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Leveraging the Power of SEL as You Prepare to Reopen (Dr. Tim Shriver)

August 28, 2020
Just as children grow academically from year to year, their emotional world is also continuously evolving. Grounding instructional practices with an understanding of social development has never been more crucial for positive academic and health outcomes.
ID
5514

Transcript

  • 00:00Thank you so much Greg and think I'm so
  • 00:03glad that everyone can join us today.
  • 00:07I'm really pleased to be able to host this
  • 00:09web and R and the only thing better would
  • 00:12be to be together with all of you in person.
  • 00:14As Greg told you on the child study center,
  • 00:17I in Scholastic has come
  • 00:19together in a collaborative.
  • 00:21We're actually similarly aged institutions.
  • 00:23The child study center has
  • 00:24been around since 1911,
  • 00:26very much devoted to children and
  • 00:28families and to the community,
  • 00:30and to making things better for
  • 00:32children and families in the community.
  • 00:35My own career is as a pediatrician
  • 00:37Ann Berry and I would say that
  • 00:39the partnership and the work with
  • 00:41the collaborative is one of the
  • 00:43most special things either.
  • 00:45My personally,
  • 00:46I've been involved in,
  • 00:47but also for the child study center.
  • 00:50As Greg mentioned,
  • 00:51the dark collaborative and this symposium
  • 00:53has changed focus tremendously because
  • 00:55of all the things that have happened.
  • 00:58We came together around literacy
  • 01:00and resilience,
  • 01:01but now these tremendous tragedies
  • 01:03and stressors that are affecting our
  • 01:05nation and all of our communities
  • 01:07at the most basic level, the virus,
  • 01:10the virus of racial racism.
  • 01:12A man.
  • 01:13All the challenges that are still before us,
  • 01:16including the uncertainty about
  • 01:17reopening schools have shifted our focus
  • 01:20for the collaborative an shifted our
  • 01:21focus for the work that we will do,
  • 01:23and we know where we hope that
  • 01:25these are the questions that you
  • 01:27are also also foremost on your
  • 01:29minds that we can learn together.
  • 01:32This is not going to be a
  • 01:34symposium full of answers.
  • 01:37As I said,
  • 01:38part of this pandemic and pandemics is
  • 01:40the massive uncertainty all around us,
  • 01:43but we hope to bring together good thinkers,
  • 01:46people that are thinking seriously
  • 01:48kindly about these matters and also
  • 01:51hear from you about what are the
  • 01:54things that you're struggling with.
  • 01:56We will call your attention that
  • 01:58we do have a digital planner.
  • 01:59I'm in other resources at a link
  • 02:02that you'll we will send to you.
  • 02:04And we invite your participation
  • 02:06through a Q and a box and that
  • 02:08you'll also learn how to use,
  • 02:10but also your participation in ongoing.
  • 02:12Why part of what has shaped
  • 02:14this collaborative?
  • 02:15This really venture together between
  • 02:17Scholastic and the child study
  • 02:19center is hearing from everyone
  • 02:20in the field hearing from people
  • 02:22that are working on the ground
  • 02:24with children and families.
  • 02:25It shapes what we do and we
  • 02:28want to learn from you.
  • 02:31I could talk more and more about the
  • 02:33collaborative and a very special
  • 02:35ways that we work together,
  • 02:37but another special time Mr.
  • 02:39Introduced him Shriver.
  • 02:40You have Tim's bio in the materials,
  • 02:42but just to say that Tim is a longtime
  • 02:45friend and colleague at the child
  • 02:47study center and now of the collaborative.
  • 02:50I hope perhaps he will even tell
  • 02:53you some of that history.
  • 02:56But in most impactful is his work
  • 02:58with Special Olympics and
  • 03:00his work around social,
  • 03:01emotional learning for children and Families.
  • 03:03Something that is so important now.
  • 03:06I can tell you that Tim at his at
  • 03:09his roots and in every ounce of his
  • 03:12body and being he cares deeply about
  • 03:14children about their well being and
  • 03:17about the education of children around
  • 03:19the country and around the world.
  • 03:22It's really very special to have
  • 03:24Tim Shriver with us at anytime,
  • 03:26but especially at this time.
  • 03:28So let me turn it over to
  • 03:30Tim. Thank you, thank you,
  • 03:32Linda, and thank you Greg.
  • 03:34I'm thrilled to be joining this symposium.
  • 03:37Greg has the look of a professional
  • 03:39and he's got his jacket on
  • 03:40his appropriate background,
  • 03:42so he's a step ahead of me.
  • 03:44I'm just in a traditional zoom working
  • 03:46outfit here and of course to be in the
  • 03:48presence of the director of the Yale
  • 03:50Child Study Center as a colleague.
  • 03:52This is as close as I'll ever
  • 03:54get to being a professor,
  • 03:56and it's a It's a thrill,
  • 03:57and Linda was gracious and not naming
  • 04:00the number of years at which four
  • 04:02during which I've been a student
  • 04:04of hers and a student of so many
  • 04:06people at the child study center.
  • 04:08I'll say a little bit more about that.
  • 04:10But just to recognize that in this
  • 04:13collaboration you we have an extension,
  • 04:15one of the great pioneering gifts of
  • 04:17the child study center over the century.
  • 04:19Plus that it's been in business,
  • 04:22and that is the power of
  • 04:24integration initially,
  • 04:24as I understand it,
  • 04:25at least the child study center was
  • 04:27created because Pediatrics and child
  • 04:29psychiatry and child development
  • 04:31and Family Support Services.
  • 04:32They were all separate,
  • 04:34and once you got into the medical system,
  • 04:36families were removed,
  • 04:37parents were removed,
  • 04:38the social and emotional needs of children
  • 04:41will remove the practical challenges.
  • 04:43Of raising children were removed and
  • 04:45all these ideas were were forced.
  • 04:48We force children to become
  • 04:50kind of scientific laboratories.
  • 04:52The child study center forced
  • 04:54us to come together.
  • 04:56Invited new kinds of pioneering
  • 04:58research challenged us to think about
  • 05:00education and family, life and medicine,
  • 05:03and psychiatry and child development,
  • 05:05social work, psychology, sports,
  • 05:07recreation, health law enforcement.
  • 05:09Look at them from a holistic POV,
  • 05:12so this collaboration.
  • 05:13In my view,
  • 05:15is yet another pioneering advance
  • 05:17in the work of the integration
  • 05:19of the needs of children in in
  • 05:21the in the world of adults.
  • 05:23If I can put it that way,
  • 05:26so I'm thrilled to be here.
  • 05:28I spent my first year as a fellow
  • 05:30at the child study center in 1984,
  • 05:33and it was even before then.
  • 05:35I've been studying a little bit
  • 05:37with Doctor Al Sol net and looking
  • 05:40at the Child Support systems
  • 05:41in the state of Connecticut.
  • 05:43So anyway,
  • 05:44we've been working and collaborating.
  • 05:46I've been learning.
  • 05:47From this community for a long,
  • 05:48long time,
  • 05:49and it has changed the course
  • 05:51of my career and I would dare
  • 05:52say the course of my life.
  • 05:54So I'm thrilled to be here
  • 05:56to try to contribute now,
  • 05:57not just as a student,
  • 05:58but in some ways to share back.
  • 06:00Much of what I've learned over the years.
  • 06:02So thank you, Linda,
  • 06:03and thank you Greg and thank you.
  • 06:05All the folks who organized
  • 06:07this count and so many others.
  • 06:08And thanks all of you who joined.
  • 06:10I know that you've got a million
  • 06:12things and there's back to back
  • 06:14zoom life and people are in schools
  • 06:15already and the pressure is on.
  • 06:17So to have those of you who were able
  • 06:20to join today live where I'm thrilled,
  • 06:22and I hope this will provide some
  • 06:25support for those of you who were
  • 06:27able to watch it on recording as well.
  • 06:30So let me dive right into it.
  • 06:31If we can go to my first slide.
  • 06:35You know, we started to plan
  • 06:37this event a few weeks ago,
  • 06:39right in the moments around which the
  • 06:41country was celebrating. John Lewis.
  • 06:44And I thought to open with congressman
  • 06:47Luis this Time magazine cover and I just
  • 06:50want to invite all of us to just spend a
  • 06:54moment in the presence of this presence.
  • 06:57These eyes this face this
  • 07:01expression this life.
  • 07:04Uh, and maybe dwell just for a moment
  • 07:06if we can gather ourselves a little
  • 07:09bit into this space on these words
  • 07:11that he spoke so many years ago.
  • 07:14You cannot be afraid.
  • 07:16To speak up or and speak out
  • 07:19for what for what you believe.
  • 07:22You have to have courage raw courage.
  • 07:26To do what you believe.
  • 07:29And I just want to invite all of us to
  • 07:32maybe draw inward just for a moment.
  • 07:34On the word raw. Courage.
  • 07:38Like you to think a little
  • 07:40bit about your own journey.
  • 07:42To the principles to the values to the
  • 07:47convictions that you believe in most deeply.
  • 07:52Ann wonder maybe for a moment
  • 07:53as we look at John Lewis,
  • 07:55how do you see?
  • 07:57How does one of us see like he saw how?
  • 08:01How do we find raw courage in this moment?
  • 08:05Because I would say that educators
  • 08:07are at the central nexos of the
  • 08:09future of the country right now,
  • 08:11probably more than ever.
  • 08:14And we're being told a lot about
  • 08:16what the issues are to be.
  • 08:18Politics is the issue, opening,
  • 08:19not opening as the issue.
  • 08:21Even I would dare say Covid is the issue.
  • 08:25I would venture to invite us to say
  • 08:27that none of those are the issue.
  • 08:30Children are the issue. Same.
  • 08:34Yes, somebody interrupted children are.
  • 08:39Our our issue I'm hearing
  • 08:41some background noise,
  • 08:42but let me just continue.
  • 08:44So if we go to the next slide you know
  • 08:48people might say that John Lewis was angry.
  • 08:52Yeah, John Lewis had agency.
  • 08:54John Lewis was a man of action and I would
  • 08:56invent invite you all now just for a moment.
  • 08:59We don't have time.
  • 09:00We can't do this unfortunately interactively.
  • 09:02But what do you believe in right now?
  • 09:05Maybe just take out a piece of paper,
  • 09:07a word or two?
  • 09:08A clause.
  • 09:09I invite you to do this practically
  • 09:11because putting yourself in the game
  • 09:14right now is as important as anything
  • 09:16you want to think about children.
  • 09:18So what do you believe in right now
  • 09:20that's important to you and maybe
  • 09:22just make a note under that clause.
  • 09:24Who do you share that with?
  • 09:26Who's in your circle who you trust with
  • 09:30that which you believe in most deeply?
  • 09:33And maybe one more tick here.
  • 09:35One more move. How could you show courage?
  • 09:40Right now.
  • 09:42In speaking out in pursuit of that belief.
  • 09:46Want to invite you just for a moment
  • 09:48to dwell on this and I'm going
  • 09:50to be quiet just for about 10 or
  • 09:5215 seconds and I invite you to,
  • 09:54as I say, practically speaking,
  • 09:56if you are comfortable right down if you can.
  • 09:59You ran. Answers.
  • 10:02Your belief your connections.
  • 10:05Your path to showing courage.
  • 10:18So of course, if we work together,
  • 10:20we could have some quick dyads and maybe
  • 10:22a hand would go up and I invite you
  • 10:24to use the chat if you're comfortable
  • 10:27sharing any reactions you have to
  • 10:29this or questions come up for you.
  • 10:31It's too bad we can have good rich
  • 10:33conversation on these matters,
  • 10:34but let's go to the next slide
  • 10:36and let me pivot now to what I
  • 10:39think is the agenda for today,
  • 10:41which is you've just participated.
  • 10:43In a learning exercise that
  • 10:45promoted all of these, your social,
  • 10:47your emotional and your academic development.
  • 10:49Because you had to go inward in
  • 10:52that little exercise to discover
  • 10:55something that you believe in deeply.
  • 10:57So this invited you to the exercise of
  • 11:02self awareness of internal self knowing
  • 11:05of drawing back from distraction.
  • 11:09I also asked you to name someone
  • 11:11you could share this with,
  • 11:13so I invited you to connect to
  • 11:15develop the social relationships
  • 11:16that would empower you to go from
  • 11:19what you believe deeply to a sense
  • 11:21of agency and connection to others.
  • 11:23Team building.
  • 11:24And I asked you to also think
  • 11:28about what you could do,
  • 11:30which is the pivot towards task towards
  • 11:33plan towards goal in our strength,
  • 11:35social connection, task orientation,
  • 11:37that little exercise.
  • 11:39In my view, or at least,
  • 11:41I think in the view of the child
  • 11:44development to list in each of us
  • 11:46helps us to see how these are related,
  • 11:49how the emotional self awareness,
  • 11:51the social connection and the
  • 11:53academic or cognitive or task
  • 11:55part of life are all linked.
  • 11:56And when we bring them together when we
  • 11:59synchronize them in learning experiences,
  • 12:01we activate learners in a way that
  • 12:03is far beyond what we might have
  • 12:06thought of as an academic exercise.
  • 12:08Let's keep going next slide,
  • 12:10so this is,
  • 12:11as Greg said at the outset of his,
  • 12:14Linda has echoed a really
  • 12:17difficult time to be a child.
  • 12:20We have political division.
  • 12:22We have health based division.
  • 12:24We have raced based division.
  • 12:27We have fear based division and
  • 12:30none of it is good for children.
  • 12:34None of it is good for children.
  • 12:36As much as we might believe
  • 12:38in our political perspective,
  • 12:39as much as we might believe in our
  • 12:41perspective on the covid crisis,
  • 12:43as much as we might believe in our
  • 12:46own perspectives on all of these
  • 12:48challenges that our countries facing.
  • 12:50To be hateful and divided and angry
  • 12:53at others is not good for children.
  • 12:56Now this data you see on this slide,
  • 12:59the overwhelming anxiety and children at
  • 13:02the high school and the college level.
  • 13:05The sense of feeling isolated and
  • 13:07that continues on into adulthood.
  • 13:09The rampant rates of addiction,
  • 13:11depression, suicidal, ideations,
  • 13:12even people taking their own lives.
  • 13:15This is all symptomatic.
  • 13:16Of what our children viscerally
  • 13:18are feeling right now.
  • 13:20I know I'm talking to educators.
  • 13:22I don't need to tell you this.
  • 13:24You see it in your children.
  • 13:26You see it in your students.
  • 13:28Maybe you even see it in your
  • 13:30peers and in
  • 13:31your own families.
  • 13:32But it's important for us to be honest.
  • 13:35About the toll that this,
  • 13:37that all these stressors are taking
  • 13:39on children, because as I said,
  • 13:41we're not here to talk about health care
  • 13:43practice when I'm not an expert on that.
  • 13:46I'm not an expert on politics.
  • 13:48God knows I'm not an expert
  • 13:49on cultural division,
  • 13:50but I hope we all see ourselves
  • 13:53as experts on children.
  • 13:54And this is the context in which children are
  • 13:57growing up and coming back to us in school.
  • 13:59Let's keep going. Next slide.
  • 14:01Now I wrote this book of quick digression.
  • 14:04I wrote this book a few years ago,
  • 14:06fully alive and one of the struggles
  • 14:08of writing a book is trying to
  • 14:10go on a book tour.
  • 14:11I was on a book tour and I was in a
  • 14:14small hotel down in a southern state.
  • 14:16I won't name it 'cause I'm hoping.
  • 14:18Maybe some folks are on the call
  • 14:20and I got in the elevator to go up
  • 14:22to the mezzanine where the little
  • 14:24book function was taking place and
  • 14:25I was all stressed out and there's
  • 14:27a guy in the elevator with Big 10
  • 14:30gallon hat and blue jeans and a
  • 14:31silver belt buckle and cowboy boots.
  • 14:33And I push the button for the magazine.
  • 14:35The thing goes up and he looks
  • 14:37over at me and he goes.
  • 14:38Anyone ever tell you you look like a Kennedy?
  • 14:42And I was, you know, stressed out.
  • 14:45You know,
  • 14:45I wasn't thinking about it obviously was
  • 14:48short elevator ride and the door open.
  • 14:50I said, You know, I've heard that before.
  • 14:53And as I turned to walk out, he said,
  • 14:56well, that must really piss you off a.
  • 15:00Now I mentioned the story to give
  • 15:03a little humanity.
  • 15:05To how divided we are?
  • 15:09In that little interaction.
  • 15:12A particular kind of an appearance
  • 15:14of particular kind of her, I guess.
  • 15:18Led this gentleman to see he's a good.
  • 15:21I'm sure he's a fine person.
  • 15:23I'm not picking on him but let him
  • 15:26to see someone who he assumed.
  • 15:29Had certain points of view,
  • 15:31certain perspectives, certain ideas.
  • 15:33And at some level to judge me
  • 15:36or to judge what I represented
  • 15:38just based on a snap appearance.
  • 15:43Now, with all due respect to this guy.
  • 15:47Uh. The point I want to make is we
  • 15:50do this all the time to each other.
  • 15:53And right now we're doing
  • 15:56it at a toxic level.
  • 15:58We're judging and we're getting each
  • 16:01other wrong over and over and over again.
  • 16:05And it's an epidemic that is a
  • 16:08cancer on the educational process.
  • 16:11And on the life and development of children,
  • 16:13let's go to the next slide.
  • 16:15Years ago Jim Comer in the 4th floor
  • 16:20of the Yale Child Study Center asked
  • 16:23me this question on my first week.
  • 16:26As a fellow there in child development.
  • 16:29He said, Tim, you're studying education.
  • 16:32Do you know the difference between
  • 16:35these two shapes?
  • 16:36In the eyes of a child.
  • 16:38And I was exhausting my understanding.
  • 16:40I was thinking through my theories
  • 16:42and John Dewey and Vygotsky,
  • 16:43and all these different Maria Montessori
  • 16:45trying to come up with the right answer.
  • 16:47And he said,
  • 16:49you all of your answers are wrong.
  • 16:52The difference between these two
  • 16:54shapes in the eyes of a child.
  • 16:56Our that shaped one has an adult that
  • 17:00cares about the child understanding it.
  • 17:04The shapes themselves have no intrinsic
  • 17:07difference in the eye of the child,
  • 17:10but shaped one has an adult.
  • 17:14That cares about it and cares
  • 17:16about the child knowing it.
  • 17:18So the child is alive with
  • 17:20desire to understand shape one
  • 17:22if that relationship is strong.
  • 17:24And so he told me in one simple exercise,
  • 17:29the teaching and learning isn't
  • 17:31supported by relationships.
  • 17:33Teaching and learning isn't helped.
  • 17:35By mentoring or tutoring or
  • 17:38supportive outside connections.
  • 17:39Teaching and learning is a relationship.
  • 17:44And his point he went on to say was
  • 17:47that when it came to children of color.
  • 17:50The relationships had been so damaged by
  • 17:54UN welcoming adults by unwelcome in cultures,
  • 17:58unwelcoming systems,
  • 17:59judgmental human beings.
  • 18:01Imagine the idea, the audacity,
  • 18:03the absolute absurdity.
  • 18:07Of school systems.
  • 18:08Adults who expected children to bond to
  • 18:11them even though they were on welcoming,
  • 18:14judgmental and oppressive.
  • 18:17And his point was that children of
  • 18:19color were coming into the mainstream,
  • 18:22treated negatively oppressively
  • 18:23and Judgmentally,
  • 18:24and then blamed for it.
  • 18:27Because the relationships
  • 18:30amongst the educators.
  • 18:32Were so damaged and so
  • 18:35oblivious to development,
  • 18:36so oblivious to connection,
  • 18:38so oblivious, to love and support,
  • 18:42and challenge.
  • 18:43That we educators had done so much damage.
  • 18:49Buy at first not understanding
  • 18:51the power of relationship.
  • 18:52Second,
  • 18:52not addressing the oppressive nature
  • 18:54of the relationships we were bringing
  • 18:57to children of color and then
  • 18:58third blaming the children for it.
  • 19:03And so in this basic framework,
  • 19:05he challenged me and I hope a generation
  • 19:08of educators to shift our focus from
  • 19:10judging children to welcoming children
  • 19:12to shift our focus from finding the rule,
  • 19:15reasons why children and families don't
  • 19:18fit to understanding that development
  • 19:20is the process of helping them to fit.
  • 19:23And redoubling our efforts to
  • 19:25integrating the social connections,
  • 19:27the emotional development,
  • 19:29the cognitive growth in one structure
  • 19:33of learning that we bring together.
  • 19:37If we go to the next slide,
  • 19:39doctor Comer wrote,
  • 19:40has been writing about this topic,
  • 19:42for I will go.
  • 19:43I've covered that one already.
  • 19:45Let's go to the next slide.
  • 19:47He's been writing about this
  • 19:48topic for over 50 years.
  • 19:50School power was the book,
  • 19:51and I still recommend this
  • 19:53book without apology.
  • 19:54It's almost 40 years old.
  • 19:56His book beyond black and white over
  • 19:5850 years old, but in the Internet.
  • 20:00Into his book,
  • 20:01beyond black and white
  • 20:02doctor Robert Coles writes,
  • 20:04this dock Tacoma makes it clear
  • 20:06children of color in their parents
  • 20:08had long experience the sting of
  • 20:10rejection and racism in the larger
  • 20:12society and even from the schools that
  • 20:14were supposed to be educating them.
  • 20:17And Furthermore,
  • 20:18those same schools are in different,
  • 20:20were indifferent to the social and
  • 20:22emotional trauma and oppression,
  • 20:23and unprepared to change the system or
  • 20:25support the needs of children in it.
  • 20:28Sorry,
  • 20:28that's not from doctor calls,
  • 20:30that's from Tim Shriver,
  • 20:31that's my those are my words.
  • 20:33But the reason I wanted to dwelling
  • 20:35on this a little bit is as we
  • 20:38pivot to what to do about it.
  • 20:40I think we have to recognize
  • 20:42the revolutionary paradigm,
  • 20:43shifting nature of this challenge.
  • 20:45It's not about adding a little piece of.
  • 20:47Support to children.
  • 20:49It's not about addressing children
  • 20:50of color as though they were
  • 20:53somehow problematic.
  • 20:53It's not even about addressing
  • 20:55children who have anxiety.
  • 20:57Children who are stressed out by
  • 20:59covid children who are under enormous
  • 21:01duress because of their families right now.
  • 21:04Economic crisis.
  • 21:04It's about shifting the whole paradigm.
  • 21:07Of schools.
  • 21:08It's about shifting the whole
  • 21:10paradigm of Education.
  • 21:11Let's go to the next slide.
  • 21:14So many of us thought that all sounded well,
  • 21:17but then in the last few years I
  • 21:19just wanted to compliment this point
  • 21:21because some people say all about.
  • 21:23That's nice,
  • 21:23but we've got to get to the test scores.
  • 21:26And oh,
  • 21:26that sounds good because
  • 21:28it's about social justice.
  • 21:29But what about learning chemistry
  • 21:30or English or social studies?
  • 21:32Here's the point.
  • 21:33Even the brain science tells us.
  • 21:35That learning is a relationship.
  • 21:37This is a slide from my colleague and well,
  • 21:39my wish.
  • 21:40I would say my colleague,
  • 21:41my friend and mentor pad cool out at
  • 21:44the University ad in Washington state
  • 21:46who has done research on infants and
  • 21:48her point in this little slide and
  • 21:50she has fantastic research on this.
  • 21:52I encourage you to check it out.
  • 21:54Is that even infants at the
  • 21:56age of 11 or 12 months?
  • 21:57Don't learn anything.
  • 22:00Unless there's a relationship they will
  • 22:02not connect with any task in less they
  • 22:05are connected to a human being first.
  • 22:07I love this low picture
  • 22:08of these little fellow,
  • 22:10this little fella imitating his.
  • 22:12His older adults may be
  • 22:13his dad or maybe others,
  • 22:15but you can see in this picture.
  • 22:17I hope the volumes and volumes
  • 22:19of neuroscience that tell us
  • 22:21this is a critical scientific
  • 22:23discovery and scientific truth,
  • 22:24not just an opinion from a bunch
  • 22:26of child developmentalists.
  • 22:27Let's go to the next slide.
  • 22:30So and you can click through
  • 22:33this until it fills all up.
  • 22:35If you don't mind,
  • 22:36I'm going to go quickly here.
  • 22:39Our goal in.
  • 22:41In response to Doctor Commerce
  • 22:42Challenge was to build a field,
  • 22:44not a program, not a project,
  • 22:46not even a curriculum.
  • 22:47Butterfield and I know the folks
  • 22:49at Scholastic have thought a
  • 22:51great deal about this at the
  • 22:53center of this field you'll see
  • 22:55this pie shape chart and some of
  • 22:57you may have seen this already.
  • 22:59I won't go into a lot of detail here,
  • 23:02but just recognize that in the two
  • 23:04red pie slices you have the structure
  • 23:06of helping children to become self
  • 23:08aware and capable of managing themselves.
  • 23:10Not controlling,
  • 23:11not conforming themselves.
  • 23:12Keep this in mind 'cause people misunderstand
  • 23:15self management as suppression.
  • 23:16No, no, no.
  • 23:17Self management is.
  • 23:18How do you learn how to use
  • 23:22what you're feeling?
  • 23:23And regulate what you're feeling
  • 23:25in order to get what you want and
  • 23:29what you believe to be necessary
  • 23:31in the blue pie shaped slices.
  • 23:33You'll see relation ull issues,
  • 23:35issues around how do we teach empathy,
  • 23:38active listening, perspective taking,
  • 23:40these kinds of skills,
  • 23:41all the relationship skills that
  • 23:43help children strengthen an help
  • 23:45adults strengthen their relationships
  • 23:47with children in the green pie
  • 23:49slice you'll see a whole inventory
  • 23:52of strategies and skills and.
  • 23:53Support systems that help children
  • 23:56make good decisions that are in
  • 23:58their interest not destructive
  • 24:00of themselves or others.
  • 24:02But recognizing these three circles,
  • 24:03if I can say very quickly that
  • 24:05this is a paradigm shift because
  • 24:08it involves in the 1st circle.
  • 24:10Curriculum and instruction.
  • 24:12I'll say a little bit more
  • 24:14about that in the 2nd circle,
  • 24:17schoolwide practices and policies.
  • 24:18Issues around discipline issues
  • 24:20around supports issues around special
  • 24:22education issues around inclusivity,
  • 24:24issues around respect issues
  • 24:26around all these kinds of
  • 24:28requirements that make up a school,
  • 24:31a welcoming culture and climate.
  • 24:34And then in the 3rd circle,
  • 24:36the integration of family relationships,
  • 24:38community based organizations and others.
  • 24:39Now the the idea here is that
  • 24:42social and emotional learning
  • 24:43is a systems level change right
  • 24:46from the classroom all the way
  • 24:48out to the family and back again.
  • 24:50We tried to integrate the social
  • 24:52and emotional life of children
  • 24:54and the social emotional needs of
  • 24:56children in new a program that is
  • 24:59actually a school that supports their
  • 25:01development will go to the next slide.
  • 25:06So here's just a quick example.
  • 25:08This is a curriculum that we
  • 25:09taught when I was in New Haven
  • 25:12public schools to 6th graders.
  • 25:13It's developed by my colleague and mentor,
  • 25:16doctor Roger Weisberg,
  • 25:17whose name you see at the bottom
  • 25:20just gives you a little sense.
  • 25:22This actually could take almost 50 lessons in
  • 25:25the initial design to teach this curriculum,
  • 25:28so it looks pretty simple.
  • 25:31Stop light when you have a problem.
  • 25:34Stop calm down and think all the work
  • 25:37that is required to self regulate.
  • 25:40Become aware to become detached
  • 25:43from emotional elevation.
  • 25:45And you see, as you go through the steps,
  • 25:49problem statement, feelings,
  • 25:50awareness, goal setting,
  • 25:52consequential thinking, planning,
  • 25:53strategizing, team building,
  • 25:54all these very practical skills.
  • 25:57Imagine if you will just for a quick
  • 26:00second that this kind of a program
  • 26:03isn't just taught in 6th grade,
  • 26:06but it's used in discipline.
  • 26:08It's used in peer mediation.
  • 26:11It's used on playing fields.
  • 26:13It's at home.
  • 26:14On people,
  • 26:16screens or maybe on peoples refrigerators.
  • 26:18When children go to the church basement
  • 26:20or do the boys and Girls Club or to
  • 26:24the community based organization,
  • 26:25they might see this on the wall
  • 26:28when they get into a challenge.
  • 26:30Maybe the youth development specialists
  • 26:32in the community or folks in their
  • 26:35other community based organizations
  • 26:37are all singing from the same tune.
  • 26:39They're all helping children solve problems,
  • 26:41self regulate,
  • 26:42build relationships and make good decisions.
  • 26:45That's the idea.
  • 26:46In simple form of a social,
  • 26:48emotional, and academic integration,
  • 26:51let's keep going.
  • 26:52So.
  • 26:55This is in this day and age
  • 26:57and this is really I think,
  • 26:59quite important to think of social and
  • 27:02emotional learning as not just a support
  • 27:05system but a transformation ull system.
  • 27:07And here I want to just
  • 27:10send her for a moment,
  • 27:12not just on what we teach but how we
  • 27:15teach the pedagogies that are necessary.
  • 27:18The Co creation all the way back to
  • 27:21doctor combers relationship message.
  • 27:23The Co learning strategies that are
  • 27:25needed not just to learn chemistry
  • 27:28or punctuation or literature.
  • 27:30But to learn how to overcome many of
  • 27:33the systemic problems in the systems in
  • 27:35which our children are being educated,
  • 27:38that must be overcome.
  • 27:39Now we talked about building back better.
  • 27:41I know that's a political slogan 1020 years
  • 27:44ago is also a human development slogan.
  • 27:47It we don't need to be partisan.
  • 27:49We've got to build our education systems
  • 27:51back better with this kind of transformation.
  • 27:54Ull perspective Carter Woodson
  • 27:56said this almost 100 years ago.
  • 27:58Most of you, of course,
  • 27:59will know.
  • 28:00Emma is really in some ways people
  • 28:03call him the father.
  • 28:04Or maybe I should say the parent
  • 28:07black history of the integration of
  • 28:09the critiques of the curriculum.
  • 28:11All the ways in which the curriculum
  • 28:14in his day, and I'm sorry to say,
  • 28:17still in our own betray deep biases.
  • 28:20The mere imparting of information
  • 28:22that's not education. It doesn't work.
  • 28:25It's not learning, it's not gross.
  • 28:27It's not development.
  • 28:28Education is the transformation
  • 28:30of a human being,
  • 28:32right is the growth and development
  • 28:34of human being to become his or her
  • 28:37most deeply felt self most deeply
  • 28:39true self most deeply powerful self,
  • 28:42most deeply change making self.
  • 28:45Let's keep going then I get
  • 28:47excited about this stuff.
  • 28:48Sorry if I'm if I'm overwhelming
  • 28:49folks with my enthusiasm.
  • 28:50Let's keep going to the next slide.
  • 28:53So I think you'll know this,
  • 28:55but I just want you to.
  • 28:58You know this is not Tim or doctor Mays or
  • 29:01others it Scholastic saying this right now.
  • 29:04The demand for social and emotional
  • 29:07learning strategies is at an All Time High.
  • 29:10Yeah, some people just have heard the
  • 29:12word and they think that sounds good.
  • 29:14Some people have heard their Superintendent
  • 29:16or their chief state school officer
  • 29:17or even leaders at the federal level.
  • 29:19Now there's more increasing funding.
  • 29:21So people are asking for this,
  • 29:23you know, 10 years ago, he said,
  • 29:25how do you convince your principle?
  • 29:26Or how do you convince your teachers?
  • 29:29Or how do you Excel this to parents or
  • 29:31to school boards or superintendents?
  • 29:33I don't mean that that's not
  • 29:34still a challenge,
  • 29:35but it's a lot less of a challenge.
  • 29:38What's a challenge today?
  • 29:39Most people ask for?
  • 29:40Is not should we be doing SCL alongside
  • 29:42the academic program, but how?
  • 29:43How do we do it?
  • 29:45Well, how do we find the support?
  • 29:47How do we find the coaching?
  • 29:48How do we find the implementation strategies?
  • 29:50It's not so much yes or no as how to
  • 29:52do it well and that is the challenge.
  • 29:55I think that's in front
  • 29:56of all of us right now.
  • 29:57Let's go to the next slide.
  • 30:00I will go quickly through here.
  • 30:03This is just to reinforce this is a whole.
  • 30:06We did about several months ago.
  • 30:08When asked, are you aware of the concept
  • 30:11of social and emotional learning?
  • 30:13You can see the numbers at the top.
  • 30:17Don't worry bout all the detail
  • 30:19in the bottom,
  • 30:20just to know that this is across the board.
  • 30:23Rich poor black White Heartland
  • 30:25Coastland urban,
  • 30:26suburban rural districts.
  • 30:27There's a widespread awareness.
  • 30:29Anna widespread interest in implementation.
  • 30:31So again, this is just.
  • 30:33Underscore that I hope I'm not
  • 30:34here to sell you that social
  • 30:36emotional learning is important.
  • 30:38Hopefully to give you some context about why.
  • 30:41But to help now let's pivot to
  • 30:43how we do this. Well, next slide.
  • 30:50So a few weeks ago, Castle,
  • 30:52the collaborative for academic,
  • 30:54social and emotional learning,
  • 30:56another child of the Yale Child Study
  • 31:00Center released this road map, reunite,
  • 31:03renew, and thrive aroad map for reopening
  • 31:06schools with attention to the social
  • 31:09and emotional needs of children,
  • 31:11adults and families,
  • 31:13educators and families.
  • 31:14I'm going to do a.
  • 31:17Quick overview of what's in this guide.
  • 31:19But I strongly encourage folks to download
  • 31:22it and to read it and to bring it back.
  • 31:26If you're back in school already
  • 31:28to share it with your colleagues.
  • 31:30If you're headed back soon.
  • 31:33To look at it will go through very quickly.
  • 31:37It's highlights right now.
  • 31:38I hope it gives the practical level
  • 31:40strategies that are necessary to
  • 31:42help with not just the theoretical
  • 31:44challenges of integrating social,
  • 31:46emotional and academic learning,
  • 31:47but the actual practical ones.
  • 31:49Let's go through this quickly next slide.
  • 31:54So here are the topics that are in
  • 31:57in the guide. It focuses on teamwork.
  • 32:00It focuses on sense of urgency.
  • 32:02It invites people to think about
  • 32:04how we use our time.
  • 32:06It recognizes complexity and
  • 32:08tries to help you navigate it,
  • 32:10and it understands the guide is very clear.
  • 32:16And I dare say this without shame, Ann.
  • 32:19I hope without surprise we're
  • 32:22all overwhelmed.
  • 32:25You know, we're just all overwhelmed.
  • 32:28There's no shame in it.
  • 32:30In fact, the greatest mistake in
  • 32:32some ways we can make is to deny it.
  • 32:35Down and to see our children.
  • 32:38Moms and dads, grandparents,
  • 32:40caregivers, community leaders.
  • 32:41Every time we have an encounter now,
  • 32:44let's remember that the person
  • 32:47we're meeting is also overload.
  • 32:50You can say, Well,
  • 32:51this person shouldn't have
  • 32:52to be or shouldn't be.
  • 32:54Let's let's suspend judgment.
  • 32:56We're going back to try to support our
  • 33:00children and we are all struggling.
  • 33:03So the guide invites you.
  • 33:06To understand that and work with it
  • 33:08rather than try to deny it and suppress
  • 33:10it and therefore overrun both your
  • 33:12own needs and the needs of others,
  • 33:14let's go to the next slide.
  • 33:17So here's the here's the.
  • 33:19Here's the critical practices paradigm
  • 33:21or guide book we're going to.
  • 33:23As I say, go through it quickly.
  • 33:25Let's go,
  • 33:25but just just to give you a sense that
  • 33:28it's available to you and all this,
  • 33:31I hope, and I believe,
  • 33:32given the fact that it's very popular,
  • 33:35will present.
  • 33:35Really, I think,
  • 33:36practically useful information.
  • 33:37Let's go to the next slide.
  • 33:40Critical practice number one.
  • 33:42Take the time to cultivate and deepen
  • 33:45relationships and partnerships.
  • 33:47Here's where we're starting to talk
  • 33:50in the guide about planning around
  • 33:53recognizing that people are all
  • 33:56stressed out but bringing parents together,
  • 33:59bringing teachers together,
  • 34:01bringing administrators together,
  • 34:03even bringing school and children together.
  • 34:07To recognize the priority of relationships
  • 34:09in this back to school window,
  • 34:11I know people say I don't have time.
  • 34:14I don't have time.
  • 34:15I don't have time.
  • 34:20If you don't have time for relationships,
  • 34:22you're not. We just can't honestly say
  • 34:24we're in the business of Education.
  • 34:27Now I know where it's beyond our control.
  • 34:30A lot of the time, and I know be it's beyond
  • 34:34our control most days to find the time.
  • 34:38But the guide Ann,
  • 34:39I think common sense is pretty clear here.
  • 34:42Build 2 way communications as best
  • 34:44you can and build coalitions.
  • 34:46It will be worth its weight in gold in terms
  • 34:49of the return on time on task down the road.
  • 34:53If we can focus on relationships,
  • 34:55let's go to the next slide.
  • 34:59So here's a practical example.
  • 35:03And now I again, if we were in a room,
  • 35:06I'd say how many people
  • 35:07have taught terteling.
  • 35:08How many people have learned turtling when
  • 35:10you're trying to build relationships?
  • 35:12May be the first thing you do is
  • 35:14introduce a little bit of social
  • 35:17emotional learning into the meeting.
  • 35:19And so this little example here,
  • 35:21I hope, brings a smile to your face.
  • 35:24It's a. It's an example of a scale.
  • 35:27We teach adults,
  • 35:28but this is designed for children.
  • 35:31The old turtle skill, right?
  • 35:33So when you're feeling angry or
  • 35:35stressed out or about to explode,
  • 35:37drop into your shell.
  • 35:39You know, pretend like your eternal.
  • 35:41Your head goes down,
  • 35:43put your arms around your shoulders,
  • 35:45teach children, these kinds of things.
  • 35:46Take deep breaths and do some positive
  • 35:49self talk. Maybe the first meeting.
  • 35:51Or maybe the second meeting.
  • 35:52'cause maybe people have already
  • 35:54had their first meetings back.
  • 35:56Now we invite people to just take a
  • 35:58moment and learn how to turtle adults.
  • 36:01Yeah, adults.
  • 36:02I can calm down, I'm OK,
  • 36:04I can solve this problem.
  • 36:06I'm good at solving problems.
  • 36:08I can be supportive to others.
  • 36:10I can be a good listener.
  • 36:12Whatever it takes.
  • 36:13Take a moment, take a beat, take a pause.
  • 36:17It will help you strengthen
  • 36:19your relationships. I promise.
  • 36:19I know some of you are thinking
  • 36:21this is ridiculous.
  • 36:22Why is he talking bout this?
  • 36:23I promise you this is really effective.
  • 36:25Let's go to the next slide.
  • 36:27Step 2.
  • 36:28Critical practice now we spend a
  • 36:30lot of time and I've spent a lot
  • 36:33of time talking about children.
  • 36:35I think if there's one thing that's
  • 36:38become critically clear in the in
  • 36:40this field in the last few years,
  • 36:42it's that adults need social emotional
  • 36:44learning as much as children.
  • 36:47So.
  • 36:48Build into the back to school window some
  • 36:52strategies that help adults feel connected,
  • 36:55empowered and supported amongst themselves.
  • 36:59Now,
  • 36:59if you told me to do this when
  • 37:01I was a high school teacher,
  • 37:03I would have thought Oh my God,
  • 37:05you're going to make me feel like
  • 37:07I'm going to look like a fool.
  • 37:09I'm telling my fellow teachers in the
  • 37:11in the teachers lounge that we need
  • 37:13self care that we need well being,
  • 37:15but I don't think that's true anymore.
  • 37:17I think if you walked into most teachers
  • 37:19lounges or teachers rooms or if you
  • 37:21walked into most faculty meetings
  • 37:22and said look, we're going to prioritize
  • 37:24affair principles or system principle,
  • 37:26I want to prioritize this year opportunities
  • 37:28where you, my teachers, my team,
  • 37:29my bus drivers, my cafeteria workers, my.
  • 37:32Security staff my custodial staff my coaches
  • 37:34my arts teachers my community based work.
  • 37:37We're going to prioritize times where we
  • 37:40connect, heal and build our collective
  • 37:43trust and support for each other.
  • 37:46I think you'd find people go.
  • 37:48Oh my God, thank God somebody sees me.
  • 37:51The teacher, the person on the front lines,
  • 37:53the person who's working so hard,
  • 37:55the person who's trying to
  • 37:57support his or her family too.
  • 37:59In this moment of stress, thank goodness.
  • 38:02Someone's looking at and seeing me.
  • 38:07Don't underestimate by any means.
  • 38:09I daresay the importance of
  • 38:11supporting teachers and adults.
  • 38:12All the adults who have interactions
  • 38:15with children. Go to the next slide.
  • 38:19Practice #3 Build a plan.
  • 38:25Ah.
  • 38:26Here there are many steps in the guide to
  • 38:29help children feel a sense of belonging,
  • 38:33have consistent opportunities to
  • 38:35learn and reflect on SCL practices
  • 38:37to learn skills like terteling.
  • 38:39There many, many,
  • 38:40highly highly effective evidence based
  • 38:42social, emotional learning curriculum.
  • 38:44I'll talk a little bit about
  • 38:46that in just a second,
  • 38:48but build a sense of support
  • 38:50and skill building and equity
  • 38:52into the culture of the school.
  • 38:55Now you're going again.
  • 38:56I can hear folks saying.
  • 38:59What if we're doing this electronically?
  • 39:01What if we're trying to do this
  • 39:03over the Internet? It can be done.
  • 39:06Not easy, complicated, more work.
  • 39:08I grant you.
  • 39:09What about children who aren't
  • 39:11getting access to the Internet?
  • 39:13We gotta be resourceful.
  • 39:14Equity has to be at the center of all
  • 39:17social and emotional learning strategies.
  • 39:20We cannot claim to care about
  • 39:23the development of children and
  • 39:25then say we only care about some.
  • 39:28That makes us liars.
  • 39:31So equity safety support for the
  • 39:34development of children and their social
  • 39:37and emotional needs has to be addressed.
  • 39:40Racism has to be addressed.
  • 39:43And as we know,
  • 39:45that's not simply for children of color,
  • 39:48that's for everybody.
  • 39:49Has to address racism.
  • 39:50Everybody has to reckon with the
  • 39:53with our all of our complicity
  • 39:55in systems that have pressed so
  • 39:58many Americans for so so so.
  • 40:00So long.
  • 40:02That's our CL to next slide.
  • 40:09If we can go to the next slide.
  • 40:13Maybe we can't go there we go.
  • 40:15So I just want you to see this
  • 40:17is an example of. Of a student.
  • 40:21In a school in Chicago,
  • 40:23Melanie Garcia and you know,
  • 40:24people often say, well,
  • 40:25this is not going to help our
  • 40:28children learn academics.
  • 40:29I'll say a little bit more
  • 40:30about that in a minute.
  • 40:32How does it actually look at?
  • 40:34This?
  • 40:34Is a child who's had a strong social
  • 40:36and emotional learning program and a
  • 40:39rigorous academic program at the same time.
  • 40:41And when it came time to write
  • 40:43poetry and do write their own poetry,
  • 40:46after studying some poetry in their school.
  • 40:49This was Melanie's poems.
  • 40:50She presented it at a little
  • 40:52workshop which I attended in Chicago,
  • 40:54and I asked her for if she would
  • 40:56share it with me at the end
  • 40:58and she gave me the original,
  • 40:59so I'm sharing it with you.
  • 41:01And if if we could,
  • 41:03I'd ask one of you to read it,
  • 41:05but I'm going to take an extra
  • 41:07beat here and read the whole
  • 41:08thing and just invite you to be
  • 41:10in Melanie's presence and think
  • 41:12about this child as a learner.
  • 41:14As a emotionally intelligent,
  • 41:17socially intelligent,
  • 41:18academically intelligent young woman,
  • 41:19here's what she wrote just because.
  • 41:23Just because I'm sensitive, I'm not dramatic.
  • 41:26I'm not fragile, I'm not weak.
  • 41:28I am emotionally intelligent.
  • 41:31Just because I'm smart, I'm not lonely.
  • 41:33I'm not a loser. I'm not awkward.
  • 41:36I am intelligent.
  • 41:38Just because I'm 10, I'm not in mature.
  • 41:41I'm not hopeless, I'm not worthless.
  • 41:43I am young.
  • 41:46Just because I'm a girl I'm not worried
  • 41:48about my looks I'm not bad at sports.
  • 41:51I'm not weak,
  • 41:51I am me.
  • 41:55Listen to Melanie.
  • 41:57Listen to this child who's challenging.
  • 42:01Cultural stereotypes.
  • 42:04Listen to this child who's
  • 42:06challenging gender? Stereotypes,
  • 42:07listen to this child who is
  • 42:10challenging the adults in her life.
  • 42:12Who are treating her because
  • 42:14she's young as somehow lesser?
  • 42:18This is a child who is not compliant.
  • 42:22Not a child. Who is, you know,
  • 42:25some people say when they critique
  • 42:27social emotional learning strategies,
  • 42:28but this is going to build
  • 42:31structures of subordination.
  • 42:32Or, you know,
  • 42:33not letting children find their voice.
  • 42:35This is not a child who hasn't founder,
  • 42:38of which the child whose voice
  • 42:40is powerful at 1010 years old.
  • 42:45And make no mistake,
  • 42:46she's learning how to write.
  • 42:48She's learning how to punctuate.
  • 42:50She's learning what poetry is.
  • 42:51She's learning what proses she's learning.
  • 42:53What self awareness is?
  • 42:55She's learning what emotional and
  • 42:56social and cultural criticism is.
  • 42:58She's learning all of that at a very,
  • 43:01very, very high level.
  • 43:03That's the kind of picture.
  • 43:05Of social,
  • 43:05emotional and academic integration,
  • 43:07it empowers students to be their best.
  • 43:09Let's go to the next slide.
  • 43:13Critical practice for data evaluate,
  • 43:16share, deepen relationships,
  • 43:17but continuously evaluate the success
  • 43:19and the strength of these relationships
  • 43:21between students and families and
  • 43:23ongoing and community partners.
  • 43:25This is critical because, as we all know,
  • 43:28if we don't evaluate if we don't measure and
  • 43:31we can't document that we're strengthening,
  • 43:35supporting helping children. You know,
  • 43:37I like to say under moments of great stress
  • 43:40the likely outcome is post dramatic.
  • 43:43Stress disorder.
  • 43:46We're in a moment of trauma.
  • 43:48Let's evaluate and see if we can reach
  • 43:51towards post traumatic STR development.
  • 43:54So we don't have a generation
  • 43:56so badly damaged by this trauma,
  • 43:59but rather strengthened and
  • 44:01resilient in the face of it.
  • 44:04You'll see on the next few slides,
  • 44:06let's go to the next slide that there's
  • 44:08been quite a lot of data evaluating
  • 44:11quite a lot of evaluation on social
  • 44:13and emotional learning strategies.
  • 44:15More broadly here, you see I think
  • 44:17there's a double click on this one gang,
  • 44:19but here you see that,
  • 44:21sorry, let's go back.
  • 44:22One will just go very quickly here that
  • 44:25when we've looked at these programs,
  • 44:27evidence based programs,
  • 44:28hundreds of them.
  • 44:29Actually,
  • 44:29we find out not just they went implemented,
  • 44:32well,
  • 44:32they improve social and emotional skills and.
  • 44:34Attitudes and not just that they reduce
  • 44:38behavior problems and emotional distress.
  • 44:41But look at that last point in the
  • 44:43green 11 percentile point gained
  • 44:45on standardized achievement tests.
  • 44:47It's a win win.
  • 44:48All the way back to doctor Comer
  • 44:50all the way back to pack cool all
  • 44:53the way back to Linda Maze all
  • 44:55the way back to the great great
  • 44:57child developmentalists they've
  • 44:58told us this all along.
  • 44:59If you integrate the social and emotional
  • 45:01life you will have better learning.
  • 45:03You will have more productive relationships.
  • 45:04You will have better citizens.
  • 45:06This is the data,
  • 45:08but build your own supports for
  • 45:10this data you see on the next
  • 45:12one that we on the next slide.
  • 45:15Also that this data persists.
  • 45:16Recently this is.
  • 45:17This study is just a few years old.
  • 45:20We found that the persistence rate
  • 45:23of these gains are multi year.
  • 45:25Multi year benefits from these kinds of
  • 45:28supports and strengthening of systems.
  • 45:30Let's keep going.
  • 45:31I know we're running out of time and I
  • 45:35want to just get to the end next slide.
  • 45:39Now, some of you may say,
  • 45:40Well, that all sounds good,
  • 45:42but it sounds like it's politically
  • 45:44hot button.
  • 45:45Uh, maybe that's sounds very much like.
  • 45:50You know,
  • 45:51a Democratic or progressive view
  • 45:53of Education? No, it's not.
  • 45:55Absolutely not. These are the.
  • 45:58This is the language.
  • 45:59This is a study done by our colleague
  • 46:01Stephanie Jones up at Harvard that
  • 46:03looks at all the different models and
  • 46:06frameworks around social emotional learning.
  • 46:08And I just offered this because,
  • 46:10you know people will say
  • 46:12well employability skills.
  • 46:13That's very resonant with more
  • 46:15conservative leaning educators.
  • 46:16So his character,
  • 46:17so his college and career readiness.
  • 46:19That's all the same.
  • 46:21It's just different words.
  • 46:22You know,
  • 46:23maybe if you're a little more blue leaning
  • 46:25you like student agency and emotional
  • 46:28intelligence and equities kinds of things,
  • 46:30we can do both of these
  • 46:32the same time we can end.
  • 46:35I hope I. I hope I can.
  • 46:37I hope I can make you believe this.
  • 46:40We can avoid or end the
  • 46:43culture wars in education.
  • 46:45By focusing on evidence and by
  • 46:47focusing on the integration of child
  • 46:50development and teaching and learning,
  • 46:53because there should be
  • 46:55no difference politically.
  • 46:57Between us, if we do that.
  • 47:02So I hope people aren't hearing well,
  • 47:04this isn't gonna work in my district because
  • 47:07we need more of X or we need less of Why.
  • 47:10Might have to change the
  • 47:12language a little bit.
  • 47:13But focusing on the social and
  • 47:16emotional development of children.
  • 47:18Should not have any political
  • 47:20bias built into it. Next slide.
  • 47:24This is just to give you
  • 47:26a little bit support.
  • 47:27Here are the 26 states currently up
  • 47:29and running that offer implementation
  • 47:31tools on their websites.
  • 47:33These are States and you can see this
  • 47:36is not a red state or blue state list.
  • 47:39This is a this is United States list
  • 47:42an unfortunate it's not 50 states or
  • 47:4451 or depending how you look at it.
  • 47:4757 I think I heard last night but
  • 47:49but this is growing and so you
  • 47:52have a lot of backup.
  • 47:54Regardless of where you sit
  • 47:55politically on this Ledger,
  • 47:57and just because your state might
  • 47:59not be on this list doesn't
  • 48:01mean it's not working on it.
  • 48:02These are the ones that are more advanced,
  • 48:05but the others are coming along.
  • 48:07I think. Also quite quickly next slide.
  • 48:11So just to close.
  • 48:15This is a quote from Pharrell Williams.
  • 48:17You know, I've talked a lot about
  • 48:20science and child development and
  • 48:22scholarship and education and parents,
  • 48:25and you know, Pharrell Williams
  • 48:27is songwriter pop artist,
  • 48:28great performer himself.
  • 48:32And we have a lot of people in our culture.
  • 48:35We don't always hear them,
  • 48:36but there's a lot of people in
  • 48:38our culture who are telling us.
  • 48:40That it's time we healed the divisive,
  • 48:43angry toxins in our culture.
  • 48:45Now this is him speaking
  • 48:48spontaneously on talk show,
  • 48:50so it's not about not about schools.
  • 48:53It's not about our lecture,
  • 48:55just telling you how.
  • 48:58More and more Americans are hungry.
  • 49:01To heal a crisis that is even in some
  • 49:04ways deeper than all of the things
  • 49:06we're seeing right now, I would dare
  • 49:09say it's almost a spiritual crisis.
  • 49:11I would dare say that at our deepest level
  • 49:14were hungering for exactly what he says.
  • 49:17People who will choose empathy.
  • 49:20People who will choose inclusion.
  • 49:23People who will choose love for everybody.
  • 49:27Just trying to lift everyone.
  • 49:31Not fancy. Maybe Intuitive.
  • 49:34Maybe it seems like a dream too far off.
  • 49:39But if anyone is going to fill it.
  • 49:41My bet.
  • 49:42Is it going to be educators?
  • 49:46If any community of professionals
  • 49:48in this country has the chance.
  • 49:51To give birth to a new version of justice.
  • 49:55And belonging and purpose and conviction.
  • 50:00For the.
  • 50:01Future of our country, its educators.
  • 50:03I'm sorry to say,
  • 50:04notwithstanding.
  • 50:04A lot of wonderful people.
  • 50:06I don't think it's going
  • 50:07to be come from politics.
  • 50:09I don't know if it's going
  • 50:10to come from the Academy.
  • 50:12I dare say I don't think it's going to
  • 50:14come from maybe even business leaders.
  • 50:16They all have a role to play,
  • 50:18but if I had my chips and I can
  • 50:21only put them on one group,
  • 50:22I'd put it on educators to build
  • 50:24this kind of a future.
  • 50:26And if I had a second round of
  • 50:28chips I put him on children,
  • 50:30which is the next and final slide.
  • 50:32This was a slide.
  • 50:33If you go to the last slide.
  • 50:35This was an exercise last
  • 50:37year during back to school.
  • 50:38You can see the 12th of September teacher in.
  • 50:42I think this was a 6th grade teacher
  • 50:44has had her students write a little
  • 50:47short essay on the purpose of school
  • 50:50and this is what one young boy wrote.
  • 50:52The purpose of school is not just to
  • 50:55learn but to become a better human being.
  • 50:59Sure, you also need to know
  • 51:02your math and history and facts.
  • 51:05But the point of school is to
  • 51:08gain skills like compassion,
  • 51:10self awareness,
  • 51:11organization and kindness.
  • 51:13That's the teacher's ultimate goal.
  • 51:16So for all of you teachers of
  • 51:19all different sorts and stripes,
  • 51:21whether you're in a classroom
  • 51:22or in a administrative office,
  • 51:24weather in central office or in the building,
  • 51:27whether you're in a community
  • 51:28based organization or in a school,
  • 51:31whether you're a doctor or a
  • 51:33frontline worker in the cafeteria
  • 51:36or on the bus or in the playground.
  • 51:39I hope you'll remember what this
  • 51:42young boy has taught us or taught me.
  • 51:45Yeah,
  • 51:45sure we need to know our math and
  • 51:47our history facts. Yes we do.
  • 51:50By Golly,
  • 51:51we surely do.
  • 51:52An we this is no compromise on
  • 51:55knowing what we need to know.
  • 51:57Yeah, this little guy gets it.
  • 52:00But embedded in that commitment to learning.
  • 52:05Surrounding reinforcing the
  • 52:07foundation of and the destination of.
  • 52:11Is to become a better human being?
  • 52:13And when we finally get our
  • 52:15our paradigm right in schools,
  • 52:18we can not only help generations of
  • 52:20children grow and optimize their their their
  • 52:23their deepest and most positive selves.
  • 52:25But we can.
  • 52:26Also, I hope and pray and I'm willing
  • 52:29to commit my life to working on end,
  • 52:32the extraordinary injustice,
  • 52:34an extraordinary inequality
  • 52:35that is dividing us now.
  • 52:37And I hope will not persist in the future.
  • 52:40An I know I joined with
  • 52:42so many of you and saying.
  • 52:45We're ready to commit ourselves
  • 52:46to ensuring that it doesn't.
  • 52:48So with that I will stop and thank you.
  • 52:51I hope this has been a sum value and
  • 52:54look forward to questions or comments.
  • 52:58Or as we go forward.
  • 53:01Further,
  • 53:02interactions around the collaborative
  • 53:03with Scholastic and with the
  • 53:06child study centers.
  • 53:07We try to think about resilience and
  • 53:10its power and its essential requirement for.
  • 53:19Tim, thank you so much.
  • 53:22Hi Kim, thank you so much for that
  • 53:25wonderful presentation and for joining us
  • 53:27today and for joining the collaborative,
  • 53:29you're very valued partner to us and
  • 53:32I've been getting all sorts of comments
  • 53:34in the Q&A, mainly just saying,
  • 53:36can I have the recording?
  • 53:38Can I have the slides?
  • 53:40This is an amazing presentation
  • 53:41so so thank you.
  • 53:43There is a lot of enthusiasm
  • 53:45from our attendees and I have.
  • 53:47I have a question for you
  • 53:49to start things off.
  • 53:51You know, I know you've you've devoted.
  • 53:54You know a good part of your career
  • 53:56to thinking about children's social
  • 53:58emotional needs and to funding the
  • 54:01Special Olympics and Castle an.
  • 54:03I'm just wondering if this current crisis,
  • 54:05the current crises and moment in time
  • 54:08that we're in as lead you to any
  • 54:11fundamental shift in the way you're
  • 54:13thinking about social emotional
  • 54:15learning and how it can be used as
  • 54:18a lever against these pandemics.
  • 54:20Yeah, well, thanks Karen.
  • 54:21And I just want
  • 54:23to say I just got a quick look
  • 54:26at the chat and I saw my.
  • 54:29One of my mentors, Jan Pal and Tonio,
  • 54:32who's a teacher in Rhode Island on the chat,
  • 54:35wish she were giving this talk
  • 54:36because in the front lines and
  • 54:39genius had changing school culture,
  • 54:40human relationships in human
  • 54:42hopefulness that she's she's there.
  • 54:44So thanks Jen for being on the call
  • 54:46Karen and answer your question,
  • 54:48I had two reactions,
  • 54:50I guess to this moment first is and I hate
  • 54:54to put it this way because it sounds.
  • 54:57Kind of mechanistic,
  • 54:58but let's not waste this crisis.
  • 55:01I think for many of us who have
  • 55:04been talking about inequality had
  • 55:06been seeing inequality, exclusion,
  • 55:09judgment, oppression.
  • 55:10In our systems,
  • 55:11it's been hard to convince people.
  • 55:12I mean, honestly speaking, it's been
  • 55:14hard to convince people it is there.
  • 55:16It's not hard anymore.
  • 55:19No resistance to.
  • 55:23Addressing inequality's are certainly around
  • 55:26race around income around disability.
  • 55:29The resistance is down.
  • 55:32It won't stay down forever.
  • 55:35So the one thing that I've been moved
  • 55:37by is the desire to make sure we don't
  • 55:40waste this moment and propose big radical.
  • 55:43I mean dream big right now.
  • 55:46I mean, we've been again for many of us.
  • 55:49I mean,
  • 55:49I went into education not because I
  • 55:51was in love with teaching US history,
  • 55:54but because I really wanted.
  • 55:55I felt it was the career that would
  • 55:58most empower me to make a real,
  • 56:00meaningful difference in the social and
  • 56:02political inequality in our country.
  • 56:03That's why I went in.
  • 56:05I was raised around those issues,
  • 56:07and so I think we have a real moment
  • 56:09now to be to think bigger than we've
  • 56:12been able to think in the past.
  • 56:14That's number 1 #2, I think.
  • 56:16It's all the more urgent that
  • 56:18we listen to hear.
  • 56:19I've spoken for 45 minutes.
  • 56:21I'm going to say this was a mistake.
  • 56:24What we should be listening
  • 56:26to his voice of children.
  • 56:27We should be listening to the
  • 56:29voice of children who have
  • 56:31experienced exclusion stigma,
  • 56:32judgment,
  • 56:32marginalization,
  • 56:33who have been thrown out of school
  • 56:36systems have been laughed at in
  • 56:38schools who have been told to sit
  • 56:40in the corner in the lunchroom who
  • 56:42have been humiliated with mocked
  • 56:43by adults by other children.
  • 56:45Those are the. Knows the real teachers.
  • 56:47Not because I want to make everybody
  • 56:50feel bad, although we need to reconcile.
  • 56:52Reckon with the truth.
  • 56:54And we all do.
  • 56:55You know, I'm just as much in
  • 56:57need about as anybody else.
  • 56:59I'm not pointing the finger,
  • 57:01but we need to listen.
  • 57:04To the solution.
  • 57:06Centers which are the people who have
  • 57:09been on the outside of the circle,
  • 57:11and so I hope that there might
  • 57:14be a flourishing of student voice
  • 57:16and student agency.
  • 57:17I hope that will include children with
  • 57:20Down syndrome in children with autism.
  • 57:22I hope it will include children of color.
  • 57:25Of course.
  • 57:26I hope it will include children
  • 57:27of all generations and sexual
  • 57:29orientations and political persuasions
  • 57:31and things like
  • 57:33that. We got to listen
  • 57:34more to children. It's so.
  • 57:36Counter intuitive for so many teachers,
  • 57:38we think we were brought into this
  • 57:40profession 'cause we know something here
  • 57:42we gotta bolted onto a brain as it goes by.
  • 57:45And that hierarchical relationship
  • 57:47we have so often with children
  • 57:50is itself a barrier to learning.
  • 57:52So I hope two things that we think
  • 57:54big and dream big and push for big
  • 57:57solutions and I hope we do it in a
  • 58:00way that really empowers the voices
  • 58:02of those who have not been heard.
  • 58:04You know, because they will be the
  • 58:06most powerful advocates for the new.
  • 58:10Thank you, Tim. That resonates with
  • 58:13everything you were saying earlier
  • 58:15and I hope that the
  • 58:17educators in the audience.
  • 58:18I'm sure you're probably preaching
  • 58:20to the choir if they're listening,
  • 58:22but I know they're going to
  • 58:24be starting school trying
  • 58:26to hear from the children.
  • 58:28So just one more question for you is.
  • 58:32In your role at Castle,
  • 58:34what questions have you been
  • 58:36hearing most frequently from
  • 58:38educators now as they think about
  • 58:40getting ready for back to school
  • 58:41and meeting children's needs?
  • 58:45Well, I think I think we hear you
  • 58:48know a lot of two big points.
  • 58:51The first is this painful concern about
  • 58:54recognizing that at least some of our
  • 58:57good deal of what is going to cost
  • 59:00you back to school will be virtual.
  • 59:03This enormous challenge.
  • 59:04Around what to do about children who don't
  • 59:07have access to virtual communication and
  • 59:09who don't have comfortable rooms like this.
  • 59:12I'm going to work center that
  • 59:14children don't have comfortable,
  • 59:16quiet rooms like this.
  • 59:17They don't have great Internet,
  • 59:19they don't have great devices that
  • 59:21can manage this kind of bandwidth.
  • 59:23What do we do?
  • 59:24I mean, people are so in pain over this
  • 59:27and struggling with Kim I do outreach.
  • 59:30Can I go into communities?
  • 59:32Can I help with a buying new devices?
  • 59:34Can we?
  • 59:35Expedite the you know access to the Internet,
  • 59:38so I think that's a big challenge.
  • 59:40I wish I had a magic wand on that one.
  • 59:43I don't, but I know there are a lot of
  • 59:45people coming up with great solutions.
  • 59:47The second is this issue of uncertainty.
  • 59:51It's hard to face saying to
  • 59:55children that we can't be sure.
  • 59:58How this is all going to turn out?
  • 01:00:01Children are hungry.
  • 01:00:02We all are just tell me
  • 01:00:04what's going to happen.
  • 01:00:05Please give me some sense of safety.
  • 01:00:07Get even if it's bad news.
  • 01:00:09Tell me so I can so I can know what to do.
  • 01:00:14And as adults, we're now at a
  • 01:00:17point where we can't do that.
  • 01:00:19So we've got to find if you will a new
  • 01:00:22heart space and new almost emotional.
  • 01:00:26Tool kit.
  • 01:00:27To be able to be in support of
  • 01:00:29children without solving problems
  • 01:00:31for them that we can't solve.
  • 01:00:35To help them see that their concern is
  • 01:00:38also ours that we don't know either.
  • 01:00:41Exactly what's going to happen.
  • 01:00:42We're going to be there for them.
  • 01:00:45We're going to do everything
  • 01:00:46we can to keep them safe.
  • 01:00:48We're going to do everything we
  • 01:00:49can to help our country recover.
  • 01:00:51We don't know.
  • 01:00:54We don't know exactly what's
  • 01:00:56going to happen next,
  • 01:00:57but will be there to keep
  • 01:00:59to in support of them.
  • 01:01:01So this sense of deep deep uncertainty
  • 01:01:03combined with the inequality's I think
  • 01:01:05are the things that are resident
  • 01:01:07or popping most in our community,
  • 01:01:09and I, as I say,
  • 01:01:10I wish I had easy answers for either one.
  • 01:01:13I don't, but I think more.
  • 01:01:15We talk about them and the more we share
  • 01:01:18solutions and strategies for them,
  • 01:01:19the more will I think.
  • 01:01:21Come closer and closer to the idea that yes,
  • 01:01:24we are actually.
  • 01:01:25Living in the midst of a great and
  • 01:01:27deep crisis, but in this crisis,
  • 01:01:29if we let our heart space out a
  • 01:01:31little bit more, if I can put it that way,
  • 01:01:34that's not science.
  • 01:01:35That's not the way.
  • 01:01:36Maybe doctor Mays or the other
  • 01:01:38child psychiatrist would put it.
  • 01:01:40They'd have more clinical terms
  • 01:01:41to describe the challenge,
  • 01:01:42but for me, it's just.
  • 01:01:44We've spent a lot of time generations
  • 01:01:46talk about educating the heart,
  • 01:01:47educating the head.
  • 01:01:48We gotta put the heart in the head back
  • 01:01:51together and they come in the same package.
  • 01:01:53Each of us has both.
  • 01:01:55And maybe as adults if we can bring
  • 01:01:58our hearts a little bit more to bear
  • 01:02:00and our our our sense of ultimate
  • 01:02:02meaning and value to children.
  • 01:02:05I think then maybe this spiritual
  • 01:02:06crisis will find an edgecator
  • 01:02:08solution in very public,
  • 01:02:10very secular,
  • 01:02:10very safe settings that help children
  • 01:02:13learn but also help them grow and
  • 01:02:15feel safe and strong and help them
  • 01:02:17build a better and more just future.
  • 01:02:21Thank you Tim and I do have a few questions.
  • 01:02:25I'm reading coming in on the question
  • 01:02:27and answer Box 1 is from Kim Groom who
  • 01:02:30is a high school teacher in Princeton,
  • 01:02:33NJ and she asked if you have any
  • 01:02:35pointers on how teachers can most
  • 01:02:37effectively involve parents in virtual
  • 01:02:39learning and also in particularly in
  • 01:02:42particular if you have no of schools
  • 01:02:44that are doing a great job with this
  • 01:02:46or any recommendations for reading
  • 01:02:49on this topic. Yeah, I should.
  • 01:02:51I don't have great recommendations. I would.
  • 01:02:53I would offer two very quick pointer.
  • 01:02:56First, I think it's really important
  • 01:02:59to let parents know they are not
  • 01:03:01supposed to become teachers.
  • 01:03:03I know many parents feel that
  • 01:03:05they've had to become teachers.
  • 01:03:07Many parents have had to become teachers.
  • 01:03:11But I'm going to take a chance
  • 01:03:13here and say that even if a child
  • 01:03:15loses two or three or six months of
  • 01:03:18learning in the worst case scenario,
  • 01:03:20I know that sounds horrible
  • 01:03:22and it is difficult.
  • 01:03:23Don't get me wrong,
  • 01:03:24but don't lose your parents too.
  • 01:03:27A parent should not be a teacher.
  • 01:03:30I support yes,
  • 01:03:31but if you don't know the answer.
  • 01:03:34Don't worry about it.
  • 01:03:35You know if you don't know
  • 01:03:38how to structure a lesson,
  • 01:03:40that's not your job.
  • 01:03:43You know, if you're worried that your child
  • 01:03:46is falling behind support love coach,
  • 01:03:48guide your child.
  • 01:03:49But if the curriculum is too much,
  • 01:03:51you know my solution is we have hundreds
  • 01:03:54of thousands of years of human beings
  • 01:03:57who learn really pretty much by reading.
  • 01:03:59That was it.
  • 01:04:01So whether it's online or in a
  • 01:04:03book or the lending library,
  • 01:04:05or from a neighbor,
  • 01:04:07get your child six books, five books,
  • 01:04:09two books,
  • 01:04:1010 books.
  • 01:04:13This recommendation, I mean
  • 01:04:14it's it's. It sounds so pathetic when you
  • 01:04:16think when my child supposed to be doing
  • 01:04:18chemistry or my child supposed to be learning
  • 01:04:21the history of the Revolutionary War,
  • 01:04:23my child supposed to be learning how to
  • 01:04:25punctuate the sentence with a semicolon.
  • 01:04:27I don't know that stuff.
  • 01:04:29I'm going to parent.
  • 01:04:30Don't worry. Don't worry.
  • 01:04:31Don't worry, well will pick up.
  • 01:04:33The Semi Colon, will will get to it.
  • 01:04:36For the time being,
  • 01:04:37read a book with your child, really.
  • 01:04:39I mean, it sounds.
  • 01:04:40It sounds silly at an again,
  • 01:04:42I know, maybe some people
  • 01:04:43will disagree with me on this,
  • 01:04:45but I think the worst thing we can
  • 01:04:47do is make parents feel guilty
  • 01:04:49and stressed and overwhelmed
  • 01:04:50even more than they already are.
  • 01:04:52That's number one.
  • 01:04:54And I forgot my second response to that,
  • 01:04:56but maybe I just done a layout
  • 01:04:59for scholastic to get the books.
  • 01:05:01That was not intended by whatever
  • 01:05:04answered that weather scholastic
  • 01:05:05was was supporting this or not.
  • 01:05:08I think I think you answered that
  • 01:05:10quite fully and there's another
  • 01:05:12question coming from Jacqueline
  • 01:05:13Gomez who asked how can I meet
  • 01:05:16the social emotional learning
  • 01:05:17needs through distance learning,
  • 01:05:19and I think you covered this a
  • 01:05:21little bit in your presentation,
  • 01:05:23but you may have some
  • 01:05:24other additional tips offer,
  • 01:05:25but I think a lot of the program providers,
  • 01:05:29the people who write the curriculum right,
  • 01:05:31the social emotional learning curriculum.
  • 01:05:33Who right? Structure of the lessons
  • 01:05:36that curricula that teacher training
  • 01:05:38programs they've put a lot.
  • 01:05:39There are hundreds of these
  • 01:05:41programs and there's,
  • 01:05:41you know at least a couple of dozen
  • 01:05:44which who are terrific and you can
  • 01:05:46go to the Castle website to find
  • 01:05:48those that have reached a level
  • 01:05:50of certification and excellence.
  • 01:05:51Most of them have moved a lot
  • 01:05:53of this stuff on line,
  • 01:05:55so I I put that turtle exercise there
  • 01:05:57because I just wanted to give people
  • 01:05:59a sense of in some ways how easy
  • 01:06:02and user friendly this work can be.
  • 01:06:04Sometimes it feels threatening emotionally.
  • 01:06:05You know I'm not comfortable with
  • 01:06:07that kind of talk or I was never
  • 01:06:10taught to be emotionally self aware
  • 01:06:11and God knows I wasn't either.
  • 01:06:13So I'm a good example of a person
  • 01:06:16who wasn't raised with a lot of
  • 01:06:18this kind of talk,
  • 01:06:19but I learned it and it's pretty easy.
  • 01:06:22So take the turtle,
  • 01:06:24take the social problem solving
  • 01:06:25model I showed you earlier.
  • 01:06:27I take there are hundreds of these
  • 01:06:29online parents love this stuff.
  • 01:06:31We find kids love it.
  • 01:06:34And so you know,
  • 01:06:35go to the the high quality
  • 01:06:36program providers look at what
  • 01:06:39they're putting online,
  • 01:06:40and you can begin to integrate.
  • 01:06:42I think this stuff fairly easily.
  • 01:06:44It's grade grade appropriate.
  • 01:06:45Most of these programs have great specific
  • 01:06:48curricula and instructional modules,
  • 01:06:49some of them, of course, will ask.
  • 01:06:52You know,
  • 01:06:52will have to charge for the services,
  • 01:06:55and some of them will ask you to do training,
  • 01:06:59but those are good
  • 01:07:00investments of time and money,
  • 01:07:02and I think especially right now
  • 01:07:04with the stress levels look.
  • 01:07:06No one's going to be able to learn.
  • 01:07:09When their stress level is at a 10 out of 10.
  • 01:07:12I mean, we just know this from the science.
  • 01:07:15You just can't learn this.
  • 01:07:16You use.
  • 01:07:16We say I could sit here and talk
  • 01:07:18till I'm blue in the face and
  • 01:07:20tell every great story and have
  • 01:07:21every great experience and every
  • 01:07:23great exercise in the classroom.
  • 01:07:24If the child is at a 10 out of 10,
  • 01:07:27the chat,
  • 01:07:27the brain is not taking an information.
  • 01:07:29It's just not going in.
  • 01:07:30So if we can't bring the stress
  • 01:07:32level down and the connection
  • 01:07:33and the supporting the safety up,
  • 01:07:35there's not going to be learning anyway.
  • 01:07:36So take the time right now.
  • 01:07:38I think again, think bigger.
  • 01:07:39You know a lot of schools are
  • 01:07:41saying We want to do something.
  • 01:07:42Let's do something comprehensive.
  • 01:07:44Let's let's use this moment to say we
  • 01:07:47want our school to have a new discipline,
  • 01:07:49strategy and new parent engagement
  • 01:07:51strategy and new commitment to
  • 01:07:53SCL curriculum that supports and
  • 01:07:55matches the academic curriculum.
  • 01:07:56New strategies for recruiting teachers,
  • 01:07:58new commitments to equity,
  • 01:08:00new commitments to community engagement.
  • 01:08:02Let's do the whole thing.
  • 01:08:03Let's make this the year.
  • 01:08:06Let's rebuild.
  • 01:08:08It's it's May seem overwhelming,
  • 01:08:10and I'm sorry if it does,
  • 01:08:12but I guess I just think this is the
  • 01:08:15kind of dream big and to think big.
  • 01:08:17We've never had an opening like this.
  • 01:08:19Let's not waste it. Thank
  • 01:08:23thank you Tim. I I agree with that.
  • 01:08:25I think that that's a theme that
  • 01:08:27we're going to hear throughout this,
  • 01:08:30imposing that we have a moment
  • 01:08:31right now where there is a window
  • 01:08:34to make some big changes and
  • 01:08:35Castle has some amazing resources.
  • 01:08:37People are asking for specific examples
  • 01:08:39and I think I've put in the chat box
  • 01:08:42some of the links to castles resources.
  • 01:08:44Just go to castles website
  • 01:08:46and thank you again.
  • 01:08:47Tim and I think we're going to.
  • 01:08:51Close out now and give
  • 01:08:52a little bit of a break.
  • 01:08:55We're going to come back with the
  • 01:08:57next session with doctor Mays and.
  • 01:08:59Net, Kendall Taylor and Lauren Tarshis at
  • 01:09:0111:30 so everyone can take little break.
  • 01:09:04Watch some clips that we're going to be
  • 01:09:07showing in between events from our kid
  • 01:09:09reporters and see you all back soon.