Social emotional learning (SEL) is the heartbeat of the classroom. It connects students, making them feel safe and secure before academics are addressed. In these unprecedented times meeting students’ SEL needs should continue to be a top priority.
Research suggests that a child’s future success is not only determined by cognitive skills, as previously thought. Rather, their social and emotional skills as related to character, optimism and self-awareness are also considered to be important factors in their future success. Research also supports that the arts are powerful for learning as they can reach us at our own personal level of understanding while expanding our understanding of other content. During this unprecedented time of change in education, it is even more important to reach all of our students and meet their social and emotional needs while teaching core content area skills.
Proposed training for teachers in how to appropriately use the arts, including music, visual arts, and dance (movement) to promote positive social behaviors while bridging the gap between curricular demands and fostering a creative and engaging learning environment.
Arts integration strategies will be used to teach, build and practice social-emotional learning competencies. As with any true arts integration, we will teach arts standards at the same time that we teach SEL competencies. Through this program teachers will understand how to design a curriculum pathway to tie specific arts activities to visual and performance arts state standards and SEL competencies.
Focus areas and expected results:
Social Emotional Learning
The Collaborative for Academic, Social, and Emotional Learning (CASEL), defines SEL as “how children and adults learn to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions.”
CASEL’s framework identifies five core competencies:
- social awareness
- relationship skills
- responsible decision-making.
A strong focus on SEL across the school can help develop students who:
- Are more attentive in class
- Are able to control their emotions
- Work well with their classmates
- Resolve conflicts amicably
- Show empathy and understanding
- Become better problem solvers
Social Emotional Learning will be very important as schools resume. Funding sources from COVID-19 relief will contain specifications for Social Emotional Learning initiatives.
Visit the MDE website for more information on social emotional resources at mdek12.org/SER
Contact The Excellence Group for more information.
We are very aware that the 2020-21 school year is certainly unlike any other! There are unimaginable impediments to the everyday operations of all schools and businesses. We applaud your efforts to meet these obstacles head on and still provide children with a sound education.
We are here to assist you with this monumental task! We have a team of professionals ready to assist you with bridging the Learning Loss gap created by so much disruption to daily school operations.
Click on the link below for a brochure outlining a program we have developed to assist you with Learning Loss gaps. We can cater this program to meet your specific needs, budget, and timeline.
“Our meeting was very good. It was good to hear from others on things to improve and keep working to better our students. The small group activities and real life application is Key.”
Matthew Briscoe, Teacher
Lafayette Middle School, January 2020
“I absolutely love the activities/ideas shared in our training. Thank you for helping me stay motivated.”
Penny Allen, Teacher
Lafayette Middle SChool, January 2020
“The Excellence Group has assisted our District in improving its academic performance through administrative mentoring, refined assessment procedures, and improved special education articulation. Their services have been an integral part of our improvement efforts and I recommend them for your consideration.”
Dr. David Daigneault, Superintendent
Grenada School District
MTSS is required for all Mississippi students. All students should receive high quality instruction that is on and above grade level in Tier I. Differentiation is used to engage all students at the appropriate levels of rigor. Three times a year, students participate in universal screening. Universal screening indicates which students are being successful at Tier I and which students need Tier II or Tier III supports to be successful. Diagnostic assessments are used to identify specific areas to target for interventions. Instruction must be focused on improving learning for all students.
In this course, teachers will learn their roles in the MTSS process and how it benefits all students. Teachers will learn which documents are needed to ensure that appropriate instruction is taking place. Documentation is critical but must be founded on strong appropriate instruction. Teachers will learn how to use PLCs to enhance their children’s instructional experiences.
Contact us today for your customized proposal.
Training can be provided via electronic platforms such as Zoom, or GoToMeeting.