[Webinar Recording] Learn to Identify At-Risk Students Earlier
What can we do to identify at-risk students sooner? Schools and districts can incorporate resiliency data into their early warning systems. This type of social and emotional data can help educators identify areas such as stress, confidence, and health that students are struggling with that eventually impact their academic performance.
Hear from Dr. Jan Vesely, Assistant Superintendent of Instruction & Curriculum for Sunnyside Unified School District (AZ), and Dr. V. Scott Solberg, Associate Dean of Research at Boston University School of Education, as they examine:
- Why districts and schools should develop specific tipping points or early warning indicators.
- How college and career readiness can be propelled by a unified system of predictive indicators and tiered evidence based interventions.
- How attendance, behavior, and course performance can be modified and improved through organized and informed actions at the school, district, and community levels.
- How one district utilizes resiliency data as a core component of its early warning system.
[Webinar Recording] Learn how mindfulness techniques can help build student resilience
During an hour-long webinar, broadcast on March 18, 2014, Amy Bloom Connolly, M.S., Founder & Director of The Center for Mindful Awareness and Dr. Harriette Wimms, Director of Student Support at The SEED School of Maryland:
- Examine the role of social emotional learning in the classroom.
- Explore the relationship between social emotional learning and self-regulation, executive functioning, academic persistence, and social skills development.
- Discuss the impact of mindfulness practices on social emotional learning in the classroom setting.
- Provide an overview of the research on mindfulness and brain development and children.
- Examine two effective mindfulness practices for supporting self-awareness, fostering emotional regulation and strengthening executive functioning.
- Share three resources for learning more about the effective use of mindfulness in classrooms.
Published by Education Daily
Resiliency key to students’ success in Common Core
Students’ success with the Common Core State Standards may be dependent on their resiliency and social-emotional learning skills.
Research has pointed to several resiliency skills common among students who overcome odds like poverty and achieve academic success. These skills include goal setting and understanding the importance of school, academic confidence, strong connections with others, stress management, a balanced sense of well-being, and intrinsic motivation.
“Kids who are strong in these areas tend to do better in school, and kids who are weak in these areas tend not to do as well in school,” said Melissa Schlinger, vice president of national accounts at ScholarCentric, during a recent webinar.
In many classrooms, resiliency and perseverance are often discussed early in the school year, but the emphasis goes away over the course of the year, said Jan Vesely, assistant superintendent of Sunnyside Unified School District in Tucson, Ariz., during the webinar. Educators need to emphasize resiliency in classrooms and realize the process creates students who are capable of responding to challenges and setbacks.
12 Feb 2014
ScholarCentric unveils new assessment of resiliency skills for grades 3-5
Success Highways Resiliency Assessments enable educators to identify social-emotional factors that affect student performance
ScholarCentric, leading provider of actionable, research-validated resiliency assessments, is pleased to announce it’s newest assessment for grades 3-5. Now, elementary educators can assess their students’ resiliency skills and put resulting data to immediate use.
The insightful feedback resulting from these assessments allows educators to provide interventions that truly target students’ underlying social emotional issues in order to improve academic performance, attendance, and behavior. With the Success Highways Elementary Resiliency Assessment, educators get the root cause information they need and can take action before signs of academic or behavioral trouble even appear.
“The foundation for academic success starts very early,” said Dr. V. Scott Solberg, Associate Dean of Research at Boston University School of Education. “Unless students are healthy, safe, engaged, and supported, and understand the value of school for themselves, they will not do well, regardless of academic interventions. However, it’s difficult for classroom teachers to know how students are feeling about school and what they’re struggling with at home.”