Our Present Pursuits: "R-Time:" a Path To Social-Emotional Education "Newbie Edition"

12/6/2017

Please make sure that you are on the correct blog.  This is for faculty and staff with four years or less at an early college.

One of our signature elements at Cross Creek is "R-Time." For those fairly new to the school, "R-Time" was deliberately created as the place in the school day for SEL education. (SEL is the acronym for social-emotional learning.) Indeed, the first twenty minutes of every day is devoted to R-Time in which character development, social skill building, and cultivation of a college-ready mindset occurs. The rationale for this daily dive into the affective domain is based on the premise that we must develop the whole student for him or her to be successful at college, career, and life!

The designator "R-Time" refers to the five "Rs" of the Cross Creek Mission Statement: The Mission of Cross Creek Early College High School is to provide a smaller academic environment that fosters growth and success to prepare students for their future by developing relationships, responsibility, and respect through relevant and rigorous coursework.  By the way, R-Time also sounds like "Our Time," again, quite intentional.

Over the years, R-Time has been adapted to changing conditions of staff numbers, the complexity of program management, and student needs. An example of one adaption (and addition) to the R-Time line-up was Friday Club Day. The rationale to include Club Day during R-Time was to allow every student to have a sense of belonging to a peer group. While it may seem to be extra work for faculty, most teachers acknowledge the benefits outweigh the work. Research suggests that when a school inserts SEL education with fidelity, achievement will grow.

It is not surprising that, at times, faculty and staff may question the overall benefits of the program, especially during times of testing, deadlines, and other pull factors. Much like anything else, a program is only as good as those who implement it. While many teachers have conducted the book studies numerous times and have a sense of "repeat fatigue," students are learning the material with fresh perspective and a teacher's enthusiasm (or lack thereof) may make the difference.

The overall intent, much like the AVID program, is to insert moments within the content classes to double-down on the concepts of R-Time. For example, content teachers can refer to “putting first things first,” a clear connection to the Covey book. Reference to R-Time during content classes only help to reinforce ideas that are introduced and it is the expectation that teachers do so with intention.

Cross Creek is not a traditional secondary school and it must be emphasized that R-Time is not a traditional “homeroom.” If teachers are treating it as such, they miss the point of why Cross Creek exists. The program is intended to provide the necessary supports to allow students to navigate the college experience so that they are not only college eligible, but college-ready. R-Time is one of the supports.

There are four parts to this assignment and all parts are due by Monday January 8, 2018 by the end of the school day:

1. Read the above introduction and the article “Integrating SEL Education into High Schools” by
    clicking on the first button to the right. Keep the readings in mind when answering the
    questions.

2. Watch the video (Five Keys to Social and Emotional Learning Success) by clicking the button on the right; keep the video in mind when answering the questions.

3. Answer questions on the blog forum by clicking on comments below. Brevity is key, but if you need to, comment on your comment to answer all questions.

            1. On a scale of 1-5, 5 being most important, rate the importance of SEL education in
                high school.

            2. Comment on the above introduction in regards to your perspective of R-Time at Cross
                Creek. What one idea in the introduction struck you as important? Why?

3. After reading the article, “Integrating SEL Ed into High Schools” Copy and paste the
section that is most significant to you (in relation to SEL education) and explain why.

4. “Authentic, true practice” was quoted in the video. Considering all that you have
experienced at Cross Creek, read, and saw in regards to SEL, how can you
increase SEL within your content/capacity and support the R-Time mission of
preparing students for college, career, and life?

4. Respond to two of your “Newbie” colleagues. Your responses need to be thoughtful and
    complete.

21 Comments

Tamela Rappold

12/30/2017 12:33:14 pm

1. On a scale of 1-5, I would rate the importance of SEL education in our high school a 4 out of 5.

2. Introductory remarks about R-Time: “What one idea in the introduction struck you as important and why?” One of the ideas that struck me was that, while we teachers have of "repeat fatigue," the material is relatively new to the students. It is incumbent upon us to seek a fresh perspective and vary the presentation of R Time material in order to not lose teachable moments with our students. Studies show that our attitude directly affects the students’ attitudes towards the material.

3. Significant Section from “Integrating SEL Ed into High Schools: “... we need new language that ends the "versus" between cognitive and noncognitive factors in our discussions of learning and mastery. Academic, social, and emotional learning are deeply mutual.” I must admit that I often only want to deal with the cognitive facet of the child in my classroom. While language learning is dependent upon the student feeling like the teacher is on their side, I find myself most intently focused on outward manifestations of learning. As a teacher, I don’t consider a child’s affective world to be part of my job. However, in today’s world I think it is necessary to be aware that there is not always someone at home to listen.

4. How I can increase SEL within my content/capacity and support the R-Time mission of preparing students for college, career, and life: Just as my subject area content is old and dusty, so are the timeless truths presented in R Time. In the same way that I revitalize old lessons, however, I can use tech tools and new strategies to add life to the lesson. Ideas: 1. Use polleverwhere.com or mentimeter.com to create word clouds of opinions or takeaways from lessons. 2. Use padlet.com as a way to post opinions and ideas anonymously to be discussed in class. 3. Use jeopardylabs.com to create or find an existing online jeopardy game to review key concepts of a chapter.

Gina Hickle

1/2/2018 03:43:53 pm

I agree with Mrs. Rappold in stating the importance of delivering the R-time content in a way that shows students that it means something to us. Students are extremely perceptive and tend to follow our lead in the attitudes we convey.

Alison Thetford link

1/8/2018 07:32:17 am

I feel the same way that how we present information often determines how students will use/reject the learning.

Ms. Nicdao

1/7/2018 06:35:38 pm

I agree with the statement that "it is necessary to be aware that there is not always someone at home to listen." Unfortunately, the family situations nowadays have changed a lot due to modernisation and technology, where family interaction have been limited or worst lacking. Lack of communication and interaction in the family have a great impact on students' academic achievements and on social and emotional skills. "Research evidence clearly states that students' progress can be hindered by lack of parental involvement. It is also found that students were disadvantaged not by social class but rather by lack of parents' interest" (PeninsulaMontessori.com; "The Impact of Parental Involvement on Children's Education")

1/8/2018 07:38:36 am

Thanks Ms. Nicdao for your insights. There have been many research projects based on parental involvement and achievement. R-Time is meant to help students navigate the early college and college/university system so that they can be successful. Parents are the true SEL teachers, we only enhance one aspect- early college success.

1/8/2018 07:30:22 am

Loved your comments about the affective domain. I used to think the same way- but, in fact, moving to an early college setting provided me with positive examples of how this program is different- our students are expected to deal with "adult" albeit young adult problems of college preparedness. If that means including SEL ed for an hour a week, then, it hopefully is time well spent. (We must be on the right track as we are one of the most successful early colleges in the network.)

Tiffany White

1/8/2018 09:35:01 am

Mrs. Rappold you have great ideas for increasing SEL in your content. I learned about mentimeter in the last PD I attended and plan on trying to use that as well.

Matkins

1/9/2018 03:38:27 pm

I see (and hear) you giving fresh lessons and activities with your R-time. It is clear that doing this is enhancing the experience and providing students with teachable moments.

1/2/2018 06:55:45 am

1. I rate SEL a level 5 in importance in a high school setting. The high school years can be turbulent for students; having an integrated way for a school to teach social emotional skills would support the rigorous curriculum students have to grasp. No matter how intelligent or goal-oriented a student is, if they are bogged down emotionally with no positive outlet, it will reflect in a lackluster academic performance.

2. The idea in the introduction that I found important is to remember that an early college is supposed to be structured differently than a traditional school and if the components discussed are not embraced, then what exactly sets us apart? A traditional high school can also offer rigorous coursework without the relationship between students and faculty that would better facilitate learning and trust. SEL is a component that gives students in our setting the edge needed to bring about college readiness.

3. I found the following passage to be most significant because it emphasizes how important it is for the entire school to use common language, refer to shared values and norms. It cannot work if only a portion of the school body is using the strategies taught. Additionally, I find it important that differences are embraced and the school culture is one of inclusivity:

These schools intentionally cultivated a sense of community through shared norms, values, and language. Transition programs welcomed incoming students; rituals and assemblies brought students and faculty together for recognition and problem-solving. A focus on acceptance of differences, inclusive practices, and the habit of reflection seemed to develop a sense of belonging and agency among students in each school.

4. The best avenue for me as a counselor to support the R-time mission is to work with our AVID teachers on reinforcing and supporting the teaching of the AVID and SEL values/strategies that intersect with what is learned during R-time. This can be accomplished via classroom visits or presentations that I can collaborate on with the AVID teachers and that they deem suitable or needed in teaching the soft skills students need to become college-ready.

1/2/2018 01:50:43 pm

I always like to hear what a stakeholder has to say who is not in charge of a classroom. I hope Ms. Hickle will help us modify and / or make any course corrections in our R Time program based on what she sees from her vantage point.

1/8/2018 07:24:47 am

R-Time is an evolving creature--it always has been and will continue to be. As an example, an important aspect is to increase a student's awareness that she is in charge of how she acts/reacts in good times and in times of stress. SEL ed is not meant to replace the family's role in a student's social/emotional growth, but to enhance it through the eyes of an early college setting.

1/7/2018 06:48:20 pm

I agree with the statement "important that differences are embraced." Variation and differences makes the school atmosphere more vibrant and progressive. I believe that we learn from each others' ideas and perspectives coming out from different backgrounds and ethnicity. Life would be boring, stagnant and nonchalant if we are all uniform

Tiffan White

1/8/2018 09:29:02 am

Ms. Hickle I agree with you when you said, "No matter how intelligent or goal-oriented a student is, if they are bogged down emotionally with no positive outlet,....

This is why several celebrities or famous people who appear to be happy/successful however, under the service they are like you said " bogged down emotionally".

Leoncia Jane Nicdao

1/7/2018 07:41:02 pm

1. I would rate SEL a level of 5. SEL is important in high school because if it is effectively implemented there will be positive social behaviour, fewer conduct problems and less emotional distress and improved academic performance in school.

2. What one idea in the introduction struck you as important? Why? "The rationale for this daily dive into the affective domain is based on the premise that we must develop the whole student for him or her to be successful at college, career, and life!" R-time bridges the gap between the cognitive and non cognitive factors that affects students' development. Students learn/develop social and emotional skills which are also key factors that would prepare them for the "real life".

3. Significant Section from “Integrating SEL Ed into High Schools: “Students…usually need help managing the chronic stressors that underlie their defiance—worries linked to family, health (mental and physical), safety, and sometimes food and shelter, too. Though cognizant of the limits of what schools can do, we also know the exorbitant costs of the consequences of neglect and school failure."

SEL is not a single program or teaching method. It involves coordinated strategies across classrooms, schools, homes, and communities. With the integration of SEL in high school curriculum, students would develop self-management, self-awareness, social-awareness, relationship skills, and responsible decision making. Having the support and collaborative effort of the stakeholders, students would be able to successfully regulate and accurately recognise their emotions and thoughts and how these influence their behaviours; establish and maintain healthy and rewarding relationships with diverse individuals and groups; and make constructive choices about personal behaviour and social interactions based on ethical standards, safety concerns and social norms.

4. How can you increase SEL within your content/capacity and support the R-Time mission of preparing students for college, career, and life?

-By deepening their understanding on the application and importance of Mathematics in real life. Their Math skills will help them be more accountable with their finances and budgeting when they go to college. These skills will prepare them to come up with wise decisions in making loans and choices for careers where they can profit the most aligned with their interests and aspirations.

Alexis Howard

1/8/2018 07:35:21 am

I agree with Mrs. Nicdao in the fact that SEL is not a single program or teaching method. It should be a life long set of skills, continually being developed in everyday life, both in and out of the classroom. To put these types of skills into a closed mindset box, would hinder the majority of people from developing their abilities of being self aware. This in turn, hinders their ability to self manage, which is what we see many times with misconduct in the classroom. To say that everyone handles situations the exact same is false. We need to continue to have an open mindset to realize that everyone handles situations differently, so helping them learn how to manage should be open to individuality. Giving them key moral guidelines, while helping them learn to live by those guidelines and develop their own world view should be a goal of SEL development.

1/8/2018 07:40:31 am

Self awareness and management is key to personal success, no doubt.

1/8/2018 07:19:13 am

1. On a scale of 1-5, 5 being most important, rate the importance of SEL education in high school.

I think it's rare to have a program that includes SEL in high school, but I think it's a 4 in my book.

2. Comment on the above introduction in regards to your perspective of R-Time at Cross Creek. What one idea in the introduction struck you as important? Why?

"...insert moments within the content classes to double-down on the concepts of R-Time." This, I think adds value to our 20 minutes a day reminder of the importance of looking at the "whole child." A student can be very smart, but how is his coping skills under stress?

3. After reading the article, “Integrating SEL Ed into High Schools” Copy and paste the section that is most significant to you (in relation to SEL education) and explain why.

“We need new language that ends the ‘versus’ between cognitive and noncognitive factors in our discussions of learning and mastery." I go back to #2 answer. A student can be book smart, but does he possess SEL skills that provide him with mechanisms of success?

4. “Authentic, true practice” was quoted in the video. Considering all that you have experienced at Cross Creek, read, and saw in regards to SEL, how can you increase SEL within your content/capacity and support the R-Time mission of preparing students for college, career, and life? We did a great job at learning about Growth Mindset-- true SEL ed.

1/8/2018 09:19:39 am

1. Social and emotional skills are critical to being a good student, citizen, and worker in today’s society. Strategies designed to promote SEL can be embedded thoroughout the school day. As students acquire knowledge, it’s important that they have opportunities to practice and apply the skills in everyday situations and be recognized for using them across a variety of settings.
2. One idea in the introduction that struck me as important: “The rationale for this daily dive into the affective domain is based on the premise that we must develop the whole student for him or her to be successful at college, career, and life.” Even though I feel like most of this responsibility is on the parents, it has become part of our job as teachers to help students to see the importance that just having good grades will not allow them to be as successful as they would hope to be.
3. Significant Section from “Integrating SEL Ed into High Schools: Students had ample opportunities to learn and practice core social skills (e.g., apologies, decision-making, self-regulation). Everywhere we observed protocols for thoughtful classroom discussion, an emphasis on participation, and zero tolerance for exclusion.

Like I had mentioned before we should take any opportunity that we can (not just R-Time) to help students deal with their social and emotional skills. It could be more powerful when it is reinforced in all the contexts that affect young people’s learning and development.

4. “Authentic, true practice” was quoted in the video. Considering all that you have experienced at Cross Creek, read, and saw in regards to SEL, how can you increase SEL within your content/capacity and support the R-Time mission of preparing students for college, career, and life?

4. In Math SEL is embedded through Common Core’s Mathematical Practices. We are required to incorporate the 8 Mathematical Practices in our instruction. Below I have included a link to chart that shows the connections.

1/8/2018 12:28:56 pm

Please add the link and I think that's a good addition to the processes.

1/9/2018 03:43:48 pm

I love the phrase "developing the whole student". It tends to be so underrated. There is a focus on academics, but then less attention is paid to emotional development. Then, the focus shifts to emotional development, but social development goes on the "back-burner". Good grades are great, but it takes far more than an impeccable academic record to make it in this world. R-time and similar support systems help us to address the whole student in a way that is needed.

1/9/2018 03:34:54 pm

1. 5

2. The idea that R-time serves as additional support is vital to the effectiveness of its implementation. Students do need the support.

3. Students…usually need help managing the chronic stressors that underlie their defiance—worries linked to family, health (mental and physical), safety, and sometimes food and shelter, too. Though cognizant of the limits of what schools can do, we also know the exorbitant costs of the consequences of neglect and school failure.

Finally (though perhaps first of all), teacher-preparation programs must equip new teachers with the core competencies necessary to foster social and emotional learning. They need guidance in creating the safe, respectful, motivating, and engaging classrooms in which young minds and characters can develop.

This part was significant to me because there is no point in trying to provide "help" for students when teachers do not know how to be effective. Some people do not know how to provide that type of support to students and need to be provided the opportunity to have a chance to be effective.

4. I can increase SEL within my content/capacity by providing opportunities for students to understand real life application in regard to the skills we work on. They do understand that they need to be "college ready" and it is my responsibility to help them make the connection between being "college ready" and "life ready". The R-time principles combined with AVID strategies can help to make the learning experience authentic.

November/December 2017

Our Present Pursuits: "R-Time:" a Path To Social-Emotional Education "Newbie Edition"

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