge, skills, and dispositions to be success-ful after graduation.

    www.eastconn.org/cel 3.

    Ron Berger

    Bill Zima

    CULTIVATING RESILIENCE: Integrating SEL & Academics for Success

    DAY 1 – KEYNOTE PRESENTERS

    8:45 - 10:15 a.m.

    1:30 - 3:15 p.m.

  • How Learning Happens (Post-Keynote) - Room BRon Berger, Chief Academic Officer for EL Education and lead author on the newly released ASPEN report “A Nation at Hope” Ron will elaborate on the policies, practices, structures and systems that are supported in the Nation At Hope publication, sharing from schools from around the nation who have successfully integrated social, emotional and academic knowledge, skills and dispositions to develop resilient learners.

    Cultivating a Culture of Hope (Pre-Keynote) - CedarBill Zima, Superintendent, RSU2RSU2’s mission is simply to cultivate hope in all learners. Through a deep belief that hope, engagement, and well-being is as im-portant as content knowledge, schools have been designed to teach the integration of social emotional and academics through a learner-centered paradigm shift. Superintendent Bill will elaborate on the policy, practices, structures and systems, and how he led the transformation of his rural region in Maine, made of 10 schools from 5 districts, 2,500 students in grades preK-12, to a competency-based learning system that is now nationally known for its best practice in the integration of SEL and academics.

    Social Emotional Learning and Restorative Practices: A Pathway that Creates Ownership - Oak & ElmDr. Jim Collin, Former Principal and National Restorative Justice ConsultantImproving school culture can be a challenging task for leaders. Yet we know that connections, community building and constructive resolution are the heart of resilience. Understanding foundational elements of the intersection of social, emotional, academic and re-storative practices is essential to building student ownership and staff buy-in to a positive school culture. Participants will experience a “process to action” model that engages multiple stakeholders and addresses specific strategies needed to create an improved school culture with an emphasis on connections, community building and constructive resolutions found in restorative practices.

    Executive Function and Active Engagement in Learning: Approaches to Increase Self-Regulation and Outcomes for Children - BirchElizabeth Aschenbrenner, Project Coordinator Executive Function and Purposeful PlayEmily Caviggia, Principal, Killingly Central SchoolExecutive Function skills in early childhood are a strong predictor of literacy and math skills. EF skills, along with strong positive relationships, are known to mitigate the impact of trauma. Unfortunately, more children enter school without the ability to regulate their behavior. School leaders will share their experiences with changed instructional formats and strategies to increase Executive Function and 21st century skills.

    Strategic Focus – How One District is Leading Transformation for Adults and Students - ChestnutGail Lanza, Superintendent, Sterling Public SchoolsLaura Smith, Clinical Supervisor/Social Worker, Sterling Public SchoolsKristen Weissinger, School Psychologist, Sterling Public SchoolsLearn how one school’s performance practice focus on student engagement has blossomed into developing resilient learners. During a comprehensive strategic planning process the school developed a portrait of a graduate serving as their north star for direction and focus. Academic and school climate/culture goals were developed using the portrait of a graduate as their guide. Learn how they are implementing systems and structures to integrate teacher voice and student voice into the integration of SEL and academics so it’s not one more thing, but rather how they do business to ensure students are socially, emotionally and academically prepared for life.

    www.eastconn.org/cel

    CULTIVATING RESILIENCE: Integrating SEL & Academics for Success

    DAY 1 BREAKOUT SESSIONS 1 10:30 a.m. - 11:30 p.m.

    4.

  • 2. 5.www.eastconn.org/cel

    How Learning Happens (Post-Keynote) - Room BRon Berger, Chief Academic Officer for EL Education and lead author on the newly released ASPEN report “A Nation at Hope” Ron will elaborate on the policies, practices, structures and systems that are supported in the Nation At Hope publication, sharing from schools from around the nation who have successfully integrated social, emotional and academic knowledge, skills and dispositions to develop resilient learners.

    Cultivating a Culture of Hope (Pre-Keynote) - Cedar Bill Zima, Superintendent, RSU2RSU2’s mission is simply to cultivate hope in all learners. Through a deep belief that hope, engagement, and well-being is as im-portant as content knowledge, schools have been designed to teach the integration of social emotional and academics through a learner-centered paradigm shift. Bill Zima will elaborate on the policy, practices, structures and systems he employed to lead the transformation of his rural region in Maine, made of 10 schools from 5 districts, 2,500 students in grades preK-12, to a competen-cy-based learning system that is now nationally known for its best practice in the integration of SEL and academics.

    Cultivating Success in our Youngest Learners Through the Pyramid Model - BirchJennifer Scott, Preschool Teacher, Berlin Public SchoolsMichelle S. Zeuschner, Ed.D., Special Education Supervisor PreK -5, Berlin Public SchoolsAnn Marie Davidson, Early Childhood Consultant, EASTCONNIn this session, participants will be provided a description of the program-wide implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children in a school district-based preschool program that serves children with and without IEP’s. Leaders and teachers from Berlin Public Schools will present their involvement in the two-year process of implemen-tation from identifying a need for the change through implementing the Model and its associated practices with fidelity. Key factors in successful implementation will be shared. Opportunity for discussion will be provided.

    How e-Portfolios & Student-Led Conferences Empower Students to Lead Their Own Learning -ChestnutHeather Taylor, Principal, Killingly Intermediate SchoolJulie Corden, Grade 6 ELA Teacher and ELA Coordinator, Killingly Intermediate SchoolLast school year, Student-Led Conferences replaced the traditional spring parent-teacher conferences in Killingly. Through the explicit integration of academics and the social emotional skills of self-management and self-awareness, students are establishing a growth mindset. Learn how they have utilized E-portfolios as a vehicle for student self-reflection and as a driver for Student-Led Conferences. Engaging students in self-reflection has helped students and teachers develop a growth mindset, shifting focus toward the process of learning and away from merely the end product. As a result of this shift, students are setting rigorous goals, learning organization skills, developing positive self-perception and confidence. Parent engagement in Student-Led Conferences tripled compared with traditional Parent-Teacher conferences. The team will share lessons learned and next steps regarding district implementation.

    A Community Approach to Promoting Self-Awareness and Engagement – The Class-Wide Mindfulness Game - Oak & ElmChristopher Barclay, PhD, BCBA, NCSP, Educational & Behavioral Consultant, EASTCONNHollis Abram, Teacher, Pomfret Community SchoolA positive learning community includes self-aware students engaging with their instruction while using social awareness and relationship skills to encourage each other towards shared academic goals. However, educators are typically ill-equipped with tools that can spark student motivation to apply such skills, especially when competing against cell phones and “anti-school” peer norms. This session out-lines one such tool dubbed the “Mindfulness Game,” a variation of the “Good Behavior Game” (Barrish, Sanders, & Wolf, 1969) that can be integrated into the everyday routine of classrooms in both general and special education settings. Applications of the Mindfulness Game hold the potential to teach students how to be mindful of and concerned for both their own fleeting focus and that of their peers.

    DAY 1 BREAKOUT SESSIONS 2 11:30 a.m. - 12:30 p.m.

  • What’s Next? – From Learning to ActionDiane Dugas, Director Center for Educational LeadershipParticipants will have an opportunity to unpack their learning from the first session and learn about planning tools such as the CASEL toolkit to guide identifying needs, goals and action steps to cultivate resilience through the integration of SEL and academics.

    DAY 2 SESSION 8:30 - 11:45 a.m.

    It is the policy of EASTCONN that no person shall be excluded from participation in, denied the ben-efits of, or otherwise be discriminated against under any program because of race, color, religion, gender, age, sexual orientation, marital status, national origin, genetic information, gender identity or expression, veteran status, disability or any other classification protected by state or federal law.

    Created in 1980 under Connecticut General Statute 10-66a, EASTCONN is a public, non-profit, regional educational service center. EASTCONN exists to provide high-quality, competitively priced educational and related services to 36 member Boards of Education and the 33 communities they serve in northeastern Connecticut. We are governed by a Board of Directors, who are members of locally elected Boards of Education.

    www.eastconn.org

    376 Hartford Turnpike, Hampton, CT 06247

    860-455-0707

    [email protected]

    /wherelearningcomestolife

    CENTER FOR EDUCATIONAL LEADERSHIP