Kibsd + Cresel

Kibsd + Cresel

KIBSD + CRESEL Champions PLC Dec. 3rd, 2018 Curre nt Statu s Profile of a KIBSD Learner

Professional Development and Inservice Resource Implementa-tion & Advisories CRESEL Phase I CRESEL Phase I - II

Community Meetings (2 elem/RS) Curricular Resources Purchased (Elem & HS)

Caring Schools & Morning Meetings in all Elementary classrooms Advisories in MS/HS

Profil e (Be Like and Think Like) Academic s (Know/ Do) Cultural

Proficienc ies Social Emotional Learning Profile What do we want our learners to Be Like and Think Like

Stakeholders Defined Graphic with Competencies Learning Progressions with strategies and resources

2018-2019 District-Wide Focus: Social Emotional Well-Being (including safety) and Effective Instruction Profile of a KIBSD Learner Goal: All profiles at awareness level Social Emotional Skills (SES) Profile implementation level SES competencies and descriptors are common language amongst all stakeholders

Specific SES approaches/strategies are identified, implemented and celebrated Teacher focus conferences include elements associated with Conditions for Learning as growth goals The Plan Professional Development Tracks: Meeting the Needs of All Learners Workshops: strategies/resources updated Inservices and Outside Support Training

Community Partnership and Public Relations Marketing How are we doing? Professional Development Impact Tracks increased awareness Some change in practices

Unknown REAL impact Workshops not yet Inservices/Trainings

AASB Aug. DWIS Full-time counselors in all buildings Caring Schools online training KANA specialists Possible: LifeSpace or Learning and the Brain onsite workshops; community meetings with AASB Community Partnerships Maybe begin work in Jan

Profile of a KIBSD Learner Goal: All profiles at awareness level Social Emotional Skills (SES) Profile implementation level SES competencies and descriptors are common language amongst all stakeholders Specific SES approaches/strategies are identified, implemented and celebrated Teacher focus conferences include elements associated with Conditions for Learning as growth goals (Elementary Middle School High School)

Celebrations Awareness

Elementary morning meetings and impact HS nudge through advisory MS embedded attempts Resources Profile Challenges How can we influence system change when not in a position of authority?

preceding question: Is implementation of tools and projects the change we intend to achieve or is it bigger than that? Tag-along question: How does a system, or even a classroom, maintain a focus and commitment to plans for long-term changes in the midst of reacting to the day-to-day issues that demand action? What is our role in relationship with this? What was our why from the beginning? What can we measure (or what are you measuring)? What could AASB do to help admin hear that this is a crucial

part of the process?

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