Happy First Day! Let’s Build Caring Learning Communities!

life itself For Austin Independent School District, Monday the 24th is that most hallowed of days in education–the First Day of School! Welcome to School Year 2015-2016, everybody!

The beginning of school represents a unique opportunity to start building engaged learners, compassionate problem-solvers, and connected classrooms. Here are a few activities that kickstart community-building and can get students and teachers talking, learning about each other, and laughing together!

circle-of-friends

Partner Greetings (1-5 minutes total)

Participants turn to the partner on their left/right, say, “Good morning/afternoon, ________ (partner’s name)!” and then respond to a specific prompt. This can be done in a Think-Pair-Share format, in which everyone shares at once with just their partners, then the group comes back together and various volunteers can share their answer (or their partner’s!).

Example Prompts:

If I were an animal I would be a ______.
Today is a good day because ______.
If I picked a color to describe my day today it would be ______ because _______.
I saw you doing ___ today and that was great.
I saw a teacher/student doing ____ today and that was great.
I’ll think about you this (afternoon/weekend/etc.) while I’m ______.

Consider giving direction as to which partner shares first, like “the partner with the longest hair shares first!” or “the partner whose head is closer to the ceiling shares first!” This can make sharing more efficient, and even inspire some community-building giggles. Giving one minute (or some other time amount) to each partner, and calling “Switch!” when the time is up, can also remove some ambiguity in activities like this.

Whole-Group Partner Greetings (1-5 minutes total)

These follow the same basic format as the partner greetings above, except that everyone in the group has a moment in the spotlight. Participants sit in a circle and are given a prompt like the ones above. Moving around the circle one by one, participants turn to the person on their right and give just that person the greeting, but loud enough for everyone in the group to hear. This activity works best after a little practice with partner sharing!

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Whole-Group Seated Greetings (1-5 minutes total)

All of these greeting activities follow the same format. Participants are seated.

Moving around the group in a circle, each participant introduces him/herself, “Good morning/afternoon, I’m Ms. ____,” and then the group responds in chorus, “Good afternoon, Ms. ____!”
Next, the speaker responds to a prompt. (Some of them involve imaginary events – the point is to get folks to share about themselves in creative, non-threatening ways.)

Example Prompts:

If I had a superpower, it would be ______.
I smiled today when ______.
Today I’m feeling _____ because ______.
If I were coming to a group picnic, I’d bring the ____.
When it’s my turn to sing at our staff/class karaoke party, I’ll sing _____.

Whole-Group Standing/Moving Greetings (3-8 minutes total)

These activities allow participants to connect visually and kinetically, and discover commonalities!

The New Wave

All participants stand. Participants take turns introducing themselves and then demonstrating a movement that represents themselves (wave hands, jump, brush hair, etc.). The rest of the group then mirrors that movement. BONUS: Once everyone in the circle has shared their name and movement, go around the circle without speaking and just do the moves!

The Beat Goes On

Moving through the circle, each participant says his/her name, “______,” and the group responds, “Hi _____!” Next, the participant creates a unique sound (ex: drums on table with hand, trill, whistle, snap, etc.).Once a participant starts making his/her sound, s/he must continue until all participants have contributed their version of that sound.

Four Corners

Label each corner/wall of a room with a different word (ex: 4 different animals, 4 different verbs, 4 different foods, 4 different cars, 4 different vacation spots, 4 different items of clothing, etc.). Tell participants to stand at the corner/wall that they feel best represents themselves at that moment. Offer time to share.

Would You Rather

Have participants stand in a line. Participants move to one side of the room or the opposite side of the room, based on a binary choice: “Would you rather ____,” (leader points to one side of the room), “or _____” (leader points to the other side of the room). Repeat several times, moving quickly through the choices to maintain momentum.

Examples of choices:

Would you rather eat spaghetti all day, or mashed potatoes all day?
Would you rather go to the mountains or the beach?
Would you rather be a cat or a dog?
Would you rather drink coffee or tea?

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Activities like these can help build connectedness in classrooms and schools. What exactly is connectedness? What a great question! Let’s ask the United States Center for Disease Control and Prevention(!):

School connectedness—the belief held by students that adults and peers in the school care about their learning as well as about them as individuals—is an important protective factor. Research has shown that young people who feel connected to their school are less likely to engage in many risk behaviors, including early sexual initiation, alcohol, tobacco, and other drug use, and violence and gang involvement.

Two of the strategies that the CDC recommends on its School Connectedness page are to “provide students with the academic, emotional, and social skills necessary to be actively engaged in school, [and to] use effective classroom management and teaching methods to foster a positive learning environment.” Activities like the ones described above work toward exactly those two things. Want even more connectedness-building activities? How about a searchable, sortable online database full of hundreds of them, all with concise directions and debriefing questions? Check out the PeaceFirst Digital Activity Center, and teambuild away!

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Here’s wishing a connected, engaging, exciting First Day of School to all Austin ISD students, teachers and families! Let’s make this one the best year yet!

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Thanks to Social and Emotional Learning Specialist Hilary Simon for contributing to this post!

SEL Summer Work In Pictures

SEL curriculum writers linking it up at Curriculum Writers Cadre 2015

Brain breaks on the brain at CWC 2015

Considering classroom community culture at CWC 2015

Our delightful doorsign at McCallum for CWC 2015

Dr. Darla Castelli at Whole Child, Every Child Summer Institute 2015

Dr. Teri Wood at WCEC Summer Institute 2015

Feeling Speedometer from WCEC Summer Institute 2015

Dr. Paul Cruz reads The Jolly Postman at WCEC Summer Institute 2015

Learning is…

Dr. Raphael Travis at WCEC Institute 2015

Practicing intentional SEL academic integration at the Anderson SEL Vertical Team Training

There ARR always opportunities to Anticipate-Reinforce-Reflect SEL skills and concepts!

Practicing self reflection

Double-Double-This-This brain break

What Self-Management looks like/sounds like for students and adults at Anderson VT SEL training

Lanier Vertical Team SEL training at Padron Elementary!

Implementation next steps

Illustrating hope

Collaboration and contemplation at Lanier VT SEL traning 2015!

such brainstorming!

Aleza Berube at Summer Science Institute 2015, blowin’ our minds with growin’ our minds

SumSci15 participants learning the ropes of Growth Mindset!

Whole Child, Every Child Summer Learning Institute

Last week, the Social and Emotional Learning team presented the first-ever AISD Whole Child, Every Child (WCEC) Summer Learning Institute in collaboration with the Creative Learning Initiative, Coordinated School Health, and Cultural Proficiency and Inclusiveness. With the current district-wide focus on the integration of whole-child classroom practices, this institute engaged some of the most innovative educators and community members in three days of powerful collaborative learning.

Dr. Paul Cruz, AISD Superintendent, gave the opening keynote address. He spoke of the essential role that Whole Child, Every Child practices play in re-inventing the urban public school experience, and challenged AISD educators to take full responsibility for educating each unique individual that makes up the district’s 85,000 student base. He thanked the Institute’s dedicated attendees for leading the way!

Dr. Paul Cruz, AISD Superintendent

The rest of the first day was devoted to learning the importance of physical movement and mental state in the classroom, and how deepening our understanding of the student brain can help improve attention, increase retention, and maintain or bring on engagement. Dr. Darla Castelli of the University of Texas shared her expertise on the neuroscience of student movement in a dynamic keynote presentation, which underscored new research supporting how important physical activity is to mental health and quality learning.

Dr. Darla Castelli

Dr. Teri Wood

After lunch, Dr. Teri Wood (also from UT and AISD) gave an emotionally compelling presentation on creating trauma-informed classroom practices. After demonstrating how traumatic experiences compromise learning and can negatively affect student success, she shared concrete strategies for improving classroom climate with trauma-informed teaching. And to wrap up a day of intense learning, the ever-engaging Michele Rusnak and Sherrie Raven duo presented on the physical, psychological and social/emotional benefits of taking brain breaks during classroom learning. We broke a sweat learning more concrete strategies!

Michele Ruznak (l) and Sherrie Raven

The second day of the WCEC Summer Learning Institute was dedicated to the Creative Learning Initiative. Dr. Brent Hasty of MindPop gave the opening keynote, emphasizing the critical importance of using experiential creativity in the classroom to create safety, build community, and increase learning.

CLI presenters Yesenia Herrington and Ruthie Fisher facilitated drama- and movement – based activities designed to increase engagement and retention for concepts in all four core subjects. Participants actively practiced strategies like Statues, Build-A-Phrase, and Town Hall Meeting for use in teaching and coaching. Much learning and laughing was had by all!

Yesenia Herrington facilitating the building of a Friendship Machine

Dr. Anthony Brown

On the morning of the final day, we turned our attention to Cultural Proficiency and Inclusiveness. Dr. Anthony Brown of UT gave an historical rundown of the different narratives told about Black men in the United States, and how they have shaped the policy and design of the education system. Healing the inequity that has resulted from racist historical narratives is a large, complex and critical challenge–Dr. Brown invited us to ask the right questions in education and change the discourse on a local, state and national level. His enlightening talk was followed by Dr. Raphael Travis of Texas State University, who guided our thinking about the critical nature of building classroom community. He spoke about how learning flourishes in classrooms and schools where belonging, connectedness and safety have been intentionally established. When students feel that their experiences, backgrounds and voices are heard and valued, and that they are seen, known and trusted, strong relationships and rigorous learning take root and grow vigorously. Lunchtime arrived with participants feeling a renewed sense of mission and vision.

Dr. Raphael Travis

The afternoon of day three saw breakout sessions with Social and Emotional Learning coaches presenting sessions on Effective Teacher Language, Growth Mindset, and SEL Curricular Integration, and a teacher team from Covington Middle School shared their expertise in a session on service learning. Participants from different levels and with different interests chose the sessions that were most relevant to them as educators, and everyone had the chance to discuss new ideas and try out new practices that had been offered over the course of the Institute. Door prizes were awarded, applause was enthusiastic, and we parted ways looking forward to the fast-approaching school year. Thanks so much to our collaborators, to the SEL Professional Development Committee, and all our participants for making such an engaging and enlightening Whole Child, Every child Summer Learning Institute!

Writing Curriculum for the Whole Child, Every Child

School’s out for summer, right? Vacation time, umbrellas by the pool, studies and lessons far-flung from student and teacher consciousness, right? NOPE! Quite the opposite, actually, at AISD’s annual Curriculum Writers Cadre! Teachers, instructional coaches, and curriculum specialists gather annually to develop and vet curricula, exemplar lessons and assessments for the nearly 85,000 students served by the Austin Independent School District. Developing curriculum is a complex process–there are many factors to consider when crafting quality learning experiences for each of our students. To ensure that curriculum writers have access to the best and most current resources, organizers of the Curriculum Writers Cadre have created four on-site professional development/advocacy strands to continuously inform curricular creation: Assessment, Differentiation, Instructional Strategies and Whole Child, Every Child. Specialists from each strand present to groups of curriculum writers, who then use that lens while writing and vetting new lessons and assessments.

The AISD Social and Emotional Learning team is privileged to partner with Cultural Proficiency and Inclusiveness, Coordinated School Health, and the Creative Learning Initiative to create the Whole Child, Every Child strand. The theory: Students learn best when all facets of each young person–mind and body, culture and creativity, intelligence and emotions–are equally engaged in academic environments. The goal: To ensure that every single student in the Austin Independent School District receives high-quality academic instruction presented in relevant, active, culturally-sensitive and emotionally healthy ways.

SEL made an engaging presentation with Coordinated School Health, emphasizing the value of movement-based “Brain Breaks” to get the blood flowing while practicing academic vocabulary and concepts. For the SEL aspect, we incorporated the Committee for Children‘s ARR strategy (Anticipate-Reinforce-Reflect) to take advantage of any moment during an academic class, Brain Break or otherwise, to reinforce and practice social and emotional skills like turn-taking, active listening, and empathy. CWC writers found standing partners and touched opposite elbows and knees while sharing the answers to questions, engaging both halves of the brain while practicing concept recall. They played modified rock-paper-scissor type games involving quick mental math to exercise the logical frontal cortex, all while managing emotions that arise from learning new skills and winning or losing. The more brain we can engage in our students, the more our students will engage with learning!

The Cultural Proficiency and Inclusiveness presentation modeled activities designed to give every student academic choice and opportunities to share their perspective on a topic, either aloud or written. CWC participants read different passages from the book Teaching with Vision: Culturally Responsive Teaching in Standards-Based Classrooms (Christine E. Sleeter and Catherine Cornbleth) and “jigsawed” their impressions and reactions on a piece of paper divided into four sections, so that each reader received information and brain power from others in their group. We then did an interactive gallery walk, where thoughtful questions on posters prompted group members to discuss their answers and share them on post-it notes left on the poster for the next group. Such strategies encourage equal participation from all members of a class, and invite each student to share their unique perspective based on their own life experiences, cultural background, multiple identities and learning style. Ensuring that every single student learns in a safe, inclusive, respectful, and culturally-aware environment is the ultimate goal of Cultural Proficiency and Inclusion!

The Creative Learning Initiative ties it all together, bringing visual art, music, movement- and drama-based strategies to reinforce learning and provide multiple ways of practicing, sharing and applying academic concepts. For example, activities such as “Machine” and “Build a Phrase” lend themselves to teaching about cycles and systems. In “Machine,” students choose and physically act out different components of a system, like a business, body system, or actual machine. They then must act out how the different parts would go together, and brainstorm what would happen if parts malfunctioned, disappeared, or changed speed! In “Build a Phrase,” students create and agree upon movements that represent different parts of a cycle, and then perform the result. Our group represented the water cycle, and the modern dance that emerged thrilled us all! These and other creative learning strategies (Hot Seat! Town Hall!) help CWC writers include unique and exciting activities that reinforce academic goals.

The “old school” idea of public education–students sitting in desk-rows, listening to the teacher lecture for 45 minutes–is changing quickly as more and more research shows that students learn best when their bodies, intellects, emotions and experiences are engaged in the classroom. The Whole Child, Every Child strand at AISD’s Curriculum Writers Cadre has provided myriad whole-child options to incorporate into the district’s curricula, keeping AISD on the leading edge of education design. It may be summer vacation, but we are #AISDproud and #SELsmart, year-’round!

Social and Emotional Learning in Action! Part II: Consuelo Mendez Mavericks

Last week in our “SEL in Action!” series, we explored the Social and Emotional Learning opportunities inherent in football. We spoke with a high school administrator who has taken his coaching and player experience into his academic leadership role, and a Social and Emotional Learning Specialist whose administrative work and current position continue to be informed by his history as an athlete and coach. This past week I had the chance to spend some quality time with some quality coach-educators at Consuelo Mendez Middle School, and let me tell y’all, the SEL happening over in Maverick Land is exemplary.

Michelle Friede (back-center, pink shirt/shoe!) is not only the long-time dance coach at Consuelo Mendez–she also happens to be the Social and Emotional Learning Facilitator on campus, so she knows a thing or two about SEL. Stand in her gym for five seconds, and you can feel the relationship-building work and positive, safe environment she has built. Dance class is not easy; not only is it challenging physical exercise, it also requires huge confidence and risk-taking as one learns new body movements and practices them in front of peers and teacher. For dance instruction to progress, it is critical that each dancer feels safe in the gym and connected to each other and the coach–this is no place to fear mistakes, criticism or ridicule. Friede says that the success she enjoys with her classes flows from the positive, process-based focus she models for and instills in each participant. By pointing out the hard work and genuine effort they display in each stage of learning a new move or choreography, she is able to inspire her students to accomplish advanced, complex pieces. When I (an unusual presence in the gym) asked to take a picture for this post, Friede called to her 6th graders, “OK girls, let’s strike that final pose!” Every young lady enthusiastically ran to her spot and fearlessly struck that final pose, Friede right there on the floor with them. The fact that these young people had the confidence in themselves and trust in their instructor to spontaneously perform for a near-stranger speaks volumes about the Social and Emotional Learning happening in dance class at Mendez.

When I asked for anecdotes about extracurricular SEL while hanging out in the instructional coaches’ office, Roxanne Walker, the literacy specialist, delightedly brought up the running club that has evolved out of a homegrown teacher-student mentoring program. Ms. Walker said this club came to be when the teacher mentors, including herself, listened to their students’ budding interest in running, and agreed to challenge themselves (even if they weren’t runners before!) while encouraging their “mentee’s” engagement. Simply called “Running Club,” about 12 students and their teacher mentors have started training for 5k races after school, and participating in various weekend running events around town. Ms. Walker told me that the sometimes difficult relationships between these teachers and students began to change for the better, as students felt that adults were hearing their voices and striving to meet their needs for positive connection and belonging. These new attitudes learned and practiced in after-school Running Club have spilled over into the school day, where teachers and students use their positive connection skills to heal and improve relationships and create a safer, more trusting culture within the classroom and school. The picture above shows Consuelo Mendez middle schoolers and teachers getting close to the finish line in a recent 5k. The English Language Arts teacher in black in the middle, Ms. Helmink, finished the race with these students, then jogged back into the race to cross the finish line with the rest of the student participants. Talk about building a culture of belonging and connectedness!

Speaking of belonging and connectedness, this 8th grade ELA teacher, Ms. Michelle Thomas, knows first-hand how critical those components are in building a winning team and a winning classroom. As a sophomore at Texas Tech university, Thomas and her team rose to win the 1993 NCAA Women’s Division I Tournament, earning the Red Raiders their first NCAA title. In addition to her basketball prowess, Thomas was an academic all-star at Texas Tech–she completed her bachelor’s with a major in English and went on to earn her law degree, both proudly displayed alongside the Red Raider basketball swag. Her background of elite athleticism combined with her commitment to academic success has given her a unique social and emotional learning lens, which she uses to create a palpable culture of trust, belonging, and connectedness in her classroom.

As students come into the room, they deposit their backpacks in a corner and find their seats. Ms. Thomas runs down the agenda for the day, and a student passes out the books for an ongoing novel study. They take turns reading paragraphs from the chapter, each reader trying his or her best with occasional help or word of encouragement from Ms. Thomas. She then facilitates a full-class discussion of the reading, addressing each student respectfully as “Mr. Martinez” or “Ms. Smith.” As class members give thoughtful answers to the questions she presents, she addresses the whole class: “…And what do we say?” The class turns to the student who answered and says, in unison and with feeling, “Good Job!!” Partner work is next, and Ms. Thomas answers questions as they arise with encouragement and an easy smile–the students feel comfortable asking for help, and everyone is engaged. And finally, in the last few minutes of class, pencils are put down, books are collected: it’s time for the Class Motto and Jammy Jam.

Ms. Thomas told me that her experiences on a winning team inform her teaching practice every day. She understands the importance of building positive relationships with each individual student, between individual students, and between herself and the class as a whole, much as her college basketball coaches did. She says that she tries to “teach like a coach.” She uses predictable routines and daily “rituals” like the Class Motto and Jammy Jam to reinforce the class culture of safety and connectedness, and she strives to attend to each student’s academic and emotional needs, because the class “team” depends on the academic and emotional strength of each individual member to effectively learn and thrive. So at the end of class, Ms. Thomas and every student stands up and recites together the Class Motto in one strong voice: “Shoot for the moon! Even if you miss, you will land among the stars!” And then, of course, the Jammy Jam:

‘Nuff said. Thanks for being so SEL awesome, Consuelo Mendez Middle School! Tune in next week for more SEL, sports, and extracurriculars!

SEL Standards Assessment: Break It Down!

What do you get when 25 teachers, counselors, administrators and SEL specialists converge on the Sanchez elementary library for 6 hours on a Saturday? Jazz hands, of course!

Also, intense and effective collaboration to crank out innovative Social and Emotional Learning work. This diverse cadre of educators tapped a profound well of expertise around social and emotional learning, classroom dynamics, and visionary planning to devise and revise SEL Essential Knowledge and Skills.

Does that sound like official Texas Education Agency language? You bet it is! The goal of this on-going process is to create SEL standards that will eventually become official Texas Essential Knowledge and Skills, or TEKS–the basis of Texas public school curriculum as required by TEA.

One example of our standards assessment dry-erase posters showing the student learning objective, supporting knowledge and skills, and our process questions. (Before the Vis-A-Vis storm!)

Small groups of teachers, administrators and counselors from across AISD convened in their grade bands to address the EKS that the SEL department has used since the beginning of the SEL roll-out three years ago. Those standards, based on official language from the national Collaborative for Academic and Social and Emotional Learning and tailored to serve Austin schools, have served us well. But now, since SEL is widely taught throughout AISD and is poised to reach every student in all vertical teams as of academic year ’15-’16, it is time to utilize the diverse experiences and skills of Social and Emotional Learning educators to revise, update and further tailor the EKS language. This process ensures that common vocabulary and collective vision inform these standards, so that all district SEL content is high quality, authentic, relevant and measureable.

Wielding large laminated posters and Vis-A-Vis pens, SEL specialists facilitated the small group discussions that resulted in approving, revising or devising the standards’ language. Each SEL student learning objective and its supporting skills were “posterized” for collective consideration, and the groups talked, wrote, doodled, marched, chewed and cheered about them until the posters were covered with changes and notes. Participants considered six key questions while examining each student learning objective, with emphasis on the cultural relevance and appropriateness of each standard, and how it could be demonstrated or measured.

In the next few weeks, the SEL department will compile all the thinking and vision represented on each poster into a new draft of the standards. These will become the foundation of the high caliber SEL content, lessons and professional development that are hallmarks of Austin Independent School District.

The aftermath! For each student objective, the groups had to decide how the supporting skill standard would be measurable: via Factual Knowledge (FK) recall, a demonstration of a Skill or Process (S/P) learned, or a demonstration of Understanding (U) the objective.

The SEL department is deeply grateful to the dedicated educators who gave a Saturday to help keep AISD SEL on the cutting edge of the national Social and Emotional Learning movement. With this kind of innovative collaboration, Austin ISD is continuing to work toward giving each and every student the skills they need to succeed in 21st Century careers and global society. We are #AISDproud and #SELsmart!

Dawson Elementary Super Science Spectacular Day: SEL Integration At Its Finest

One of the highest goals of Social and Emotional Learning is to integrate concepts and behavior practice into regular classroom curriculum. Thus, when two SEL specialists were invited to present at Dawson Elementary’s Super Science Spectacular Day, we jumped for joy! We immediately drew a huge brain…

…and made a bunch of fuzzy amygdala models…

…and prepared to present the science of calming strategies to first and second graders. The goal was to have each student learn about the amygdala and its role in generating big feelings, and to learn how the frontal lobe manages the feelings from the amygdala and helps us make good choices when we are calm. We talked about how sometimes feelings are so big that the amygdala takes over and the frontal lobe can’t help us think! The students learned how to use their hand to create a model of the frontal lobe and the amygdala, and show how we “flip our lid” when the amygdala takes over and the frontal lobe is disengaged.

Hand-Brain Model step 1

Hand-Brain Model step 2

We then discussed calming-down strategies that re-engage the frontal lobe so that we can make good behavior choices even when our feelings are big. Each student then created a take-home personal portable peace box. The boxes included items to help re-engage the frontal lobe by activating the five senses, like a maze for quiet focus, pipe cleaners for fiddling, a pencil to write or draw, a mandala for coloring, some cards showing calm-down strategies, and of course a cuddly amygdala model! Students were encouraged to add their own personal calming objects at home. Check out the science-y, SEL-y fun we had!

Adding items to the peace box

Choosing calming strategy reminders

Practicing deep breathing

Great Ideas from Austin I.S.D. !!

It is already November! Schools in AISD have been excelling with SEL innovations these last few months. Today we will be sharing just a few successes and highlights.

Andrews Elementary

Mr. Flores at Andrews Elementary excels at using technology to teach social and emotional learning. One of the apps who uses on his iPad is Puppet Pals. This app lets you create short puppet shows in minutes. You can record student voices and use student pictures for characters. Watch this short example of one video Mr. Flores created helping students identify feelings and show compassion.

After the students watched the video, Mr. Flores asked students to take photos of a partner on an iPad and write about how the partner was feeling. Check out what one pair said.

Empathy Writing Example, First Grade

How do you use technology in your classroom? What are your favorite education apps?

Andrews Elementary also models SEL competencies by focusing on staffs’ strengths as well as focusing on students’ strengths!

Focus On Our Strengths

Harris Elementary

A Second Grade teacher at Harris Elementary worked with her students to write a clear job description for both students and the teacher. The entire class signed the expectations to show their commitment.

Student and Teacher Responsibilites

A Pre-Kindergarten teacher created this breathing star for students to use in her Peace Area. The idea comes from Conscious Discipline which is a “comprehensive self-regulation program that integrates social-emotional learning
and discipline.”

Pecan Springs

Teachers at Pecan Springs all teach Second Step lessons at the same time each week. Snail is part of this SEL curriculum in Kindergarten and First Grade. He loves to visit with the students each week!

Second Step Lesson

Do you use puppets with children? How do your children respond?

Bilingual Respect Writing Example

This teacher reinforced the idea of showing respect with a bilingual writing and illustrating exercise. It always helps me to see and hear what it means to show respect!

Sims Elementary

Sims Elementary not only uses Peace Areas with students, but also with adults. Below is the Peace Area in the staff lounge that the counselor created.

Teacher's Lounge Peace Area at Sims Elementary

What would you put in an adult Peace Area?

Angry Bird SEL Bulletin Board

Sims keeps students motivated about SEL by incorporating their interests into the bulletin board displays. Who knew Angry Bird was such a SEL supporter?!

What wonderful SEL strategies have you been using this year? We love to hear from y’all!

Have a wonderful Thursday! Don’t forget that you are fabulous!

I Am Fabulous

SEL Highlights 2012-2013: McCallum Vertical Team

Today we will be celebrating McCallum Vertical Team’s successes. Please read on to hear about some of their many accomplishments this school year!

Kealing Middle School

On a recent visit to Kealing during Advisory, 6^th grade magnet students were discussing the dangerous facts about marijuana use using an interactive strategy that involved student movement and emotional connections. As students read facts about marijuana they would stand up and explain why a certain fact spoke to them. Research shows when students connect to lessons in an emotional way they are more likely to remember the content. Keep using those engaging strategies Kealing!

Campbell Elementary

How do you incorporate literacy and social and emotional learning? Create a memorable reading experience for the students in the library like Ms. Rojas did. She transformed her library into an in-flight experience complete with boarding passes and a free book as luggage!

Campbell Elementary strategically placed a Peace Area, a Peace Path and reminders on how to calm down where students line up to enter the cafeteria!

Lee Elementary

Ms. Szilagi at Lee has created an area in her room highlighting the recent Second Step lessons she has taught to her class. Using the picture scenarios from the lesson cards she has created a quiet nook in one corner of her room so that students can be reminded of the lesson if they are ever in their own similar situation. SEL in a snap!

Lee students worked hard this year on using their I-messages. Look at this great visual they had as a reminder!

Maplewood Elementary

At Maplewood every child will have that special memory of receiving an award at the end of the school year. Why? They give an award to every child! Not only can a child get an award for Science but Outstanding Peacemakers are selected and children exhibiting Personal Success are recognized also!

All year long Maplewood recognizes Peacemakers every week!

Oak Springs Elementary

At Oak Springs Elementary they know the importance of starting the week and your Monday off right. Morning Seminar at Oak Springs throughout the year had a variety of community building activities such as class attendance recognition, opportunities to read, yoga and funny skits to relieve stress before STAAR testing like this one shown here!

Lamar MS

Lamar Middle School students wrote essays about their favorite teacher as a No Place for Hate activity. What a great way to hone their writing skills, show appreciation, AND earn their No Place for Hate designation! Teachers were touched by these special essays especially since they received them during National Teacher Recognition Week! They also participated in a Links of Love activity in Science classes and a Mix It Up lunch activity. Lamar students made sure they are Scottie strong and that Lamar Middle School is No Place for Hate!

Brentwood Elementary

What do you call a sleeping male cow? A bull-dozer! This joke card was one of the many things you could buy at Market Day at Brentwood Elementary on April 10th. Students showed entrepreneurial spirit and creativity to plan a spectacular event and people turned out in droves! Brentwood teachers found the perfect way to highlight the positive qualities of every student and acknowledge their efforts and contributions!

Ridgetop Elementary

Where do you put student work about social and emotional learning if you want everyone to see it? In the main hallway, which is exactly what Ridgetop did! Each month a grade level sponsored the SEL bulletin board and showcased student work surrounding themes such as empathy, fair ways to play and calming down. Families, students, teachers and staff enjoyed the creativity each grade level exhibited using integrated activities and the Second Step resource!

Gullett Elementary

Check out this bulletin board at Gullett right in the front entrance way! Students created visual storybooks about their emotions. They aren’t shy about expressing their feelings and also used the Second Step lessons as a way to practice their skills.

This student knows exactly what to do when anger becomes an issue!

Highland Park Elementary

Highland Park teachers and students raved about the songs in the Second Step resource. Students memorized those catchy phrases in the problem solving song, “Step Up” and would sing along during special No Place for Hate lessons. The students even incorporated No Place for Hate themed designs in their contest for school shirts. What a great way to incorporate SEL, No Place for Hate and fine arts!

Reilly Elementary

Reilly teachers said that this year students improved their ability to problem solve and use self talk! It helps when teachers have clear expectations in place like this morning routine poster in a 1st grade classroom. Teachers at Reilly create safe and caring environments by greeting students at the door and having morning meetings!

SEL Highlights 2012-2013 Travis High Vertical Team

This week we start off by celebrating Travis High Vertical Team’s successes. Please read on to hear about some of their many accomplishments this school year!

The Travis Vertical Team’s staff is passionate!

Everyone got off to a great start this year, and each school has unique strengths.
Overall increased student and staff investment in school (seen in climate surveys and attendance) and decreased discipline referrals. One example: This year the staff perception in this vertical team that “Overall, my school is a good place to work and learn” increased 11 points more than the district average!
Every school achieved No Place For Hate (NPfH) status!
Leaders in all schools are reflecting, building on successes, and addressing challenges to make next year even better.
Every school plans to increase consistency and depth, including setting aside time in the schedule for teachers to teach SEL lessons to kids simultaneously, and to plan and share best SEL practices with colleagues.

Travis High School students and staff create “I Can” posters together for a visual reminder of the positive self-talk that we teach students to exhibit at all grade levels

Travis High School’s staff gets involved!

Formed a robust Steering Committee that met weekly to provide engaging materials and training to support their peers teaching SEL lessons in Advisory for all students.
Character education lessons were woven into athletics.
Extensive surveys and focus groups with staff and students guided planning for next year – students will participate in SEL explicit instruction lessons, student interest activities like cooking, and academic monitoring.
Next year’s focus: Consistency.

Travis Steering Committee enjoying a meal together while taking a break from planning for next year

Fulmore Middle School’s staff is committed!

Consistently taught Second Step lessons in Advisory and planned and shared best practices with colleagues during PLC meetings throughout the year.
Steering Committee connected SEL with systems like Positive Behavior Support, No Place for Hate, and Peer Assistance Leaders, and sought extensive feedback from students and colleagues to continuously improve throughout the year.
Saw at least a 50% decrease in discipline referrals!

Next year’s plan: Invest in the Steering Committee with 2 leads per grade level as “SEL Instructional Coaches” and “Integration Trailblazers,” and devote regular time during PLCs to planning and sharing SEL best practices.

Fulmore PALS teach their peers how to resolve conflict peacefully

Becker Elementary School’s staff has clear, high expectations!

Becker built on clear school-wide expectations to keep the focus on learning.
Teachers here found great success with writing integration, even in the lower grades.
Next year’s focus: Build Second Step into school-wide vocabulary and systems, and deepen writing integration.

Becker students volunteer to share their writing about a time they showed compassion

Dawson Elementary School’s staff is supportive!

Dawson teachers go out of their way to ensure students and adults feel welcome and supported on their campus.
SEL provided a framework to align robust and meaningful NPfH and character education programs with Second Step and other resources.
Next year’s focus: Consistency.

Every bulletin board and conversation at Dawson affirms the whole child

Linder Elementary School’s staff is nurturing!

Linder offers a warm, caring, and positive school climate that enables risk-taking – students constantly practice their teamwork skills by working with peers.
SEL built on robust and meaningful PBIS expectations and PALs and NPfH programs.
Next year’s focus: Consistency and assertiveness.

Linder teacher leads students in hands-on guided math

Travis Heights Elementary School’s staff values collaboration!

Travis Heights’ students work collaboratively on real-world projects regularly.
They became a student-centered charter school that will feature service learning as one of 3 main instructional models with overwhelming support from parents and teachers.
Every staff member recognized the importance of doing the SEL lessons weekly and committed to teach them on the same day at the same time next year.
Next year’s focus: Consistency.

Travis Heights students each decorated a letter to create a visual reminder about teamwork in the classroom

Uphaus Early Childhood Center’s staff is innovative!

Uphaus has clear school-wide expectations for students, even in their first year.
Conscious Discipline is the why, and Second Step is the how, that they help students grow socially and emotionally.
Next year’s focus: Build Second Step into school-wide vocabulary and systems.

Every morning Uphaus students choose a greeting to receive from their teacher

Mendez Middle School’s staff has soul!

Mendez uses Capturing Kids Hearts to develop caring relationships with students school-wide.
Approached No Place for Hate in a unique way – through Physical Education classes and grade level assemblies.
Next year’s plan: Consistency – SEL Leaders in each grade level will support colleagues during Advisory and regular planning time will be devoted to SEL planning, sharing best practices, and professional development.

Mendez administrators greet students as they enter the school in the morning

Houston Elementary School’s staff is encouraging!

Houston offers a warm environment that creates a sense of safety and stability for our students.
Though very consistent school-wide Second Step lessons on Monday mornings, teachers built a common language for SEL.
Next year’s focus: Transferring SEL skills throughout school and community settings.

At Houston, messages from families encourage students to succeed

Rodriguez Elementary School’s staff is focused!

Rodriguez students use Total Physical Response to participate in their learning every day.
Though very consistent school-wide Second Step lessons on Monday mornings, teachers built a common language that connected with character education and NPfH.
Next year’s focus: Transferring SEL knowledge into action in multiple settings.

Rodriguez’ students often respond with their thumbs

Widen Elementary School’s staff values student voice!

Widen’s students led school-wide assemblies, sharing and reinforcing what they learned about SEL.
SEL built on robust NPfH and character education programs this year.
Up Stander Wall of Fame – Students who stood up to bullying are recognized at an assembly where their action is told to the student body and they are given a certificate for their bravery to stand up for someone else.
Next year’s focus: Consistency.

Widen’s students create posters to explain concepts like respect to their peers

AISD Social and Emotional Learning

News, information and resources about Austin I.S.D.'s Social and Emotional Learning Initiative

Classroom Examples