SEE Learning
Share
Author(s): Dianne Acuña Andree and Ben Knaebel
January 1, 2021
We all have defining moments in our life. These are the moments in time, whether by date or a name, when life indelibly changes. March 2020 is one such time stamp, and this is how City Schools of Decatur in Georgia responded.
City Schools of Decatur (CSD) is a small, urban, charter school system in Decatur, Ga., only a few miles from downtown Atlanta. During the 2019–20 school year, we began working on plans to enhance social/emotional learning (SEL) in our schools. March 2020 simply accelerated our timeline. Here is the what, why and how of what we did.
What is SEE Learning?
In July 2020, CSD still hadn’t finalized whether our students would be returning to in-person school or remain virtual (we eventually chose to remain virtual). Lillie Huddleston, Ph.D., the executive director of equity and student support, shared with the board our department’s desire to begin the school year with a new evidence-based, trauma-informed curriculum called social, emotional and ethical (SEE) learning.
SEE learning is a K–12 education project out of Emory University’s Center for Contemplative Science and Compassion-Based Ethics, developed to provide high-quality, easy-to-use curricula and resources for student holistic development based on the latest knowledge in educational practice and scientific research. SEE learning builds upon SEL best practices but expands on them to include topics such as attention training, compassion for self and others, resiliency skills, systems thinking and ethical discernment.
SEE learning is available for specific age ranges with developmentally appropriate curricula for early elementary, late elementary, middle and high school students. Each curriculum consists of more than 40 half-hour learning experiences. We focused our initial implementation to 10 weeks of lessons, covering sections 1 and 2, which focus on kindness, compassion and resiliency skills. The trauma-informed aspect of SEE learning is critical to support our students dealing with the pandemic and support CSD’s work addressing equity, systemic racism and restorative practices. The fact that SEE learning is available across the grade bands allows us to create a common language and develop a specific skill set to support our students and the district’s equity work.
Why SEE Learning?
Since the early days of education, we’ve known a comprehensive education must include helping students cultivate character and ethical discernment, not just practical skills. Now scientific research, including research on compassion conducted at Emory University, is demonstrating that basic human values can be taught as skills. This can result in measurable benefits for physical, psychological and social health, and well-being. Since the causes of our societal problems – from school violence to environmental degradation to national security – lie not only in external conditions but also in the decisions people make based on their values, the need for programs in “soft skills” has never been greater.
Prior to implementing SEE learning, CSD schools had varying degrees of SEL implementation. Individual schools had their own programs and initiatives, which differed in scope and sequence. The pandemic, naturally, elevated our need to find an effective, trauma-informed SEL program to promote healing and resilience. Therefore, this was the perfect opportunity to implement a standardized curriculum across all grade levels and schools that not only aligned with the basic tenets of SEL but also taught the resilience and compassion skills necessary to heal from 2020 challenges. Additionally, SEE learning aligns well with our district’s work with Expedition Learning Pillars of Character and the International Baccalaureate Program Learner Profile.
Once CSD decided to return virtually, the district built Wellness Wednesday into students’ schedules. Wellness Wednesday focuses on supporting one of CSD’s core beliefs, the development of the whole child. Wellness Wednesday is a dedicated time each week to focus on the well-being of our students, staff and parents. It provides a mid-week break from the demands of learning in a virtual environment and gives families and students a chance to engage in self-directed or district-offered structured activities and focus on overall wellness.
The SEE learning program is designed to be delivered by teachers within a classroom setting. So, step one in implementation was to get people trained, set a schedule and convert the material for a virtual setting.
The following professionals engaged in online self-directed training and six hours of direct training by Emory University:
The actual curriculum delivery varied based on the needs of the grade band. What was consistent was that each school had an assigned SEE learning school team. At the K–2 schools, each team member delivered curriculum to an individual class. The teacher of record allowed us to “join” their Google Classroom, and we used the same instructional link they use daily for ease of access.
At the 3–5 academy schools, teams also used teacher classrooms to deliver their lessons. Although the groups
were larger, combining several classes, there was often a second adult in the classroom to support the facilitator.
Middle and high school used advisement classes to deliver curriculum. At both levels, two advisement classes were combined, and facilitators had their own Google classroom. Students would mark themselves present in our student information system, as well as being encouraged to comment “here” in the chat box at the beginning of each session.
We delivered K–5 content early in the day and the middle and high school content late morning to early afternoon. This decision came from speaking with students as well as understanding that wellness for teens includes the ability to get extra sleep. We believed it would increase the possibility of attendance and engagement.
In all cases, the sessions were recorded, but recordings were discarded after 30 days. We made this decision to eliminate the possibility of having anyone’s responses, especially if they revealed anything personal, from being recorded on a personal device and shared. For the purpose of make-up lessons, we created narrated PowerPoint recordings to post in classrooms with a message. This allowed students to access or review the content as needed.
Curriculum Details
The curriculum is laid out in a specific format for consistency. Lessons begin with a check-in, followed by a mindfulness exercise, then a follow-up check in. Next we covered the class and/or school agreements, the presentation/discussion, an insight activity, reflective practice and a debrief. The consistency of delivery was beneficial for students and facilitators.
We stored presentation slides in a shared drive for schools to copy and personalize for their individual school. For example, one school has an owl mascot, so they did their check-in slides with an owl theme and closed sessions with their school song.
We have completed our 10 weeks of lessons and are awaiting quantitative data on program effectiveness, but qualitative data from students, facilitators and the community, shows positive feedback. We are now planning on how to expand teacher training and SEE learning delivery because we believe it is best for students, staff and the community. The resiliency skills being delivered will be helpful for all involved, of that you can be sure.
The SEE learning program is free; however, you are required to do a short, seven-module training that takes about two hours. Upon completion, you receive the full curriculum. Lessons can be used in classrooms, individual or group session. The small investment in time is well worth it.
I have heard it said that we are currently in a global pandemic but are about to have a monsoon of mental health concerns, making SEL a greater need than ever before. The SEE learning curriculum addresses many district initiatives, meets numerous ASCA Mindsets & Behaviors standards and is an evidence-based curriculum worth exploring. Learn more about SEE learning at https://seelearning.emory.edu/node/5.
Dianne Acuña Andree is the City Schools of Decatur student success coordinator. Ben Knaebel is the City Schools of Decatur coordinator of 504 and school psychology.
City Schools of Decatur (CSD) is a small, urban, charter school system in Decatur, Ga., only a few miles from downtown Atlanta. During the 2019–20 school year, we began working on plans to enhance social/emotional learning (SEL) in our schools. March 2020 simply accelerated our timeline. Here is the what, why and how of what we did.
What is SEE Learning?
In July 2020, CSD still hadn’t finalized whether our students would be returning to in-person school or remain virtual (we eventually chose to remain virtual). Lillie Huddleston, Ph.D., the executive director of equity and student support, shared with the board our department’s desire to begin the school year with a new evidence-based, trauma-informed curriculum called social, emotional and ethical (SEE) learning.
SEE learning is a K–12 education project out of Emory University’s Center for Contemplative Science and Compassion-Based Ethics, developed to provide high-quality, easy-to-use curricula and resources for student holistic development based on the latest knowledge in educational practice and scientific research. SEE learning builds upon SEL best practices but expands on them to include topics such as attention training, compassion for self and others, resiliency skills, systems thinking and ethical discernment.
Education must help students cultivate character and ethical discernment.
SEE learning is available for specific age ranges with developmentally appropriate curricula for early elementary, late elementary, middle and high school students. Each curriculum consists of more than 40 half-hour learning experiences. We focused our initial implementation to 10 weeks of lessons, covering sections 1 and 2, which focus on kindness, compassion and resiliency skills. The trauma-informed aspect of SEE learning is critical to support our students dealing with the pandemic and support CSD’s work addressing equity, systemic racism and restorative practices. The fact that SEE learning is available across the grade bands allows us to create a common language and develop a specific skill set to support our students and the district’s equity work.
Why SEE Learning?
Since the early days of education, we’ve known a comprehensive education must include helping students cultivate character and ethical discernment, not just practical skills. Now scientific research, including research on compassion conducted at Emory University, is demonstrating that basic human values can be taught as skills. This can result in measurable benefits for physical, psychological and social health, and well-being. Since the causes of our societal problems – from school violence to environmental degradation to national security – lie not only in external conditions but also in the decisions people make based on their values, the need for programs in “soft skills” has never been greater.
Prior to implementing SEE learning, CSD schools had varying degrees of SEL implementation. Individual schools had their own programs and initiatives, which differed in scope and sequence. The pandemic, naturally, elevated our need to find an effective, trauma-informed SEL program to promote healing and resilience. Therefore, this was the perfect opportunity to implement a standardized curriculum across all grade levels and schools that not only aligned with the basic tenets of SEL but also taught the resilience and compassion skills necessary to heal from 2020 challenges. Additionally, SEE learning aligns well with our district’s work with Expedition Learning Pillars of Character and the International Baccalaureate Program Learner Profile.
Once CSD decided to return virtually, the district built Wellness Wednesday into students’ schedules. Wellness Wednesday focuses on supporting one of CSD’s core beliefs, the development of the whole child. Wellness Wednesday is a dedicated time each week to focus on the well-being of our students, staff and parents. It provides a mid-week break from the demands of learning in a virtual environment and gives families and students a chance to engage in self-directed or district-offered structured activities and focus on overall wellness.
The SEE learning program is designed to be delivered by teachers within a classroom setting. So, step one in implementation was to get people trained, set a schedule and convert the material for a virtual setting.
The following professionals engaged in online self-directed training and six hours of direct training by Emory University:
- school counselors, psychologists, nurses, social workers and student center counselors
- one of our district therapists and our seven Georgia State Community Mental Health interns who work in the Decatur Student Center
- retired school counselors (who were paid as subs)
- a handful of PE teachers who had already been implementing yoga and mindfulness activities into their curriculum
- two community members with SEE experience and counseling backgrounds
- a few paraprofessionals who are certified school counselors and social workers
- district personnel, from our departmental administrative assistant, who’s taught pre-K, to our executive director
The actual curriculum delivery varied based on the needs of the grade band. What was consistent was that each school had an assigned SEE learning school team. At the K–2 schools, each team member delivered curriculum to an individual class. The teacher of record allowed us to “join” their Google Classroom, and we used the same instructional link they use daily for ease of access.
At the 3–5 academy schools, teams also used teacher classrooms to deliver their lessons. Although the groups
were larger, combining several classes, there was often a second adult in the classroom to support the facilitator.
Middle and high school used advisement classes to deliver curriculum. At both levels, two advisement classes were combined, and facilitators had their own Google classroom. Students would mark themselves present in our student information system, as well as being encouraged to comment “here” in the chat box at the beginning of each session.
We delivered K–5 content early in the day and the middle and high school content late morning to early afternoon. This decision came from speaking with students as well as understanding that wellness for teens includes the ability to get extra sleep. We believed it would increase the possibility of attendance and engagement.
In all cases, the sessions were recorded, but recordings were discarded after 30 days. We made this decision to eliminate the possibility of having anyone’s responses, especially if they revealed anything personal, from being recorded on a personal device and shared. For the purpose of make-up lessons, we created narrated PowerPoint recordings to post in classrooms with a message. This allowed students to access or review the content as needed.
Curriculum Details
The curriculum is laid out in a specific format for consistency. Lessons begin with a check-in, followed by a mindfulness exercise, then a follow-up check in. Next we covered the class and/or school agreements, the presentation/discussion, an insight activity, reflective practice and a debrief. The consistency of delivery was beneficial for students and facilitators.
We stored presentation slides in a shared drive for schools to copy and personalize for their individual school. For example, one school has an owl mascot, so they did their check-in slides with an owl theme and closed sessions with their school song.
We have completed our 10 weeks of lessons and are awaiting quantitative data on program effectiveness, but qualitative data from students, facilitators and the community, shows positive feedback. We are now planning on how to expand teacher training and SEE learning delivery because we believe it is best for students, staff and the community. The resiliency skills being delivered will be helpful for all involved, of that you can be sure.
The SEE learning program is free; however, you are required to do a short, seven-module training that takes about two hours. Upon completion, you receive the full curriculum. Lessons can be used in classrooms, individual or group session. The small investment in time is well worth it.
I have heard it said that we are currently in a global pandemic but are about to have a monsoon of mental health concerns, making SEL a greater need than ever before. The SEE learning curriculum addresses many district initiatives, meets numerous ASCA Mindsets & Behaviors standards and is an evidence-based curriculum worth exploring. Learn more about SEE learning at https://seelearning.emory.edu/node/5.
Dianne Acuña Andree is the City Schools of Decatur student success coordinator. Ben Knaebel is the City Schools of Decatur coordinator of 504 and school psychology.