SELebrations Newsletter May 2016

Congratulations Social and Emotional Learning fans, we made it to the last week of school! Don’t forget to appreciate all the amazing teachers that make our district an incredible learning environment, and take these trusty summer sanity tips with you into these next few months.  Oh yes, and enjoy our latest SELebrations newsletter, featuring our first 11 SEL model schools, some solid SEL science, things to think about for School Year 2016-17, and lots more! Read it below, or click each page to be taken to the “live” version for links and zoomable pictures. (Use ‘Ctrl + ‘ to zoom in here or there for easier reading!)

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Thanks so much for reading!  See you soon!

Students Working to End Bias and Hate All Over Our District!

It so happens that Austin ISD is the largest Anti-Defamation League No Place for Hate district in the entire country. All 130 schools have planned, completed, and documented intentional student-led activities designed to raise awareness around bias, bullying, and prejudice, and to build a positive school culture of inclusiveness and safety. Students from pre-kindergarten through high school seniors have participated in these opportunities to increase the peace.  Here are just a few examples of how some schools have declared themselves No Place for Hate!

Kealing and Lamar Middle Schools have both created lessons to bring attention to bias and microaggressions.  Their work to bring attention to these issues on a local, campus level is the first step toward addressing bias, prejudice and racism on a societal level.  Here’s a video from Lamar Middle School with AVID student-generated examples of microaggressions that was included in an SEL lesson for the entire campus:

Kealing Middle School asked students to think of microaggressions they had heard or experienced as well, and then invited students to think of assertive ways to address the microaggression:

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At Zilker Elementary, students participated in a March Forth for Peace on…you guessed it! March 4th! The parade was a culminating event organized by the Zilker counselor, Ms. Vreeland, celebrating lessons that the students had learned about friendship, empathy, and being an ally.  The whole Zilker community sang a special peace song led by music teacher Ms. Garcia, and students decorated t-shirts and posters to show their spirit of peace!  Every single teacher, student, and hundreds of parents Marched Forth for peace that lovely spring day.

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McCallum High School had a week-long “No Hate” campaign involving a t-shirt logo contest, a “just be you” photo booth, No H8 face painting at lunch, and the reading of a student-generated play about issues faced by LBGTQ+ students for the whole faculty (in partnership with Creative Action‘s Outside the Lines project). In one way or another, every student and faculty member participated in building and celebrating McCallum’s welcoming culture!

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Travis High School students planted a peace garden in a courtyard, and had everyone on campus sign the ADL Resolution of Respect.  They created a visual symbol of the Resolution using hundreds of handprints and posted it on a long window in the cafeteria, showing off the solidarity of their learning community with panoramic stained glass effects!

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They also hosted a Peace Through Pie event (and pie eating contest!), and this year it was attended by the founder of the Peace Through Pie movement!  Like Lamar Middle School’s similar Peace Through Pie evening, it commemorates Dr. Martin Luther King Jr.’s birthday and seeks to build peaceful community ties through sharing pies of all kinds.

AISD Short Peace Thru Pie 2015 from Austin ISD TV on Vimeo.

Finally, Bowie High School planned and carried out their own No Place for Hate parade, and a student documented the campus-wide event in this inspiring video…

Jillian Bontke, the Anti-Defamation League’s Austin Education Project Director, shared feedback from educators around the district about the impact Social and Emotional Learning and No Place for Hate has had on their campuses:

No Place for Hate, in combination with SEL lessons, positively impacts our campus by raising awareness of biased behavior, increasing ally behavior, and decreasing name calling.

–O.Henry Middle School Teacher

Our campus has worked hard to create a positive climate through social emotional learning and explicit teaching about self regulation and the brain.  However, No Place for Hate has brought our climate to a new level of acceptance in and around our community.  Our focus this year has been on empathy.  I knew our school had very strong skills in providing empathy to our peers and teachers; however, I had not anticipated such growth in empathy for our community, including dispelling stereotypes in our community and developing empathy for those in our community experiencing homelessness.

–Cunningham Elementary School Teacher

Students have been exposed to SEL for several years now and the additional activities they are involved in for No Place for Hate enhance so much of the learning that goes on through SEL. It actually gives them more hands on opportunities to practice skills.

–Mollie Dawson Elementary School Counselor

No Place for Hate reminds student of what they are learning during their SEL lessons and counselor lessons. The activities reinforce kindness and inclusiveness and have the ability to impact the entire school – reinforcing the same message across grade levels.

–Zilker Elementary School Counselor

No Place for Hate is a good supplement to SEL and both are really supported by our administration this year.  Kids are reminding each other to be kind, be positive, breathe deeply, support each other.

–Pillow Elementary Counselor

I feel that NPFH has really benefited Dobie, and I truly even feel that it has improved our students writing skills! The thought provoking topics the students talk about and  the Social Emotional Aspect and writing about their feelings, really helps them to express themselves through words.

–J. Frank Dobie Early College Preparatory Academy Counselor

No Place for Hate, in combination with SEL lessons, positively impacts our campus by raising awareness of biased behavior, increasing ally behavior, and decreasing name calling.

–O.Henry Middle School Counselor

[We have seen a] decrease in name calling and teasing report, [and an] increase in kind acts and helpfulness, we were designated as a SEL Model Campus due to the positive social and emotional skills our students consistently show.

–Robert E.Lee Elementary Counselor

Students and teachers have reported feeling more like a family. Our staff and student body is closer than even and there is a feeling of pride and excitement as you walk the halls in our school. Some of our 5th graders have reported having new friends and talking to more peers in their classroom – not just those peers who were previously in their “cliques.” Every 3rd Friday of the month, we now recognize two students from each grade for demonstrating their SEL skills because we have noticed that students are showing respect, kindness, and responsibility around the school. We connect these acts of maturity to SEL and No Place for Hate because these two programs have educated students and helped them become better members of our school community.

–Edward L. Blackshear Elementary School Counselor

 

We are sure #AISDProud of our district’s national No Place for Hate status.  Teachers, administrators, parents, community members, and students are working hard to create welcoming, inclusive learning environments every day. Onward to an increasingly peaceful future!

Real Teachers Talk Part II: Spring Semester SEL

Austin ISD is chock-full of passionate, compassionate, talented educators bringing Social and Emotional Learning to their students in every part of our fair city, every single day. Last time on the blog, two amazing teachers from Bedichek shared their insight on the importance of intentional self-care during the stresses of the spring semester.  Today, seven more outstanding teachers lend their thoughts and practices from around the district.  They are all at different schools in different capacities, and they have this in common: they know their students, and they know SEL!

Mr. Howard, 6th-8th Grade Math Teacher, Learning Support Services

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Mr. Howard works one-on-one with students experiencing long-term in-school suspension, teaching math and being a strong, positive, compassionate adult connection. He works hard to engage with each student authentically, so that their relationship facilitates lasting learning. He says that he does his best to stay relaxed and focused on one task at a time, so that he doesn’t get overwhelmed.  “I try to know about and anticipate obstacles and challenges, so that I can make a response plan,” he says.  “You can’t always predict what’s going to happen, but thinking through some possible responses to challenges that may arise helps me avoid feeling worried and reactive. This allows me to stay calmly focused on my students.”

Ms. Williams, 3rd Grade ESL Teacher, Linder Elementary

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Ms. Williams is a big fan of the Peace Area, a special place in classrooms where students can choose to go to manage strong emotions, resolve interpersonal conflicts, or just take a self-care break.  Many teachers like Ms. Williams have experienced professional development dedicated to the creation and effective use of Peace Areas in the classroom environment, and she even has one she can take with her wherever her students might end up!  “The Peace Area is a great tool to use in de-escalating and problem solving. I grab it and take it with me as I’m walking out the door with the kids. Since it’s portable I can bring it to recess or other places. It’s just a wonderful tool for me to use when modeling [social and emotional skills] for the kids.”

Peace Areas often contain soft stuffed animal friends, squeezy stress-balls, “calm down” bottles full of slow-settling glitter to watch, pictures of faces for emotion identification, paper and art supplies for self-reflective writing or drawing, and many other creative ideas for peace-making.  Many include a “peace path” and conflict resolution script for students to practice interpersonal assertive communication.  

Mr. Light, 9th-12th Grade English Language Arts Teacher, Alternative Learning Center

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Mr. Light covers his desk and classroom in quotes from famous folks addressing kindness, self-efficacy, and inspiration for learning. One in particular, from Oscar Wilde, serves as an important daily reminder: “Life is far too important to be taken seriously.” He builds and draws on his sense of gratitude as a self-care practice. “When the everyday drudgery settles in, when students become ‘snarky’ and push the buttons they know so well, when the work seems to keep piling up and you might wonder, What am I doing here? . . . These are the times to remember to set your mind on the bigger pictures (your dreams, your passions) and not merely what is in front of you. It helps you remember to enjoy life and to be thankful. It helps you remember to enjoy your students and to be thankful for them. It helps you. It helps them.”

Ms.Gandomi, 2nd Grade Teacher, Blackshear Elementary Fine Arts Academy

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Ms. Gandomi has found ways to weave her Social and Emotional Learning knowledge straight into challenging learning experiences for her scholars. “Subtraction with regrouping was really frustrating my students. I needed to find a way to teach my students to be kind and patient with themselves,” she says. “I created a lesson to teach them a more positive approach toward learning. First, we had a class discussion about neuroplasticity and my students learned how neurological pathways develop in the brain as we learn something new. This was a game changer! My students got excited when a lesson or strategy was difficult because they knew their brains were growing. I have overheard my students say, ‘This is hard! It’s okay because I’m creating a new neuropathways in my brain!'”

Neuroplasticity is the process by which the brain physically grows and changes in response to learning new information and trying new things.  Many teachers in AISD have participated in professional development around neuroplasticity and growth mindset, helping their students foster intellectual resilience and positive self-talk to help work through challenging learning experiences.

Mr. Sikes, 8th Grade Math Teacher, Fulmore Middle School

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Mr. Sikes makes sure his students feel safe and welcome in his classroom by teaching about stress management, and also by helping each student feel heard and seen. “I like to show my kids what types of stress triggers I have during second semester and how I know to read my bodies warning signs. We can’t avoid stress, but how can we cope with it when it arises?”  Mr. Sikes teaches from all parts of his classroom, checking in and reinforcing connections with each young person as he moves between the groups of seated students. “There is a lot of [student change and movement] as well at the beginning of a semester, so we take time every week to reintroduce ourselves and share things about ourselves that makes us unique, so that all students feel heard and valued no matter how ‘new’ they are to the school, or city, or state.”

Mrs. Roberts, 4th Grade Science Teacher, Widen Elementary

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Shown here among emotion identification words and steps for calming down in her classroom, Mrs. Roberts takes time each day to take care of Social and Emotional Learning business before getting down to the business of learning science. “SEL allows me to internalize and model emotional management skills throughout the school day, and transfer those to the kids,” she says. Like many teachers throughout AISD, Mrs. Roberts is skilled at using SEL concepts and practices to maximize learning time. “I love the rituals of Morning Meeting and breakfast in the classroom and the sense of community it instills. Words can’t describe how beautiful it is and the impact it has on our community.”

Mrs. Lozano-Studstrup, 6th Grade English Language Arts, Mendez Middle School

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Mrs. Lozano-Studstrup works hard every day to create a warm, engaging, culturally-relevant, connected learning environment.  Student work and drawings adorn the walls, and each class’ social contract is prominently displayed. A large portion of her classroom is dedicated to a cozy space with a bookshelf full of diverse books, a colorful floor lamp, and a comfortable area rug primed for the unhurried enjoyment of reading for fun. “I love my students, and I try to connect with each one of them every day they are with me,” she says. “I try to make sure each of them feels seen and heard and valued. When students feel safe and connected, that’s when authentic learning takes place.”

These amazing educators represent how Social and Emotional Learning is infusing lessons, classrooms, practices and schools across our district. To all seven talented teachers who shared their faces, expertise and insight for this post, thank you! With your dedication, compassion, and unique style, you are demonstrating the very best of SEL and Austin ISD!

Peace Through Pie Through Pictures

On Monday, January 25th 2016, Lamar Fine Arts Academy hosted their annual Peace Through Pie event as part of their school-wide No Place for Hate yearly campaign. AVID students and student council representatives helped to put the program together.  They were guided by ELA teacher/NP4H Coordinator Dorothy Winburne, and Social and Emotional Learning facilitator/AVID teacher Constance Ledesma.   Kerren Campa, active parent and member of Lamar’s SEL Steering Committee, took on a leading role as well, getting pizza and pies donated from local businesses and taking care of logistics like cups, plates, water, and pie slicers.  She also managed the mild chaos of middle schoolers serving pie to other middle schoolers with effortless grace.  Check out all the awesome that happened on that peaceful evening!

Beautiful pies created and donated by Lamar parents and community partners–before the peaceful devouring

The devouring begins…peace can come through sharing all kinds of pies, including pizza pie!

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Mr. Andrew Bennett, Assistant Principal and SEL Administrator Extraordinaire, enjoys a peaceful pie piece.

The program for the event

Beautiful mandalas created by 6th grade Lamar art students…

20160125_172853…Encouraging event participants to create their own mandalas for peace.

Student leaders got into peace promotion by wearing, singing, and reading for the theme…

…And performance groups lent their multitude of talents to the evening.

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Parents, teachers and students added the names of famous peace promoters to this banner…

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And Ms. Dorothy Winburne had the last word, sharing Lamar’s dedication to increasing the peace on the planet.

Thanks for another successful, delicious Peace Through Pie, Lamar Fine Arts Academy! We sure are #AISDProud of y’all!

Keeth Matheny and His Austin High School MAPS Students Were Stars at a National Conference!

Wouldn’t it be cool if a group of Austin ISD students got to share their Social and Emotional Learning experience with educators from all over the country–even the world?  Say, at a national conference dedicated to defining and refining the kinds of educational practices that keep kids in school and prepare them for career and life success?  Picture it: high-level professionals dedicated to figuring out what works best for young people in schools, listening to actual young people talk about what works best for them and their school.  And the whole topic is Social and Emotional Learning.  Sounds good right?

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Well guess what…IT ACTUALLY HAPPENED.  On Tuesday, October 27th, Mr. Keeth Matheny of Austin High School took a group of 23 AHS students to facilitate a session with 180 educators at the National Dropout Prevention Network‘s annual conference. Mr. Matheny has been an active participant and frequent presenter at many NDPN conferences in years past; however, the national events have been held in places like Kentucky, Minnesota and Florida.  When the 2015 conference was slated to be held in San Antonio, Mr. Matheny recognized a unique opportunity–it was time to get student voice in on the national education conversation!

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Current and former MAPS students interact with educators during the session, called “School Transformation Through a Social and Emotional Learning-Based Seminar Course.”

The National Dropout Prevention Network paid for the transportation and registration of the 23 current and former MAPS students for that Tuesday.  They attended plenary and break-out choice sessions alongside teachers and administrators, social workers and superintendents.  Then, from 1:30-3:00, those students sat at the round tables among 180 adult participants from all over the country and world, and facilitated activities and discussions while Mr. Matheny led the presentation.  The session was designed to provide educators with concrete student engagement strategies and authentic class experiences from the freshman seminar MAPS (Methods for Academic and Personal Success) course. This course has enjoyed such success at Austin High, other high schools in Austin, and even several in other parts of the country.

Mr. Matheny has been instrumental in designing and implementing MAPS, which uses a research-based Social and Emotional Learning curriculum to prepare freshmen for the personal and organizational challenges associated with high school and beyond. The AHS students represented cutting-edge Austin ISD Social and Emotional Learning tactics by facilitating activities from the MAPS class itself with the session participants. They also shared ways they have personally benefited from the course.  This kind of student voice and involvement embedded in the session gave attendees an unprecedented and informative experience at the NDPN conference.

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Many of the students who participated in and facilitated activities at the conference had been out of MAPS for years, but still could teach the lessons and speak to the impact that the course has had on their lives.

It takes a special kind of educator to recognize how valuable student voice would be in this national venue, and Keeth Matheny is a special kind of educator.  In fact, as if getting students to the National Dropout Prevention Network conference wasn’t awesome enough, there is another reason why the 2015 conference was particularly exciting–Mr. Matheny received the highly prestigious National Dropout Prevention Network’s Crystal Star Award of Excellence.  According to their website,

“The purpose of the National Dropout Prevention Network (NDPN) Crystal Star Awards of Excellence in Dropout Recovery, Intervention, and Prevention is to identify and bring national recognition to outstanding individuals who have made significant contributions to the advancement of the mission of the NDPN.”

The fact that Mr. Matheny received this award that morning in the presence of his family, colleagues, administrators and students represents the best of Austin Independent School District.

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(l-r) Amy Taylor, AHS Principal; Keeth Matheny; Julea Douglass, School Connect representative; Aaron Vohl, AHS Asst. Principal. Diana Trimino, the AHS graduation coach, also attended the conference and awards ceremony.

Student voice at a national education conference? Prestigious awards of excellence?  Just another Tuesday in October for AISD.  We sure are #AISDProud of Mr. Matheny and his #SELSmart MAPS students!

SPOTLIGHT: Mr. James Butler and Gullett Pre-K Namaste

Screen Shot 2015-10-19 at 12.04.53 PMEarly on a weekday morning, we step into a group meditation session.  The space is silent except for the soft whisper of breath flowing in and out of 16 four-year-olds seated on the floor all around, each deep within his or her own experience. After allowing enough time for this morning quietude to fully engulf the collective consciousness, the instructor gently invites the group of children to transition from stillness into a series of yoga poses–connecting the internal to the external, raising the energy of the space, preparing minds and bodies for today’s learning.

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Where were we just then? In a remote monastery, high in the Himalayas?  Wait a second…this is the Austin ISD Social and Emotional Learning blog!  We were in Mr. James Butler’s Pre-Kindergarten classroom at Gullett Elementary, right here in the ATX!

This story does wind up here in Austin ISD classrooms, it’s true–Mr. Butler came to Gullett Elementary after teaching Kindergarten at T.A. Brown Elementary, where he started integrating mindful breathing and movement into his daily teaching practice.  However, the roots of his mindfulness pilot curriculum were planted during his year teaching English and Math to high school students in Namibia.  In that tumultuous environment, he found that trying out breathing and stretching activities with his students brought a deeply-needed sense of calm and safety to his classroom. As a result, more teaching and learning occurred. At that point, there wasn’t a curriculum or particular plan–it was just a way for him and his students to connect within themselves, with each other, and with learning.

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He brought that teaching experience back with him stateside when his time in Namibia was up–and found that re-entering loud, high-tech, consumerist American society from a Namibian hut with no electricity was a jarring and difficult transition. By deepening his own mindfulness practice, he was able to regain vision and purpose, leading him to start teaching again here in Austin. With his experience in Namiba and strong personal commitment to mindfulness, Mr. Butler started to turn it into a lesson plan, building it in right around academics.  His subsequent success garnered the attention of his fellow teachers, his administrators, and ultimately the AISD superintendent.  In 2014, he was named AISD Teacher of the Year.

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James Butler now helms a pilot program of Pre-K mindfulness, with 45 participating classrooms in 15 elementary schools. He creates and distributes a curriculum each week, providing age-appropriate activities and lessons to raise self-awareness, build mindfulness, and increase confidence.  The curriculum’s activities come from various resources, with modifications to create relevance for all students from Pre-K through 3rd grade. He presents to schools and trains teachers in the curriculum, encouraging each teacher participant to build their own mindfulness along with their classes, and adapt curricular experiences to their own personality, class needs, and school structures.  Mr. Butler’s mindfulness curriculum includes breathing and stretching activities designed for multiple times during the day, and recommends 1-3 minutes of mindful breathing and 1-3 minutes of mindful stretching at the very beginning of the class.  All the activities in the curriculum are 1-3 minutes long, and can be used together or one at a time, depending on time considerations and class structures.

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Mr. Butler and the teachers who are testing out the mindfulness curriculum report significant positive outcomes, even if mindfulness activities comprise just 2-5 minutes out of the school day. Because students learn how to check in with themselves and observe how their bodies and minds feel, they are better able to manage strong emotions and address academic challenges.  Instead of tattling, Butler’s students give him “Teamwork Reports” of problems solved and lessons learned during group work and social situations.  It’s not unusual to see a pre-kindergartener using belly breathing techniques to calm herself down on the playground.  And teachers using the program have told stories of students using mindfulness practices at home, when stressful situations with parents or siblings arise.  Indeed, these students often become the teachers for their families, modelling and describing mindfulness activities that benefit everyone!

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James Butler is grateful for the opportunity to work on mindfulness with the youngest students in our district, because the benefits, even from mere minutes a day, can teach valuable life-long skills. He says that beginning his own mindfulness practice as an adult has helped him work though years of issues that beset him as a young person.  He truly believes that learning these skills earlier can profoundly increase quality of life and reduce the negative effects of trauma and adversity. They also improve focus and resilience for academic learning, and create a classroom culture of safety and connectedness.  Mindfulness for the win!

Speaking of the win: it should be noted that Mr. Butler’s class voted to collectively self-identify as the Bubbles, which narrowly edged out the Squishy Crystals in the process of class-name choosing.  Congratulations, Butler’s Bubbles–y’all are leading the district on the quest for mindful classrooms!  Namaste!

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Photo Credit: Stephanie Friedman

SEL Word of the Year: INTEGRATION

4legstoolSocial and Emotional Learning has gone district-wide: Explicit SEL instruction is happening, positive school cultures and climates are growing, communities and families are involved and engaged…and INTEGRATION, the fourth leg of our SEL Stool, is the word of the year!  Integrating social and emotional skills and concepts throughout the school day is a crucial way to deepen SEL implementation on our campuses–indeed, it’s how SEL shifts from “what we DO” to “who we ARE.”

Data from our district and around the country suggest that students who practice their SEL skills in as many school contexts as possible show higher academic success and self-report more personal benefits. In core classes, extra-curricular activities, and out-of-school time, Social and Emotional Learning integration happens in diverse ways.  Broadly, it can be divided into two categories: behavioral, in which students intentionally practice learned SEL skills in various classroom/common area situations, and academic, in which students create an artifact of learning which intentionally addresses SEL concepts.

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Let’s check out some beautiful examples of SEL integration ALREADY HAPPENING around our district!

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Behavioral integration: Kindergarteners at Pillow Elementary use their “attentoscopes” to practice active listening while reading a book together.

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Academic integration: Students at Guerrero Thompson practice identifying emotions during a health lesson.

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Behavioral integration: A kindergartener at Cowan elementary reminds her classmates (and Snail!) about skills for learning during instructional time.

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Academic integration: Second graders at Pillow Elementary practice writing skills while reflecting on respect after reading a story.  Check out the explicitly-stated SEL and TEKS standards!

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Academic integration: Students at Blanton Elementary practice writing and emotion identification after reading a story.

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Academic integration: Fourth graders at Padron Elementary practice self-awareness and math skills.

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Behavioral integration: 5th Graders at Cunningham Elementary participate in a Morning Meeting circle to connect with each other at the beginning of the school day.

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Behavioral integration: A teacher at Fulmore Middle School regularly engages her class in “brain breaks,” movement activities that build class community while keeping the learning mind activated!

gusgarciaBehavioral integration: Students at Gus Garcia Young Men’s Leadership Academy participate in a school-wide assembly reinforcing the Social and Emotional Learning skills they have absorbed during explicit instruction.

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Academic integration: Students at Reagan High School practice journalism and self-awareness skills in an English class.

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Behavioral integration: Algebra students at McCallum High School practice self-management skills and cheer each other on during an online math quiz.

In all corners of AISD, and at all levels, our amazing schools are ramping up the academic and behavioral integration of Social and Emotional Learning.  We will continue to celebrate examples of SEL integration throughout School Year 15-16! See some awesome SEL integration on your campus? Tweet about it and use the hashtag #SELintegration…you and your school just might become SEL blog-famous!  Remember: The SEL word of the year is INTEGRATION!

SEL Summer Work In Pictures

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SEL curriculum writers linking it up at Curriculum Writers Cadre 2015

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Brain breaks on the brain at CWC 2015

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Considering classroom community culture at CWC 2015

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Our delightful doorsign at McCallum for CWC 2015

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

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Dr. Teri Wood at WCEC Summer Institute 2015

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Feeling Speedometer from WCEC Summer Institute 2015

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

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Learning is…

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Dr. Raphael Travis at WCEC Institute 2015

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

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

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Practicing self reflection

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Double-Double-This-This brain break

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

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Lanier Vertical Team SEL training at Padron Elementary!

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Implementation next steps

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Illustrating hope

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Collaboration and contemplation at Lanier VT SEL traning 2015!

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such brainstorming!

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

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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.

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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!

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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.

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Dr. Darla Castelli

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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!

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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.

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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

Yesenia Herrington facilitating the building of a Friendship Machine

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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

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!

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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 cwcseland 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.

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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.

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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!

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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!

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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.

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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!

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