Professional Documents
Culture Documents
Emily Klemme
Wisconsin Teaching Standard #7: Teachers are able to plan different kinds of
lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject
Knowledge
The teacher understands learning theory, subject matter, curriculum development, and
student development and knows how to use this knowledge in planning instruction to
individual student interests, needs and aptitudes, and community resources) into account
in planning instruction that creates an effective bridge between curriculum goals and
students' experiences.
The teacher knows when and how to adjust plans based on student responses and other
contingencies.
Dispositions
The teacher believes that plans must always be open to adjustment and revision based
Performances
As an individual and a member of a team, the teacher selects and creates learning
experiences that are appropriate for curriculum goals, relevant to learners, and based
upon principles of effective instruction (e. g. that activate students prior knowledge,
The teacher plans for learning opportunities that recognize and address variation in
The teacher creates lessons and activities that operate at multiple levels to meet the
developmental and individual needs of diverse learners and help each progress.
The teacher creates short-range and long-term plans that are linked to student needs and
performance, and adapts the plans to ensure and capitalize on student progress and
motivation.
short- and long-range goals, and systematically adjusts plans to meet student needs and
enhance learning.
Wisconsin Teaching Standard #8: Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.
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Knowledge
assessments of student work) for evaluating how students learn, what they know and are
able to do, and what kinds of experiences will support their further growth and
development.
The teacher knows how to select, construct, and use assessment strategies and
instruments appropriate to the learning outcomes being evaluated and to other diagnostic
purposes.
Dispositions
The teacher values ongoing assessments as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically used,
The teacher is committed to using assessment to identify student strengths and promote
Performances
The teacher appropriately uses a variety of formal and informal assessment techniques
her or his knowledge of learners, evaluate students progress and performances, and
The teacher solicits and uses information about students' experiences learning behavior,
needs, and progress from parents, other colleagues, and the students themselves.
to help them become aware of their strengths and needs, and to encourage them to set
The teacher evaluates the effect of class activities on both individuals and the class as a
The teacher monitors his or her own teaching strategies and behavior in relation to
The teacher maintains useful records of student work and performance and can
Baseline Data
Within the last year, Social Emotional Learning has been a primary focus in our After
School Program. Although I was somewhat familiar with the benefits it has in a classroom
setting, I was not fully aware of the implementation process (or exactly what was being done
during the school day), to feel confident enough to apply Social Emotional Learning (SEL)
curriculum and concepts into the After School program that I oversee. I instantly knew this was a
need for my students and was certain I was going to make this a priority for myself as well as my
staff. Without the confidence or the strong desire to teach the curriculum, it would do more harm
poverty rate. The overall well-being of several of the students is a concern for the educators I
work with. Students are lacking basic coping skills, empathy, emotional resilience, and
communication skills. Resolving conflict (in a positive way) is difficult for many students. To
me, Social Emotional Learning was certainly a way to address these concerns. There was very
little doubt that students were being taught these skills in the home.
Social Emotional Learning addresses the need to help students build skills that calm
themselves when angry, resolve conflicts in a positive way, and make ethical and safe choices.
This in turn allows students to form better relationships with both adults and classmates.
Circle Time (Circles), Second-Step Curriculum, and the DESSA assessment tool are
ways that the After School programs promotes Social Emotional Learning. Circle Time is
evidence-based and serves as a framework to build social emotional skills, while building (and
when implemented daily and used purposefully. When circles are used after school, we ask
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students to sit in a circle on the carpet, while the facilitator asks one to two questions to all the
students. The facilitator is fully involved in the activity and ensures students understand the rules
before the start of the activity. Rules and expectations are set for Circle Time by the students (to
incorporate student voice into the activity). If students are helping to set the rules, students are
1. One student speaking at a time (The only student speaking is the student
2. Eyes watching, Ears listening, Voice Volume at a 0 (keeping hands and feet to
yourself)
3. Speaking respectfully
Questions should be planned ahead of time and have a purpose. Instead of asking: what
do you want to be when you grow up or what did you do this weekend?, ask questions like:
what problems do you want to solve (in your school or in your community)? or what does it
mean to be a good friend?. Questions asked during circles should get students thinking and
promote self-confidence, empathy, respect, and build healthy relationships. Preparing particular
students with the question ahead of time can prevent them from shutting-down during Circle
Second-Step is a boxed curriculum that instills social-emotional skills in students with the
use of picture cards, puppets, videos, role-playing, and discussion cards. Students in our program
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respond extremely well to the lessons and I have seen students interact more positively towards
others throughout the year. Unlike Circle Time, Second-Step is a more in-depth lesson with a
This past year, the After School program has utilized The Devereux Student Strengths
Assessment (DESSA) to collect data on all of the students we serve. The data collected from the
DESSA shows the impact that Circle Time and Second-Step have on our students. The DESSA
competencies. Program staff in the After School program assess the students they work with
(usually by grade level), after four weeks of the student attending the program. They are asked to
item assessment questions. The full DESSA assessment is shown in Artifact A. The assessment
questions include:
Although I have a better understanding of Social Emotional Learning and feel confident
developing and delivering the curriculum, I would like to understand what we can do with the
data that we collect from the DESSA assessment, specifically how we can target individual
students to improve their score. We have recently seen the results of the DESSA assessment
from the 2015-2016 school year and are just beginning to complete the fall assessment for the
2016-2017 school year. While several students in the program this school year are new members,
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there are many returning students that I can focus on to improve this years DESSA score.
Besides completing the DESSA for grant purposes, and being able to see the growth that each
student has made during the year, there seems to be lacking a next step. What can we do to help
students that did not show growth in certain areas of the assessment? How can we fill these
gaps? What can educators do with the data collected from the assessment tool?
Research Summary
Social Emotional Learning has been shown to impact academic performance and
behavior in schools. Students are more motivated to learn and able to focus when caring
relationships are formed and there is a positive outlet to relieve stress. Researchers define Social
Emotional Learning with five key competencies, which include: self-awareness, self-
management, social awareness, relationship skills, and responsible decision making. These
competencies are the groundwork for maintaining healthy relationships and responding to
challenging situations in life. Social Emotional Learning interventions are shown to reduce
aggression in students, improved positive attitudes towards self and others, and encouraged
students to be helpful towards one another. There is more time for learning when aggression and
distress are successfully managed in the classroom through Social Emotional Learning programs.
When students can manage their emotions, they are being set up for lifelong success. Students
can overcome obstacles and become responsible citizens well into their adult life. Ultimately,
students are less likely to engage in criminal activity, will have better mental and physical health,
I spoke to a 2nd grade teacher and a special education teacher in the school that I work at
about their experience with Social Emotional Learning and how it is implemented during the
school day. Prior to coming to the school, behaviors were tough to manage and the social
relationships were far from positive. The stressful environment prevented students from learning
and they lacked respect for students and school staff. PBIS (Positive Behavior Intervention and
Supports) is being implemented and students are held accountable for their action, which has
certainly resulted in a more positive and safe learning environment, however, no Social
Emotional Learning curriculum is currently being implemented during the school day. The
Zones of Regulation is a program that the special education teachers focus on primarily, to target
behavior and teach students about their emotions (including how to manage them). There are
four zones, each narrowing in on how a student is feeling and working with the student on a
more positive approach to handle difficult obstacles/events in the future. The Zones of
Regulation are:
To better understand the different perspectives in each zone, there are activities that
teachers can work on with students so they can recognize how their behavior/actions makes
others feel, what other students might be thinking, and what others might say. When students are
in the yellow or red zone, they can try different strategies/tools to move out of that zone.
Artifacts B1 and B2 show students that I have chosen to work closely with on the Zones of
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Regulation. With the DESSA assessment being given to students in the fall and then again in the
spring, being able to see the growth of the students last year gave me a better idea of who I can
work with more closely this year. These two students that I chose frequently move from the
Green Zone to the Red Zone and do not currently have the coping strategies to deal with their
Red Zone emotions (Mad/Angry, Mean, Terrified, Yelling/Hitting/Out of Control). They have
both started a toolbox tracking log (included in Artifact C1 and C2) to help manage their
emotions and keep them occupied on something (a small object) when they start to feel the
different emotions that fall into the Yellow Zone and Red Zones.
Post-Assessment
Both students have successfully been using the tools that they are tracking and students
are starting to identify their emotions and place themselves in the correct Zone of Regulation
after two weeks of implementing the program. We discussed how the tools are not to be used as
toys and that they were only to be used when their emotions were approaching the Red Zone. I
overheard one of the students tell another student (that asked to have a turn playing with the
object): this is not a toy, its a tool and tell the student that he needed it to help him calm down.
I also witnessed one of the tools being used to hit another students paper when he got upset, so
we took some time to discuss how the tools are used. Both boys were very receptive to the Zones
of Regulation and I am considering implementing the program with all students after school with
a bit more training and after more time is spent with the two boys I am currently working with.
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Reflection
It was extremely beneficial to learn more about the Zones of Regulation and implement it
into the After School Program. I did not expect the tools and resources to have such an impact on
the students that I currently work with. I anticipated more challenges than I encountered and
have observed these two students to be more successful after school with this implementation.
Now that I see the success in the two students I can feel more comfortable putting the Zones of
Regulation in place for all students enrolled in the program. Knowing this program is not taking
place during the school day, I look forward to collaborating with the students classroom
teachers to hopefully put these same processes in place during the day. I am going to continue to
advocate for more Social Emotional Learning curriculum (such as Second-Step and Circle Time)
to be used during the school day since the results show from the 2015-2016 DESSA results, it is
Artifact A
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Artifact B-1
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Artifact B-2
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Artifact C-1
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Artifact C-2