| By: Shauna McBride Social-Emotional Learning The field of social-emotional learning (SEL) has made many exciting strides since Committee for Children introduced its first curriculum in 1989. During April 2017, in particular, a number of reports were published intended to advance the field of SEL.… Read More
| By: Committee for Children Annual Advocacy Day – A Success! On Wednesday, February 8, 2017, Committee for Children held their annual Advocacy Day. In spite of snow, sleet, and rain (no flooding or pestilence, thankfully), CFC took a hearty crowd of 20 people to meet with 34 legislators and/or their staff. We were very lucky to have a number of young people go with us this year as well; they are always the stars of the show!… Read More
| By: Committee for Children CFC Presents an SEL Lesson Using Second Step Program for WA State Legislators On January 26, Committee for Children presented a mini SEL lesson using their Second Step curriculum for Washington State legislators and their staff. The lesson helped those attending see that everyone comes to a discussion with different perspectives.… Read More
| By: Committee for Children Two Policy Approaches Your State Can Take On January 26, 2017, Committee for Children will partner with Representative Tana Senn to bring social-emotional learning (SEL) to the halls of the Washington State Legislature. Using Committee for Children’s Second Step curriculum, an experienced Washington teacher will deliver a demonstration lesson to members of the legislature to show the dramatic impact SEL could have on the lives of Washington’s children.… Read More
| By: Committee for Children SEL Builds a Stronger Workforce On September 14 Committee for Children and CASEL co-sponsored a Congressional briefing, The Importance of Employability Skills: How and Why Educators Should Teach These Skills. The briefing was supported by the Career and Technical Education Caucus and attended by over 60 people including three members of Congress—Rep. Tim Ryan, D-OH, Rep. Susan Davis, D-CA and Sen. Tammy Baldwin, D-WI, co-chair of the Caucus.… Read More
| By: Committee for Children Everything You Need to Know About ESSA: Part 1 of 3 The bipartisan Every Student Succeeds Act (ESSA), which replaces the outdated No Child Left Behind Act, includes flexible funding that can be used for SEL and prevention programs. However, the flexibility given to each state could put some programs at risk. This first blog post in a series of three explains key provisions in the bill and how it impacts our work. … Read More
| By: Committee for Children Three Misperceptions about SEL The potential inclusion of an amendment to the Elementary and Secondary Education Act (ESEA) that incorporates both a definition and a specified funding source for social-emotional learning (SEL) has me thinking about SEL often. Foremost in my mind is how to clear up misconceptions about what SEL really is. Talking with senatorial staff on the Hill, friends, and family members about the hopes for federal legislation changes and the importance of SEL for social and academic success both in school and in life, I learned that SEL is not widely understood.… Read More
| By: Committee for Children SEL in the ESEA: Committee for Children and Friends in Washington, DC On May 14, 2015, we were lucky to be joined in Washington, DC, by social-emotional learning (SEL) leaders from around the country to lobby their U.S. Senators. What was the ask, you ask? We want the Senate to include social-emotional learning in the reauthorization of the Elementary and Secondary Education Act (ESEA, formerly No Child Left Behind).… Read More
| By: Committee for Children Inclusion of SEL in the Reauthorization of the ESEA: Do you believe students need to learn how to persevere in the face of challenges and develop lifelong skills to cope with life’s challenges? Do you believe students need support in becoming safe, caring, respectful, and responsible members of the community? Have you benefited from increased classroom instructional time because of less time spent helping students who cannot independently manage difficult or emotionally charged situations? Do you wish you had more resources to support these needs in your school or district? If so, keep reading… … Read More