TRANSCRIPT
Equity and SEL - What Educators Need to Know and Do
CASEL
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Transcript
Race Mentioned 9 times - The focus was on 8 Urban Schools, Focusing on Black and Brown and Brown Boys. White mentioned twice.
00:03
hello everyone thank you for joining us
00:05
today for a very important discussion
00:07
about educational equity and the role of
00:09
social and emotional learning and
00:11
ensuring every student has access to the
00:13
resources he or she needs to be
00:15
successful but we'll be begin the
00:17
webinar I'll review just a few quick
00:19
housekeeping items we will be accepting
00:21
questions throughout the program and
00:23
will hold a Q&A session at the end you
00:25
can send your questions in for our
00:27
expert panel as they come up for you
00:28
during the presentation you'll use your
00:31
control panel to send a question look
00:33
for that questions box on the control
00:35
panel type your question into it push
00:37
send and I'll put it into the queue to
00:39
be answered during the Q&A you have any
00:41
technical difficulties which we hope you
00:43
do not but if you do have those
00:45
throughout the webinar please use that
00:47
same questions feature to get my
00:48
attention and I'll do my best to resolve
00:50
the problem for you we will be sharing a
00:53
recording of the webinar as well as the
00:54
presentation slides with you so keep an
00:56
eye on your email inbox tomorrow for
00:58
details on how to access those materials
01:00
now let's get started I'm pleased to
01:03
welcome our speakers starting with dr.
01:05
Robert Jagger's who is on the faculty at
01:07
the University of Michigan School of
01:09
Education and a senior research fellow
01:11
with Castle dr. Jagger's is joined today
01:14
by dr. Pamela Randall Garner who is a
01:16
senior staff advisor for castles
01:18
collaborating districts initiative and
01:20
also works closely with castles equity
01:22
work group and we're also joined today
01:25
by Karen Van Arsdale who is the director
01:27
of practice for castle we're really
01:30
looking forward to hearing what these
01:31
three have to share with us they have a
01:33
lot of information to cover so I'm gonna
01:34
go ahead and hand the program over to
01:36
them now thank you so much this is Karen
01:40
Venice so thank you to everyone who is
01:41
joining us today for this very important
01:44
conversation or thrilled that you are
01:45
spending your hour with us so thank you
01:48
just to give you a little background on
01:50
castle we are the collaborative for
01:52
academic social and emotional learning
01:54
and our mission is really to ensure that
01:56
evidence-based social and emotional
01:58
learning is a key part of every
02:00
student's experience pre-k through high
02:03
school and we do that really in three
02:05
ways so we are working to advance the
02:08
science of SEL so making high-quality
02:10
research and evaluation available to
02:12
everyone
02:13
advancing the practice which you'll hear
02:16
more about today
02:17
well so that evidence-base SEL is coming
02:19
to life in schools and classrooms and
02:21
then advancing policies so that we can
02:25
really create the situations that allow
02:26
SEL to flourish in our districts and
02:28
schools so what is social emotional
02:33
learning and what we'll be talking about
02:34
today and we are really talking about a
02:37
process and this is a process for
02:39
children and adults that allows them to
02:41
acquire and apply the knowledge
02:43
attitudes and skills to understand and
02:45
manage emotions set and achieve positive
02:48
goals feel and show empathy for others
02:50
establish and maintain positive
02:52
relationships and make responsible
02:54
decisions and we will really be thinking
02:56
about all of that in through the lens of
02:59
equity today and castle is very much
03:03
focused on what does it mean to do this
03:05
work systemically so it's not just about
03:07
building these competencies but how do
03:09
we do that in a systemic manner and we
03:11
have been partnered with a number of
03:13
school districts beginning in 2011 with
03:15
8 large urban school districts we were
03:18
wanting to answer these key questions so
03:21
what does it really mean to do systemic
03:23
SEL is that possible to do in large
03:25
urban districts and what are the
03:27
outcomes we see for students when we do
03:29
this and it's been an incredible journey
03:31
with our district partners over these
03:33
past few years and we have really seen
03:35
academic achievements graduation rates
03:38
attendance improve we've seen
03:40
exclusionary discipline be reduced and
03:42
we see our students feeling safer and
03:44
more connected as well as our teachers
03:46
becoming more effective and we want to
03:48
talk today about what the implications
03:50
are for our equity work now we are
03:53
thrilled to have over 20 district
03:55
partners engaging in this work and the
03:58
question they really raise to us is how
03:59
do we make the integration of our equity
04:02
and SEL work more explicit and more
04:04
seamless and I'm going to turn it over
04:06
to Pamela to tell you a little bit about
04:07
how we're exploring that with them good
04:12
morning or afternoon everyone
04:13
so castle actually started having
04:16
conversations internally I want to say
04:18
about three years ago but we officially
04:20
launched the equity work group in
04:22
September of 2016 and that was basically
04:26
in response to the overwhelming feedback
04:28
that we received
04:30
after our cross district meeting in
04:31
Washoe County Nevada in February of 2016
04:35
we had a a case study on the Ferguson
04:37
Missouri situation that happened and we
04:42
got so much incredible feedback and just
04:45
interest in discussing the alignment
04:48
between equity and SEL that we felt
04:51
compelled to continue the conversation
04:53
so in September of 2016
04:56
we intentionally had our SEL and equity
05:00
leads to come together and we started
05:02
what has now become the cross district
05:04
biannual conference bringing
05:07
practitioners together to talk about
05:09
what was happening in the field around
05:11
SEL and equity we've also had several
05:14
books studies through webinars and
05:16
discussing problems of practice in those
05:19
webinars and we've invited researchers
05:22
like Rob Jagger's and Deborah Rivas
05:24
Traken and Gregory and several other
05:27
researchers to be part of our panel so
05:29
that has been come become part of our
05:31
cross cross district my annual
05:35
conference and I'm pleased to say that
05:36
we just completed the last one in
05:38
Seattle where we focused on English
05:40
language learners some of the the issues
05:44
that our districts were dealing with was
05:46
just looking at the discipline
05:48
disparities that have been happening
05:49
when we are pushing black and brown boys
05:51
out specifically and just trying to
05:54
figure out what is happening in our
05:55
districts when we're seeing these
05:56
disparities also looking at the the
05:59
information from our district surveys
06:02
where students reported feeling unsafe
06:04
and disconnected we had of course
06:06
teachers talking about the academic of
06:08
behavior issues that they were seeing
06:10
with their students and also recognizing
06:13
that districts were saying that we are
06:15
hiring our hiring and onboarding
06:17
practices do not reflect the demographic
06:20
of the students that were before so
06:22
these were some of the issues that
06:24
districts were saying we need to be more
06:26
focused on in terms of the equity work
06:28
and the the related SEL work as a result
06:31
of these challenges we're happy to say
06:35
in the year almost two years now that
06:37
we've been doing this work we've been
06:39
seeing quite a bit of movement we are
06:40
seeing districts that have
06:42
creative policies that will reduce the
06:45
suspension rates of students being more
06:48
intentional about the restorative
06:49
practices professional learning that's
06:51
happening for not only teachers but
06:53
staff members principals district
06:56
leadership and also being very
06:58
intentional about the culturally
07:00
responsive professional learning and
07:01
that's offered both you know vertically
07:04
as well as horizontally across the
07:06
district being very intentional about
07:07
providing that kind of pl
07:09
and we're we are seeing changes in the
07:12
onboarding and hiring practices in
07:14
several districts I think specifically
07:16
about Washoe who has a district policy
07:19
around every new employee will have a
07:22
very intense onboarding process where
07:25
we're focused on equity they're focused
07:28
on equity and specifically the the
07:30
equity and SEL practices that happen in
07:32
that district we are seeing a breaking
07:35
down of the silos that are happening in
07:38
some districts where you have an SEL
07:39
department and equity department and
07:41
previously they may not even talk to
07:43
each other so now we're seeing where
07:45
they're being more collaborative and
07:46
actually doing a lot of collaborative
07:49
professional learning and we also have
07:52
like in Chicago where they are going out
07:53
into the community and talking
07:55
specifically about the equity issues
07:57
that are they are addressing in that
08:00
particular district so it's it's
08:02
encouraging and internally we felt that
08:06
it was important for us to begin
08:07
examining what how we define our five
08:10
core SEL competencies which you see
08:12
right C in the center of the circle and
08:14
then how we support the equity
08:16
elaborations on those five competencies
08:19
at the classroom at the school and at
08:21
the community and home level and so that
08:24
we are truly creating a systemic
08:25
approach to building an equity
08:26
elaborated SEL for our districts and
08:29
schools and I will turn it over to dr.
08:31
Jagger's to share more about what those
08:33
elaborations look like good morning or
08:36
good afternoon depending located by the
08:43
way our equity work as Karen pointed out
08:50
we began thinking about
08:53
the castle framework or the castle wheel
08:56
as it's known and how to kind of flesh
08:58
out or provide what we call equity
09:01
elaborations and of course the work is
09:05
informed by the ongoing effort of the
09:09
field to become better integrated to
09:13
leverage what it is we already know and
09:15
then to surface the issues that remain
09:19
to be too exact were made to be examined
09:23
so the there is a National Commission on
09:26
social emotional and academic
09:28
development and that Commission recently
09:32
released a consensus statement I
09:34
happened to be part of the C D s or the
09:38
Council of distinguished scientists and
09:40
essentially we bullet pointed out that
09:43
social emotional and academic
09:45
development does matter the skills are
09:49
malleable candy toy schools play a
09:51
central role in such development and
09:54
it's worth it that it is a
09:55
cost-effective and life-changing set of
10:00
experiences that young people and the
10:03
broader society can benefit from
10:06
however questions remain about the
10:10
degree to which we're effectively
10:16
supporting and cultivating development
10:18
of all our young people and you know our
10:21
stance is that there are some common
10:25
outcomes that were interested in
10:27
processes and mechanisms for that
10:29
development might be a little different
10:30
so we have to each community has to ask
10:33
itself given its current situation
10:38
what other things that how do we align
10:41
ourselves to maximally support the
10:44
optimal development of our young so when
10:49
we begin to think about SEL and equity
10:52
and the diversity that exists within the
10:55
country there are some obvious issues we
10:58
have large scale demographic shifts that
11:01
suggest that the country in the very
11:04
near future will become at what is
11:06
called
11:06
the minority majority country youth from
11:11
various backgrounds race ethnicity class
11:17
gender backgrounds are still underserved
11:20
and face elevated risk for
11:22
underachievement
11:24
there is still some debate about why
11:28
that is and what it is we do in order to
11:31
correct that when you look at many of
11:35
the schools that serve the most
11:36
underserved students the tendency is to
11:38
use SEL to address student behavior
11:43
rather than the maximum cultivation of
11:45
student talents and interest and so we
11:49
need to know more about how to close
11:51
what what one might refer to as
11:54
opportunity gaps and the variation that
11:57
exists both within homogeneous and
12:01
heterogeneous contexts so that we can
12:05
serve all students to realize their
12:09
fullest potential
12:11
so we began thinking about this notion
12:14
of educational equity and how best to
12:16
define it we have pulled from the
12:20
existing literature a number of
12:23
important points and we certainly are
12:27
interested in all students regardless of
12:30
race ethnicity religious background
12:33
gender ability status and life realizing
12:37
their fullest potential so those social
12:41
categories should not determine
12:42
student's academic or social and
12:46
emotional outcomes but that means then
12:48
we have to remove barriers and to such
12:51
development to such optimal development
12:54
and then put in place the programs
12:56
policies and practices that support
12:58
their the maximum development so we're
13:02
looking for rich fertile equitable
13:05
learning environments that cultivate
13:07
academic social and emotional
13:10
competencies and young people now in
13:13
order to do that there are certain
13:15
things that we have to recognize we have
13:17
to recognize that there is a history
13:19
of privilege and power that impacts
13:25
negatively on the life chances and life
13:27
outcomes for a substantial portion of
13:30
the student population and we need a
13:33
developmental imperative to begin to
13:36
drive us so we have thought about the
13:38
notion of justice oriented global
13:41
citizens as being a way of thinking
13:43
about what it is we aspire to to
13:46
cultivate or move our young people
13:49
towards schools are many politics
13:52
meaning that they are representations or
13:55
expressions of the broader society and
13:59
indeed the globe and so it provides us
14:01
an opportunity to work with young people
14:04
in order to realize their fullest
14:06
potential and become the next generation
14:08
of leaders and inform citizens and we
14:13
think SEL is a lever through which we
14:16
can help develop the students that we
14:21
envision and of course academic
14:23
excellence is pivotal to any of the work
14:25
that we're described so what I'll share
14:29
now are some of some of the products or
14:34
the results of our work to try to do a
14:37
little equity elaboration it is the case
14:42
that we're trying to be responsive to
14:44
some of the questions that many very
14:46
fine questions that we received so we
14:48
envision this as a multi segment webinar
14:52
series beginning in many respects with
14:57
the end in mind that is focusing on the
14:59
young people and the five core
15:00
competencies and as I suggested earlier
15:03
you know the analysis or the way that
15:06
this has been approached it's really
15:09
understanding the that there is a
15:13
culture that drives a lot of what it is
15:16
we have produced the institutions
15:19
interpersonal relations etc and within
15:22
that culture there are dictates around
15:24
in-group and out-group that then inform
15:27
how young people are situated and what
15:29
it is we need to do in order to help
15:31
them be better situated
15:33
and we've used the term transfer
15:35
transformative social-emotional learning
15:37
to really capture what it is we're
15:40
pursuing so the there are five core
15:46
Castle competencies and we're going to
15:50
walk through them very quickly what we
15:55
have attempted to do is simply highlight
15:57
or elaborate those aspects of these core
16:01
competencies that are most germane to
16:03
our equity world they are inherent in
16:07
the original articulation again we're
16:11
just simply trying to flag highlight and
16:14
pay attention and make more salient
16:16
those elements that are important to the
16:19
kind of SEL that we envision and so on
16:22
the left-hand side you'll see what has
16:25
been laid out as the components of
16:29
self-awareness and on the right hand
16:31
side you see our equity elaborations and
16:34
again a lot of this work is rooted in
16:38
the notion of culture race ethnicity
16:41
gender and the like because those are
16:45
key aspects of students development that
16:49
need to be accentuated as we move
16:51
forward and so here under self-awareness
16:54
which is likely the most pivotal of the
16:58
competencies if you forms each of the
17:00
others that will follow you'll see that
17:04
we're focusing on young people being
17:07
supported in examining the importance of
17:10
various social identities realizing that
17:12
we are intersectional beings age gender
17:16
race region of origin all are part of
17:22
who we are and that those are things
17:24
that young people need to examine and in
17:27
the context of doing that they need to
17:28
recognize biases that may may obtain as
17:32
a function of how those understandings
17:35
are constructed socially and then then
17:38
come up with constructive ways of
17:40
integrating the meaning of their social
17:42
activity
17:43
and of course this is all grounded in
17:45
their own cultural heritage and these
17:49
issues tend to be under ignored in the
17:53
for children of color and children from
17:55
under-resourced backgrounds but need to
17:58
be accentuated in order for them to
18:00
develop optimally of course because
18:04
there is a dominant culture and there is
18:09
an a similar to assimilation as
18:11
depressed in the society meaning that
18:15
schools and other institutions have
18:17
norms and rules etc that are inherent in
18:21
their functioning inherently and how
18:23
most people understand themselves in
18:26
those institutions young people young
18:29
people of color and young people from
18:32
outside the dominant cultural culture
18:37
can experience stress when they try to
18:40
move into those cultural environments
18:42
and they can also experience this
18:44
discrimination so unfortunately part of
18:46
what young people need to do is to learn
18:49
how to cope with those with those
18:52
unfortunate circumstances until we can
18:57
set up environments that no longer have
19:00
such features social awareness again
19:05
young people on the on the left-hand
19:07
side certainly perspective taking in
19:09
empathy respect for diversity or all key
19:13
features that young people need on the
19:16
right hand side you see the elaborations
19:18
which include understanding young people
19:22
being helped to understand how diversity
19:24
of may or may not obtain in a given
19:27
circumstance it is not always initiative
19:30
for example it is not always this your
19:31
race it could be an instructor it could
19:34
be a bad day for the people interacting
19:38
and so being able to discern the
19:39
difference is an important feature of
19:43
what we would want young people to be
19:44
able to do situations occur in context
19:49
and so understanding the broader context
19:51
is also important and ours
19:52
issues of diversity obtained there
19:55
recognizing cultural demands and
19:57
opportunities is an important skill that
20:00
would be part and parcel of an
20:04
elaborated social awareness and then
20:07
collective efficacy what are the things
20:09
we can do together in order to create
20:12
better circumstances social
20:14
circumstances relationship skills on the
20:19
left hand side again building
20:22
relationships with diverse individuals
20:24
and groups and our elaboration that's
20:28
not a one-to-one but the earlier as an
20:32
example and I'll follow with this
20:34
example demonstrating cultural
20:35
competence much of what you find in the
20:39
existing literature and the need is for
20:41
he here for young people cultural
20:45
competence suggests them being
20:48
comfortable and facile with their own
20:50
culture leveraging cultural fluency
20:53
implies their capacity to move in and
20:57
out of spaces and in or that have
20:59
different cultural demands and interact
21:01
with people from varying backgrounds
21:07
responsible decision-making then builds
21:09
on these earlier competencies requires a
21:14
consideration of diversity salience and
21:16
climate again assessing the impact of
21:20
one's beliefs and biases on the
21:23
decisions that are being made
21:24
pursuing inclusive and mutually
21:26
beneficial solutions and then the
21:28
capacity to reflect on and critically
21:31
analyze how your decisions impact on
21:34
intra inter and institutional relations
21:42
schools are contexts in which these
21:46
kinds of competency competencies can be
21:50
cultivated and where there may be
21:53
necessary
21:55
again schools are many qualities the
21:59
demographic shifts imply that a largely
22:04
white female middle class
22:06
as teaching force will be interacting
22:11
with an increasingly diverse k12
22:14
population there's also you know
22:17
sociological phenomena the resegregate
22:19
schools and the like these issues
22:22
combined to make equity and inherent
22:25
consideration in the schooling process
22:29
we spoke earlier about opportunity gaps
22:32
and how they might be closed certainly
22:34
here we are talking about an optimal
22:36
form that where all students improve but
22:40
there's a gap closing given the historic
22:45
underserving of young people from
22:48
historically disenfranchised groups so
22:51
we envision a educational process where
22:54
all students achieve optimally there are
22:59
in our early look at the literature
23:01
there are a range of current programs
23:06
practices and activities that are
23:09
germane and have potential for us to
23:13
advance the kind of student development
23:15
that we envision we'll just talk very
23:18
quickly about a few and those are
23:22
highlighted here in blue so classroom
23:25
community building cultural integration
23:27
and project-based experiential and/or
23:30
participatory approaches to education
23:33
and what we've done here is essentially
23:35
begin to call the literature the
23:38
existing literature in search of
23:43
existing or potential policies practices
23:49
and activities that can advance our work
23:52
on equity and SEO so there are a few
23:56
existing SEO programs that focus on
24:01
community building and those include the
24:03
child development project responsible
24:05
class from developmental designs to name
24:07
a few those programs tend to feature
24:13
practices like morning meetings of
24:15
collaborative goal-setting reflection
24:18
and feedback wants to
24:19
products balanced discipline strategies
24:23
that ultimately results in students
24:26
owning their own discipline in the light
24:31
and those types of programs yield some
24:34
some desirable results both in the area
24:38
of social skills and academics as well
24:41
as civic engagement which we mentioned
24:45
earlier is in some ways an organizing
24:48
theme or an organizing concept for the
24:50
work at large so these types of
24:55
approaches are consistent with a
24:58
positive youth development frame and
25:00
stage environment fit meaning that young
25:04
people increasingly desire and need
25:08
attention to issues of competence
25:10
relatedness and relationships they tend
25:16
to be democratic in terms of the ways in
25:18
which they a function however there's a
25:21
limited focus within these programs
25:24
around critical issues of race class
25:28
culture and gender and so that one wants
25:32
some attention cultural integration is
25:36
done in a variety of ways there are ways
25:40
to infuse learning environments at
25:44
schools with cultural the cultural norms
25:48
of the students who populate those
25:49
spaces and it's also a participatory
25:52
also invites a more participatory
25:54
approach also invites the use of
25:58
evidence meaning the lived experiences
26:00
of young people as a lever through which
26:04
they can be engaged in academic pursues
26:09
there are a number there's a substantial
26:11
evidence on the benefits of these kinds
26:15
of programs in skill based prevention
26:18
science approaches and so you see
26:21
reductions in violence unsafe sex and
26:23
substance use among that literature
26:26
tends to focus on african-american youth
26:28
there's a thinner literature on Latino
26:31
youth but there is
26:33
certainly married to these proaches
26:36
culturally relevant education has been
26:40
introduced recently as a way of infusing
26:46
and integrating of fairly ubiquitous
26:49
literature on culturally relevant
26:51
pedagogy and culturally responsive
26:54
teaching and we list out here the four
26:57
key elements of that essentially focused
27:00
on student cultural assets and the ways
27:05
in which those can be leveraged for
27:07
academic skills curricula that that
27:12
attend to the lived experiences of young
27:14
people and how that fits within the
27:16
broader society again supporting a
27:20
student cultural competence that is
27:22
helping them become facile in their own
27:24
culture of origin and then also issues
27:27
of social justice are part and parcel of
27:31
culturally relevant education and our
27:36
initial lit review suggests that there
27:39
are a number of positive findings from
27:43
the use of culturally responsive
27:45
education and they cut across
27:47
disciplinary areas they're both motor
27:50
both in terms of student motivation and
27:53
engagement as well as outcomes like
27:56
grades test scores and the lab
27:59
mathematics science history and social
28:01
studies you also there are there's
28:03
evidence of gains in all those areas
28:06
also English language arts and again we
28:09
highlight the motivational aspects of
28:12
culturally relevant education and in
28:17
order to you know we're by way of a
28:20
quick summary culturally relevant
28:22
education requires cultural competence
28:25
both be cultivated in students but it
28:27
also requires teachers to become
28:29
culturally competent themselves
28:33
unfortunately there is limited evidence
28:35
of the impacts of culturally rather the
28:38
culturally relevant education on the
28:41
core competencies that are part and
28:43
parcel of social-emotional
28:46
and more robust studies of culturally
28:50
responsive education remain to be done
28:54
project-based experience show and
28:57
participatory approaches also have a
29:01
great deal of evidence beginning to
29:04
mount regarding their in the positive
29:07
impacts that they that that these
29:09
various approaches can yield for young
29:12
people you know the bullet point at the
29:15
bottom we are currently running an
29:18
out-of-school time diversity pipeline
29:20
program at University of Michigan that
29:22
leverages many of these approaches and
29:25
we find it to be quite effective
29:30
so project-based learning will kind of
29:34
accentuate that here or highlight that
29:36
here you see here the design principles
29:40
that can be implemented in any subject
29:43
area they are driving questions that
29:45
motivate the learning and you know we
29:47
would advocate for driving questions
29:49
that are rooted in the lived experiences
29:50
of young people as a way of engagement
29:54
and as a way of helping them to address
29:58
those challenges in meaningful and
30:02
important ways clearly you want to have
30:05
targeted learning goals it should be a
30:08
central instructional process rather
30:10
than an add-on and it also requires
30:15
substantial time and you see the next
30:18
level of bullet points really refer to
30:20
the implications for students important
30:23
here cultivate students engagement
30:25
scaffolds student learning encourages
30:29
student choice and supports
30:31
collaborative learning which i think is
30:35
exceedingly important as a 21st century
30:38
learning skill that all students
30:43
project-based learning has yielded a
30:45
number of positive outcomes and
30:51
importantly reduction in gender gap and
30:53
science achievement and a reduction in
30:56
race and SES SES gap in math
30:59
outcomes and so again you see the gap
31:02
closing potential a project-based
31:04
learning quick summary part of what
31:10
we've been articulating is really a
31:13
movement away from adult live or to
31:16
youth live SEO world so project-based
31:18
learning for example encourages young
31:21
people to onda learning which then
31:23
positions them to be lifelong learners
31:27
most forms of SEL currently are
31:31
necessary but not necessarily sufficient
31:33
to advance the kind of equitable
31:35
multicultural multilingual society and
31:38
global community that we all hope for
31:43
and inevitably will confront these
31:47
equity elaborations are really intended
31:50
to begin to do some gap closing and to
31:54
pursue those kinds of equitable outcomes
31:59
looking forward as we as the National
32:07
Commission is doing its work the Council
32:13
for distinguished scientist is beginning
32:16
to articulate the next-generation
32:17
research agenda many of the issues that
32:20
we've raised here a part and parcel of
32:22
that agenda within our own work
32:31
we've alluded to the idea that we need
32:33
more rigorous study of some of the
32:36
programs and processes that seem to have
32:40
merit or the types of outcomes that were
32:43
interested in teacher and youth worker
32:48
social emotional competence and adult
32:51
learning are important elements that I
32:55
think have been under under attended to
32:58
thus far but loom as probably the most
33:02
pivotal aspect of our work home school
33:06
and community alignment or in
33:10
Lawrence is also something we need to
33:12
pay a lot of attention to alignment
33:15
amongst those context certainly wood has
33:19
the potential for helping young people
33:21
to have continuity in their experience
33:23
and for adults to work together in
33:26
service and young people and of course
33:28
assessment some of the things that we've
33:32
talked about here do not have not been
33:36
to date effectively integrated into the
33:39
assessment strategies that are pretty
33:44
prominent in the field and so we have
33:45
work to do in that area we also need to
33:49
think about research design and how to
33:51
work more effectively with with
33:54
practitioners how the researchers can
33:56
become more effective collaborators with
33:58
practitioners there is a considerable
34:00
amount of practice wisdom as we call it
34:03
that I think is has been under realized
34:06
and so a more collaborative research
34:09
practitioner approach I think is
34:12
something that we look forward to
34:13
engaging in so thank you very much my
34:21
colleagues and I I want to think thank
34:23
my council colleagues in particular for
34:25
their support in helping me to onboard
34:29
at castle effectively and we look
34:32
forward to our collective work here in
34:35
collaboration with you and your students
34:38
thank you
34:55
thank you dr. Jagger's for wrapping
34:58
things up for us and thank you also to
35:00
dr. Pamela Randall Garner in Karen Van
35:03
Arsdale who also included their remarks
35:05
and some of that background on the work
35:07
that castle is doing particularly in
35:09
their collaborating districts initiative
35:12
so we do have time to take a few
35:14
questions on but before we get to that I
35:17
do want to echo what dr. Jagger's had
35:19
mentioned earlier which is there's
35:21
obviously a lot of work being done and a
35:23
lot of questions around this topic of
35:25
educational equity and the role of SEL
35:27
in furthering that mission and so castle
35:30
will be hosting some additional webinars
35:33
in the coming months on this topic so
35:35
keep an eye out on the castle website as
35:37
well as in your email inbox for
35:39
information about those upcoming
35:41
webinars and I do want to remind
35:45
everyone because this was one of the
35:46
primary questions that we received that
35:49
you will be getting an email tomorrow
35:50
that includes a link to the recording as
35:52
well as the presentation of slides so
35:54
you'll be able to review what you've
35:57
heard today as well as I'm feel free to
35:59
share that with any of your colleagues
36:01
that might be interested as well alright
36:04
so let's get started with some of these
36:05
questions that have come in may be best
36:11
for you and it is how is promoting
36:13
equity with SEL used within the NTS S or
36:18
PBIS frameworks well I think I think our
36:23
strategy for responding to questions
36:25
will be to tag-team them to the best of
36:29
our ability so we provide as comprehend
36:31
answer as possible but I'm happy I'm
36:34
happy to lead off and and my colleagues
36:36
will jump in as appropriate so you know
36:40
we are as you can hopefully see from
36:44
this our initial effort to engage in an
36:49
equity elaboration
36:51
we're terribly interested in kind of
36:56
articulating what what it is we're
36:59
trying to
37:01
cultivate support in young people and so
37:05
I think the various frameworks programs
37:11
practices regardless of the grain size
37:15
whether they are classroom based or
37:18
whether they're school based like PBIS
37:20
all warrant close rooted as we first
37:25
establish what is it do you know what is
37:29
it what is it people want to see what is
37:31
it we envision our young people doing
37:35
and being and so the practice is that we
37:40
try to highlight here are those that are
37:43
consistent with the idea of increased
37:46
youth voice of choice and developing the
37:48
next generation of leaders and so we
37:52
would need to I would need to sit and
37:54
really look critically at each and every
37:59
framework to determine exactly how it
38:03
benefits young people from diverse
38:06
backgrounds I think as we think about if
38:10
you think of the Tier one what is for
38:11
all students in an empty SS framework
38:14
what dr. Jagger's described we often
38:17
talk a casul about sort of a
38:18
three-legged stool so how do we create
38:20
sort of supportive environments that
38:23
allow students to be successful how do
38:26
we allow time for explicit instruction
38:29
that focuses on building the types of
38:31
competencies that we just described here
38:34
and allowing students and adults to
38:36
practice those competencies together and
38:39
then how do we integrate SEL and equity
38:42
into instruction and into learner
38:44
centered instruction so that as we were
38:46
describing students truly own their
38:48
learning in this way so I think we
38:50
talked about Tier one we're talking
38:51
about all of that and even at tier 2 or
38:54
tier 3 really these are sort of
38:56
relationship focused ways of building
38:58
the competencies of young people
39:01
I think leads us to SEL and to a equity
39:05
elaborated version of SEL okay excellent
39:12
um next question how can the SEL
39:14
framework be used to create safe spaces
39:17
for students to engage in conversations
39:19
particularly about racism that's a great
39:23
question and again will you know
39:26
tag-team I'll offer some thoughts and
39:29
I'm sure my colleagues here also have
39:32
some some thoughts as well I think that
39:34
the ways in which we've thought about
39:37
you know equitable learning environments
39:40
and constructing those or
39:41
co-constructing adults co-constructing
39:44
those environments with young people
39:46
should is done with fidelity create
39:53
those kinds of safe spaces where where
39:56
young people can have deep and
39:59
meaningful conversations about issues of
40:01
race I would add class I would add
40:04
gender I would add immigration status
40:06
and the like because these are all
40:08
issues that are germane to the world
40:11
that we currently live in and certainly
40:13
the world that they will be leading all
40:17
too soon
40:18
and so again that's part of the reason
40:21
why you know as part of the next phase
40:23
of work it's issue of what don't learn
40:25
and becomes critical
40:27
to take up because we as adults need to
40:31
be prepared both social socially
40:35
emotionally and academically to help
40:39
facilitate these conversations you know
40:43
I would just like to add I completely
40:44
agree with what Rob just said but we
40:47
know that an SEO we're always talking
40:49
about building community in our
40:52
classrooms and in our schools and across
40:53
the district and I just think that when
40:57
we think about making sure that we have
40:59
safe spaces for our students the
41:02
students the young people are going to
41:03
have these conversations they're gonna
41:05
have the courageous in our conversations
41:08
about race and ethnicity and equity and
41:11
district discrimination I mean you see
41:13
it
41:14
discussed so prevalently in social media
41:18
I just think it makes good sense for the
41:20
adults to recognize that and to make
41:23
sure that as we're building community in
41:25
our classrooms that we're intentional
41:27
about bringing up these higher
41:29
conversations so that students have a
41:32
safe space in the classroom or in the
41:34
school in the district to talk about
41:36
these issues because they're going to
41:38
talk about them and hopefully we will
41:40
provide the forum for them to have
41:42
productive and you know conversations
41:46
that are going to contribute to to the
41:48
well-being of all of us okay excellent
41:54
um so talking a little bit about
41:58
professional development on how can
42:00
after-school education and professional
42:02
development providers incorporate some
42:04
of these practices that you've talked
42:05
about and support their instructors and
42:08
teachers
42:11
I'll start it's it's interesting that
42:14
you have this question because we are a
42:15
caso so pleased to be part of the
42:18
Wallace Foundation's new initiative the
42:20
partnerships partnerships to advance
42:22
social-emotional learning initiative
42:25
Wallace is working with six districts
42:27
around the country five of which Castle
42:29
is a direct partner to and they're
42:32
having these conversations about what
42:34
happens when we provide high quality SEL
42:38
instruction along with what's happening
42:40
in our out-of-school time with our other
42:43
school time providers so what happens
42:45
when we start the day at 7:00 a.m.
42:47
talking about SEL and equity and
42:49
continue that conversation seamlessly
42:52
from the start of the day to 7:00 p.m.
42:54
at night really making it intentional
42:57
that we are having integrative
42:59
conversations with our instant you know
43:02
these school providers practitioners
43:04
along with those out-of-school-time
43:06
practitioners so what will that look
43:08
like and what will be the positive
43:10
outcomes that we anticipate when we do
43:12
this intentionally so that work is going
43:14
on it's in progress it just launched but
43:17
we anticipate a lot of good information
43:19
and research and most important
43:21
practical outcomes from
43:23
from this new initiative I think we've
43:25
already seen districts that you know
43:28
they may have a specific language or
43:30
means of teaching social emotional
43:32
learning explicitly so that language can
43:34
then carry throughout the day as Pamela
43:36
was describing we have teams of folks
43:40
that are meeting to be intentional and
43:43
provide sort of data based decision
43:45
making on how do you build this type of
43:46
supportive and equitable environment and
43:49
so those teams are integrating folks
43:51
from the in school time and
43:53
out-of-school time so that they can work
43:54
together to create sort of a seamless
43:56
school experience for young people and
43:59
we you know see the sort of community
44:02
building practices such as morning
44:06
meetings that Rob describes coming to
44:08
life in the day and then creating sort
44:11
of a repetition and enhancement of those
44:14
structures in the out-of-school time
44:15
setting so that students are building
44:17
that community building those
44:19
competencies and building those
44:20
relationships across their school day
44:25
all right moving on how do you confront
44:31
and address the challenge of schools
44:33
defining and employing SEL as behavior
44:36
management that's a great one and it's
44:40
certainly a question that we hear from
44:42
many if not all of the districts that we
44:44
have worked with and this is often sort
44:47
of the entry point to social-emotional
44:49
learning with our partner districts and
44:51
schools and I think you know if we look
44:54
at the equity elaborations and the way
44:55
that the competencies are truly defined
44:57
we see that these are the truly the
44:59
fundamental competencies that allow our
45:01
students to be successful academically
45:03
be successful as global citizens that we
45:06
would want them to be and then creating
45:08
those supportive learning environments
45:10
is part and parcel with doing
45:12
social-emotional learning well so I
45:14
think it is a lot about sort of
45:15
expanding the understanding of what
45:17
social-emotional learning really is um
45:19
and what we are trying to achieve with
45:22
young people and with the adults in our
45:23
buildings that allow people to really be
45:25
owners of their learning alright any
45:30
other comments on that one all right
45:36
is there a particular equity framework
45:38
or set of equity principles that is
45:41
widely accepted and being used by
45:43
districts and educators across the
45:45
country today I don't know of any
45:50
specific operating frameworks I am happy
45:52
to report that we have several districts
45:55
in our CDI and are collaborating
45:57
districts initiative that are currently
45:59
creating equity frameworks I think about
46:01
Minneapolis Public Schools in particular
46:04
where again it's a work in progress but
46:06
I think they've done an excellent job of
46:08
combining the academic piece the equity
46:12
piece the social and emotional learning
46:14
piece along with literacy and pedagogy
46:16
to create a viable in my in my opinion
46:19
framework to start this work we have
46:22
other districts reference to part of the
46:26
Wallace work I know the Tulsa Public
46:28
Schools they are also doing great work
46:30
around creating positions full time
46:33
positions we are staff members are
46:35
intentional you know intentionally
46:37
employ to address equity issues and
46:40
outcomes and they're in their district I
46:42
think they have something called the
46:44
Liberatore laboratory design model that
46:47
they're piloting and I think five
46:48
schools there so we have a lot of great
46:51
work that's starting to that's been
46:54
seeded and it's starting to bloom but I
46:57
think you know we're looking forward to
47:00
these districts providing the the proof
47:02
points in the coming years lots of good
47:04
work that's happening but nothing to
47:06
date that at least I can speak of maybe
47:08
Rob can know we're sitting here shaking
47:11
my head because I think that this speaks
47:14
to this issue of practitioner researcher
47:17
collaboration that there is this type of
47:19
work that Pamela is describing in the
47:21
field currently we're a lot of very fine
47:25
educators are putting a lot of time into
47:28
trying to understand and better
47:31
operationalize what is we hope for our
47:35
young people and so we we can learn from
47:39
them while also trying to contribute
47:41
what you know existing researches and we
47:43
could from that collaboration
47:46
hopefully discern some principles some
47:49
key practices that can potentially cut
47:53
across context but also know where the
47:55
limitations are with regard to you know
47:59
trying practice a versus practice B know
48:03
how because settings often determine how
48:07
effective any given program or approach
48:10
can be so the so the collaboration
48:12
between researchers and practitioners
48:13
again I think it's vital and and that's
48:16
part of the the one of the main goals
48:19
for our equity work with the castle is
48:21
to provide a forum for us to develop a
48:24
professional learning community so that
48:27
we are sharing best practices we are
48:29
addressing challenges that real-life
48:31
real-world challenges that practitioners
48:33
are facing today or tomorrow so that's
48:36
you know again a major part of having
48:39
this equity work group is so that we are
48:41
a laboratory in a sense of hopefully to
48:45
inform the field in the coming years
48:50
excellence um so this is a I think a
48:54
research and an opinion based question
48:56
but um do you feel that public policy
48:58
has marginalized black and brown kids or
49:02
are they innately deficient in SEL
49:05
competencies so like most other
49:12
enterprises in this country education to
49:16
include SEO occurs in a historical
49:21
context and so real part of how we've
49:25
tried to approach this work is being
49:29
open and honest about that history and
49:32
how it manifests itself currently
49:34
there's only through that kind of
49:36
analysis that you can begin to to
49:38
rectify past
49:41
barriers and challenges that we face as
49:44
a society so you know in short I think
49:47
that I don't think the young people are
49:49
deficient I think the adults have
49:52
constructed environments that on
49:54
allowing them to express their fullest
49:56
talents and competencies
49:59
and public policy of course plays a role
50:03
in that because of the nature of the of
50:08
the country and whether intentional or
50:10
unintentional and so you know we hope to
50:14
be in close contact and close
50:16
conversation with policy folks as well
50:22
and if you know much of it I think is is
50:25
unfortunate and unintentional some of it
50:28
is an intentional given some of the
50:30
structure the way the society structured
50:32
so we we incur in context historical as
50:36
well as cultural I think as rob was
50:40
walking through the five competencies
50:42
and equity elaborations some of the
50:44
descriptions were sort of from the lens
50:46
of young people but certainly those
50:48
equity elaborations applied to the
50:50
adults as well and so how do we create
50:52
opportunities for adults to do this own
50:54
their own explorations but then they can
50:56
connect and build upon the relationships
50:59
with their students to advance learning
51:01
and that's something we're going to try
51:03
to share in subsequent webinars that we
51:06
have been doing some work around adult
51:10
social emotional competencies an adult
51:12
social-emotional learning that is equity
51:16
elaborating excellent yeah definitely
51:22
from all the questions coming in there
51:23
is much more to discuss on many
51:25
different aspects of this conversation
51:28
so our next question what are the key
51:31
actions philanthropy can take to advance
51:33
equity in the SEL field that's a good
51:37
question and I think we're already
51:38
seeing philanthropy helping to advance
51:40
this conversation I think just
51:43
supporting organizations that are
51:45
prioritizing this type of work and this
51:47
type of integration and raising the
51:49
questions around you know what are the
51:51
implications for equity outcomes that
51:54
can happen in terms of the work that
51:55
their organizations they're funding are
51:58
doing no I would I would just you know a
52:10
phone what
52:13
just said and it is the case that
52:16
philanthropy is taking and somewhere in
52:20
some instance as a lead role in trying
52:22
to push the kind of agenda that I think
52:25
we are beginning to articulate here at
52:28
castle and so there's there's a great
52:32
deal of there's a need for support for
52:37
this kind of work both at the level of
52:40
the researcher basic and applied
52:43
research but also with regard to to make
52:47
sure that that educators are supported
52:51
appropriately yeah I think so much of
52:56
this track back to making sure our
52:58
educators and and other practitioners
53:00
have the skills they need to then
53:03
support the students to develop those
53:05
similar skills so um alrighty and we
53:09
have a couple of different questions
53:10
that are kind of all in the same vein of
53:12
this but how do you ensure that these
53:14
important elements in education are not
53:16
siloed and treated as different or
53:18
competing initiatives a great question I
53:25
think you know we talk a lot about
53:27
integrating SEL equity and academic
53:31
academic development of students and I
53:34
think you know if you as we look at
53:37
Rob's presentation I think we see how
53:39
you cannot possibly separate those and
53:41
see the kind of success that we want to
53:43
see for students in our schools and I
53:45
think pushing that conversation and
53:48
pushing the conceptual understanding as
53:50
well as the practice helps people to
53:52
bring those into unity with one another
53:53
and this was something that we addressed
53:56
head-on in terms of one in one of our
53:59
early meetings specifically around
54:02
equity and SEL as I stated earlier we
54:04
had several districts where no no harm
54:08
intended but they were separate
54:10
departments where they were not having
54:12
conversations with each other they were
54:14
duplicating professional learning
54:15
workshops and so just addressing it
54:19
acknowledging that you know I'm from
54:22
large school districts I know that world
54:24
it's very easy to get siloed
54:26
but really being intentional about
54:28
saying let's take a look at our goals
54:30
let's see where we can synthesize or
54:33
synergize the work and and and be more
54:36
collaborative and being intentional
54:38
about that
54:38
I think that's happening more and more
54:40
but we can do that across multiple
54:43
departments so it is again work in
54:45
progress but just acknowledging that we
54:47
do have these silos happening and then
54:50
working to to break down those walls I
54:52
think our is it is important all right
54:57
and in a similar vein do you have any
55:01
suggestions for how to address
55:03
excuse me address pushback that there
55:05
just isn't time for SEL we do hear that
55:14
and I think we would often argue there
55:17
isn't time not to do SEL I think if we
55:20
want our students to be successful and
55:22
we see how clearly these competencies
55:24
allow them to be successful in the
55:26
school settings they're in but in the
55:28
long term in college career and life
55:30
it's impossible to ignore these because
55:33
learning happens in the context of
55:35
relationship and environments that allow
55:36
students to flourish it happens in the
55:38
context of building the full range of
55:40
our students competencies and so we
55:42
would strongly argue that you cannot
55:45
ignore those definitely that is a strong
55:53
argument because it's definitely having
55:55
those skills plays into the academic
55:57
achievement the kids are able to do and
56:01
we are getting close to running out of
56:03
time but we did have a couple folks who
56:05
wondered if you could elaborate a little
56:07
bit more on how Wachau has changed it's
56:11
approached uneven mentioned that
56:12
district early on in the webinar and how
56:15
they've changed their approach and what
56:17
they're doing now that they weren't
56:18
doing before
56:19
well again I encourage you to go to the
56:23
Washoe website and they have a specific
56:25
equity policy on every new hire it's
56:30
required to go to go through an
56:32
onboarding process where their equity
56:35
department SEL Department staff members
56:37
are taking folks
56:40
very intensive and you know
56:41
comprehensive substitutive training
56:43
around equity and SEL so that's one of
56:46
the examples I know that Washoe has also
56:49
been very intentional about intentional
56:52
about being more collaborative with
56:55
their equity and SEO leads and trying to
56:57
develop professional learning training
56:59
modules together so that's those are
57:02
just two examples but they are they're
57:05
doing a lot of work around this this
57:07
integration of SEL and equity and I just
57:10
encourage you to go to their website to
57:12
learn more details and several folks
57:17
also asked for more information about
57:18
the collaborating districts initiative
57:20
and there's a lot of information about
57:22
that on castles website and you can go
57:24
to castle org to find that information
57:27
and as most of you or many of you
57:30
probably already know there's so much
57:31
information about SEL and all the
57:34
various aspects of social-emotional
57:36
learning on castles website lots of
57:39
wonderful videos and white papers and
57:41
research reports that you can access so
57:44
we definitely encourage you to spend
57:46
some time out on CASL org if you have
57:48
not already and we are unfortunately at
57:51
the end of our time we did have many
57:53
more questions come in and we're sorry
57:55
that we aren't able to address each and
57:56
every one of them individually but as
57:58
dr. Jagger's mentioned we are going to
58:00
be holding on additional webinars and
58:02
we'll certainly be taking a look at all
58:04
of these questions and seeing if we can
58:06
develop some programs where we can
58:08
address many of them for you so thanks
58:11
everyone for joining us and a very big
58:13
thank you to dr. Robert Rogers dr.
58:15
Pamela Randall Garner and Karyn Van
58:18
Osdol for joining us today and for
58:20
sharing all of their information and
58:22
research and insight that they had on
58:24
this very important topic as a final
58:26
reminder you will get an email tomorrow
58:28
I'm so keep an eye out for that and that
58:30
will have the link to the recording as
58:32
well as to the presentation handouts so
58:35
and also again keep an eye on the castle
58:37
or website the newsletter as well as
58:40
other emails that will let you know when
58:42
these additional webinars are coming up
58:44
thanks again everyone for taking time to
58:46
be with us today and I hope you have a
58:47
great afternoon
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