The evidence is clear, social and emotional learning (SEL) has a positive impact on student’s educational experience, as well as positive effect on their life afterschool. Oftentimes we think of SEL as a curriculum or a prepackaged curriculum. However, schools, districts, and afterschool providers can create systems to support the whole child. Dr. Yoder will explore ways in which educators and leaders can ensure that all youth are supported, and the adults have the tools and resources they need to engage effectively with their students to support SEL across the school, district, or afterschool program.
9:00am – 11:15am
Featuring Keynote Presentation with Ruth Cross
Ruth Cross is Senior SEL Consultant and Trainer for CASEL. Her responsibilities include supporting school districts to implement systemic social and emotional learning district wide, which includes consulting with Chicago Public Schools, one of the large school districts participating in the Collaborative District Initiative and coaching smaller districts in DuPage County that partner with CASEL and the DuPage Regional Office of Education. She is also a consultant for the Collaborative States Initiative. Her experience in working on state policy includes co-chairing the committee that wrote the SEL standards and serving as a member of the Illinois State Board of Education.
11:15am – 12:15pm
Panel Discussion – Featuring: Dina Rocheleau, Evan Winkler and Julie Peterson!
Moderated by Steve Sutka, School Health Coordinator, MDHHS
1:30pm – 2:30pm
Breakout Sessions (Choose 1 of 5)
Cognitive Functions are Built on Emotional Functions Dina Rocheleau, Assistant Superintendent at Ferndale Public Schools
Session is designed to support participants in learning ways to put Social Emotional Learning at the core of their work and in turn create safe, equitable learning environments for both the adults and students in our care. Participants will learn how to navigate the shaky waters moving from traditional school discipline model to a systemic approach that creates safe, equitable, and purposeful learning environments. Participants will walk away with practical tools and strategies to utilize and personalize to their own educational setting. When we are intentional and consistent about our approach we are better able to lead others through this work.
Implementing and Integrating SEL in Your School Community – Professional Learning in a Transformational Culture Jodi Ramos, Ed.D.; Keyetta Johnson, Ed.D.; Ruweyda Magan, Ed.D., Carl Zoolkoski, Ed.D., Michigan State University
Learn from four case study districts right here in Michigan. This session will explore the leadership and conditions needed across a system – from classroom to building to district – to effectively build SEL with continuity.
A School’s Journey of Implementing SEL Evan Winkler, Principal at Niles Middle School Join this session to hear about a school’s journey of implementation of SEL. This administrator will talk about lessons learned from the Integrating Health into the School Improvement Plan (IHSIP) grant, including convening a Coordinated School Health Committee and building strong Community partnerships. We will discuss the various struggles, needs and successes experienced on this journey, so you can learn from us as you begin on your path.
What does a better recess look like, feel like and sound like? Playworks Michigan Representatives Join a Playworks school for an interactive look on how a transformed recess leads to an enhanced school climate and further development of a students social and emotional learning. Come learn about the impact they are having on communities across Michigan! The session will be led by a team from a Michigan Playworks School.
Remembering Your Why Through Relationships, Regulation, and Resilience Erin North, Principal at Haslett Public Schools Remember your “Why”!? Returning to a student-centered and relationship-focused school culture. With a nation in turmoil, our state experiencing a major recession, and a highly academic focused school filled with stressed students and uninspired staff–we knew change was the only choice. We began our journey to support our students, our staff, and ourselves with intentional, positive experiences based on social emotional practices. We invite you to explore our trauma informed practices that are grounded in building relationships, creating a safe environment, and supporting and teaching emotional regulation.