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Why We Need to Dig Deep on Social-Emotional Learning Together

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Close your eyes for a moment and think about one of your favorite teachers from grade school. What do you remember? Chances are, you remember as much about how they taught as what they taught. You remember that classroom’s environment and how that teacher made you feel. Inspired. Energized. Safe. Creative.

 

As we’ve written about before in this space, social and emotional learning (SEL) isn’t a new thing. We heard about the need to look more holistically at the development of our young people when the Vision Coalition spoke to 4,000 Delawareans during the creation of Student Success 2025 back in 2014.

 

SEL is something that great teachers have been doing instinctively for generations. But it’s fair to say that it wasn’t until more recently that cognitive science sharpened our definition of SEL and reinforced the need for a broader vision of learning that’s as foundational as our traditional academic learning.

 

What’s new? Given that we were seeing pockets of work on SEL cropping up throughout the state and that nine out of 10 respondents to our 2017 Rodel Teacher Council survey said schools should place more emphasis on SEL, we launched what we believe is the most comprehensive statewide landscape analysis of SEL in the country. Later in the summer and fall, we’ll work with the community to unpack what we found and hope that it helps accelerate the good work already started in classrooms statewide.

 

Why now? SEL’s reemergence into the spotlight in recent years is a response to the rapidly evolving world that our young people will soon inherit. For years employers have told us that too many new employees lack the “people skills” needed to work in a complex environment. Meanwhile rapid shifts in our economy exacerbated the income divide, leading to roughly four out of every 10 Delaware public school students now living in poverty. And when poverty is paired with issues like violence and addiction, it can not only impact a child’s ability to learn, but weigh heavily on the teachers and administrators, too. Adults inside the school deserve thoughtful, comprehensive social emotional skill development, which in turn can lead to culturally responsive and engaging places to teach and to learn.

 

My child is in kindergarten, and I tell her teacher that I care less about whether she can read and more about whether she plays nicely with others and is a good friend. Academic skills will come, but SEL is the foundation for being a good person.Delaware Parent

 

What’s next? Core academics are and always will be central and vital to the educational experience. But what we’ve come to realize is that skills like communication, collaboration, critical thinking, empathy, and creativity are not just nice to have, they are foundational skills our students need in order to be successful in the classroom and in life.

 

If we want our young people to go out into the world healthy, caring, and able to respond to a fast-paced, global society—we need to embed SEL into our schools to meet the needs of all students, with particular attention to the unique needs of students of color, English learners, and low-income students. If we, as a state, are serious about ensuring that our learning environments are safe and welcoming places for all students to grow, learn, and thrive, we need to openly discuss and address Delaware’s, and our nation’s, long and continuing history of racial inequity, and the opportunities for SEL to advance equity in our schools. As the report notes, educators need support to understand and affirm students’ and families’ backgrounds and cultural heritages, and acknowledge and address the impact of race, racism, and implicit bias in education.

 

Moving forward, together. At this stage in the game, people in and around education, nationally, and within Delaware, agree that SEL is important. But as we found out in our research, there are dozens of definitions and interpretations of what it actually means, how it manifests inside classrooms, or how we can quantify it.

 

We heard loud and clear that we need to get on the same page. As a state, we need to expand our definition of student success. We need a common understanding of what we actually mean when we say “SEL,” and how SEL can be used to support students.

 

A Broader Vision of Student Success: Insights and Opportunities for Social and Emotional Learning in Delaware focuses on the efforts underway across Delaware to support students, families, and educators in developing their SEL skills.

 

(Members of the Rodel Teacher Council also weighed in this month with a new policy brief. Creating a Common Language for Social and Emotional Learning in Delaware urges leaders to provide a stronger framework for integrating SEL into academic development.)

 

We offer this report to shine a light on the current SEL landscape in Delaware and help policymakers, educators and partners in the education, government, healthcare, nonprofit, and business sectors make decisions and investments to strengthen the work that’s underway supporting social and emotional development.

 

How we did it. While Rodel kicked this project off, it wouldn’t have been possible without the shared financial and intellectual partnership of the Arsht-Cannon Fund, Christina Care Health System, the Delaware Community Foundation, and Nemours Children’s Health Care System, as well as our Steering Committee of local stakeholders.

 

Education First and Edge Research led the data collection and analysis. The research that led to these findings included a broad range of surveys, interviews, and engagements with many school, district, and community leaders, and site visits to a variety of Delaware schools spanning all three counties. To ensure that their research rung true to those working with Delaware’s young people every day, our Steering Committee worked with Education First to provide feedback on their findings along the way.

 

Our researchers spent time in public schools across Delaware, and observed a variety of rich social and emotional learning in action: educators helping students recognize, understand and express their emotions, and develop and practice strategies to regulate those emotions when needed. They saw teachers focused on building strong relationships and helping students develop strategies to work together and solve problems, including by persisting through challenges and learning from failures. (For more examples of SEL work underway in Delaware, click here.)

 

But more pressingly, we found we need to co-construct what SEL means for our children with their parents and the community. While the definitions, expectations, and measures can be informed by academia, they need to be shaped and informed by meaningful engagement with parents, students, and educators—early and often.

 

In addition, we need to expand partnerships between schools and health services, mental health facilities, and community non-profits to ensure students and families have the supports they need.

To truly succeed in the future, students will need more than just core academic knowledge… To tackle tomorrow’s problems and excel in the jobs of the future, students will need skills and attributes like creativity, flexibility, and curiosity… As the social and environmental challenges in our communities grow, our children will need to be more empathetic and innovative in their problem-solving.Student Success 2025, Vision Coalition of Delaware

 

Now the real work begins. We hope this report serves as a springboard for those conversations and subsequent action. Our hope is that building a common framework and language around SEL will help practitioners and parents change the learning experience for our kids. We also heard that this SEL work needs to inform how we train and support educators. In fact, we hope that it inspires teachers to experiment, innovate, and work together to figure out how to continually get better at addressing students’ needs. We hope school leaders will see new opportunities to build community partnerships, as well as curated curriculum and tools to give SEL a stronger backbone and so teachers can build off of one another’s good work.

 

Addressing these challenges would benefit from deep, sustained collaboration across schools and with a range of nonprofit, health, social service, government, and mental health supports. In Delaware, we know that kind of collaboration is possible. Stay tuned for more opportunities this summer and fall to share your ideas and take action. Let’s dig in together.

What We’re Reading: A Look at Trauma from an Inner-City Educator

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What We're Reading
The education world is facing an equity crisis. Students of color, low-income students, students with disabilities, and English learners (to name a few) remain underserved by our current system. While many fight for solutions, gaps in our collective knowledge and understanding of the complexities around educational inequity linger.

Each month, the Rodel team will share some thoughts on a book, essay, article, or video related to equity in education with the hope that we will challenge both ourselves and others to think more inclusively about education reform.

 

 

What I’m Reading Watching: “Roses in Concrete,” a TED Talk by Dr. Jeff Duncan-Andrade

 

Dr. Jeff Duncan-Andrade is an associate professor of Raza Studies and Education at San Francisco State University and the founder of the Roses in Concrete Community School, “a community responsive lab school” in East Oakland. He’s been an educator and school leader in East Oakland for over 20 years and has published and lectured on his work globally.

 

I was inspired to view his 13-minute TED Talk after seeing him speak in a small gathering in NYC last week. His talk focuses on the trauma and violence that young people face daily in his part of the world—and the impact it can have on young minds. I found it compelling on several fronts.

 

First, he’s speaking from the heart about a place that he clearly loves and cares about. At one point he shares a map of where he lives and teaches in East Oakland with an overlay of red dots that indicate homicides. It reminded me of a similar map created for Wilmington, where I live with my family.

 

Second, he’s an academic and draws on a wide range of research to understand the challenge. He doesn’t rely on just the educational research, but also on neuroscience research, which gives him a more holistic handle on the challenge of trauma-informed care. For example, he explained that young people in neighborhoods like his were twice as likely to have PTSD, or post-traumatic stress disorder, than a veteran returning from Iraq. He points out that while the “P” applies to the war veteran, it may not for many young people who never escape their trauma.

 

Finally, I found his perspective persuasive because he drew on Maslow’s hierarchy of needs in a powerful way. He explains that in order to learn and “self-actualize” (the goal of education and the top of Maslow’s pyramid) students need to have all the subsequent layers—including nutrition, shelter, love, and more—in place. Too often we only train and evaluate our educators based on the top of the pyramid, when the building blocks beneath that, the necessary preconditions to getting there, are largely ignored. As Rodel looks to get smarter about the role of social and emotional learning in the lives of children and the adults that serve them, this was a profound takeaway.

Quick Reactions to Disappointing NAEP News

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The latest results from the National Assessment of Educational Progress (NAEP)—known in our world colloquially as the “Nation’s Report Card”—were released this week. Across the nation, scores remain mostly flat. This is disappointing as we’ve now gone nearly a decade in this country without any strong growth in either reading or math, with the slight exception of eighth grade reading.

 

But for Delaware, the news is even more disappointing.

 

As Mike Petrilli from the Fordham Institute highlighted, Delaware is one of just a small handful of states that saw scores decline across the board—in fourth grade math and reading, and eighth grade math and reading—from 2013 to 2017. The gap in achievement between white students and black and Hispanic students widened.

 

The state-level data tell us that in math, only 36 percent of fourth-graders and 28 percent of eighth-graders are at or above proficiency. In reading, 36 percent of fourth-graders and 33 percent of eighth-graders are proficient. The Smarter Assessment, Delaware’s state assessment for grades three through eight, also measures ELA and math through different measures and with different cut scores. Smarter shows that 54 percent of fourth graders proficient in reading and 52 percent in eighth grade. In math, 50 percent of fourth graders are proficient, and 38 percent in eighth grade. Achievement gaps across student subgroups (high-need students and students of color) follow national trends, showing that these students are more likely to fall behind than their peers.

 

As Petrilli notes, figuring out the “why” is difficult at this early stage. The economic downturn, which crunched school spending at the state level and negatively impacted the home lives of many children and families, certainly didn’t help. There could be changes in demographics or it could be a function of our kids simply not taking the test seriously since it didn’t have any implications for them.

 

Whatever the reasons, this is not the news we wanted to hear. We keep a close eye on NAEP because it’s one of the few nationally comparable, long-term measures of student learning available.

 

However, while we need to take it as a serious data point, we also need to keep it in context. The test isn’t universal—it touches only two subjects in two grade levels—and there is no incentive for students or teachers to perform well on the test.

 

Big picture, NAEP is just a single snapshot amid a sea of other measures that provide us with a holistic picture of how our students and schools are performing. Here are some other data to keep in mind –

  • We’ve made great strides on early learning.
  • Our high school graduation rates and college enrollment rates are all heading north.
  • The number of young people entering career pathways grew from 27 to over 9,000 in just four years.
  • And youth unemployment for young adults age 20-24 has largely been in cut in half since 2013, from 12 to 7 percent in 2016.

 

Education doesn’t exist in a silo. We need to look at these data in a broader context, but we should also use these results as a call to action to address our achievement gaps and as motivation to keep pushing forward with our community partners to make sure our young people get the support they need to succeed in a world that is increasingly complex.

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