Beyond the Program: Implementing a Systemic Approach to Social and Emotional Learning Melissa Schlinger Vice President of Practice and Programs November 8-9, 2018
Presenter:
Melissa Schlinger Vice President of Practice
Connecting
What comes to mind when you think of schoolwide SEL?
Presentation Overview • Background on CASEL and SEL • Systemic SEL and the District and School Level • What does schoolwide SEL look like and how is it achieved? • Q&A
Who is CASEL? The Collaborative for Academic, Social, and Emotional Learning (CASEL) was founded in 1994 to help make social and emotional learning (SEL) an essential part of education by: • Improving state and federal policies. • Advancing the science of SEL. • Expanding effective SEL practice.
Collaborating States Initiative • 26 states and counting! The CSI team is working to engage the remaining 24. • CASEL’s CSI team recently completed a comprehensive scan of state learning standards for SEL and guidance, showing increasing momentum in the past two years since the CSI launched. See this interactive map. • Many of the 25 CSI state teams have completed their initial goals to develop SEL standards and guidance, and are beginning to think more deeply about how to support their districts. • Many of their early stories are captured in two reports on district-state collaboration: Spotlight 1 and Spotlight 2 • The CSI is moving toward deeper work with a few states hopefully beginning in the next year, which will likely include support for states that want to launch within-state district collaboratives modeled after the CSI.
Assessment Work Group Published several briefs on SEL frameworks that “frame” ways to think about and work on SEL including the importance and use of frameworks, the challenges and opportunities they represent, and criteria to consider in selecting a framework for use in practice. The first set are listed below: • SEL Frameworks – What are They and Why are They Important? • SEL Frameworks – Practical Challenges and Opportunities • Ten Criteria for Describing and Selecting SEL Frameworks Just Released: The Assessment Guide! which will include • guidance on how to select measures and use student SEL data • catalog of SEL measures equipped with filters and bookmarking • real world accounts of how practitioners are using SEL measures • an interactive user forum for practitioners to ask questions and share their experiences, and a platform to nominate measures for inclusion.
Landmark 2011 study documented multiple benefits of SEL 2011 meta-analysis of 213 studies involving school-based, universal SEL programs including over 270,000 students in K-12 revealed:
Science Links SEL to Student Gains: • Social-emotional skills • Improved attitudes about self, others, and school
And Reduced Risks for Failure: • Conduct problems • Emotional distress
• Positive classroom behavior • 11 percentile-point gain on standardized achievement tests
Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (2011) The impact of enhancing students’ social and emotional learning: A metaanalysis of school-based universal interventions. Child Development: 82 (1), 405-432.
Impact of SEL is long-lasting and global A major new research study finds that social and emotional learning (SEL) programs benefit children for months and even years.
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97,000+
Effects assessed
6 mo – 18 yrs
Students involved, kindergarten through middle school
different programs reviewed (38 outside U.S.)
after programs completed
SEL Students Benefit in Many Areas
Academic performance
↑
↑
HIGHER…
LOWER… Conduct problems
SEL skills
Emotional distress
Attitudes
Drug use
Positive social behaviors Higher social and emotional competencies among SEL students at the end of the initial intervention was the best predictor of long-term benefits. Benefits were the same regardless of socioeconomic background, students’ race, or school location. Source: Child Development (July 2017). “Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects”
SEL as a predictor of future wellness 2015 study showed statistically significant associations between kindergartener’s SEL skills and key young adult outcomes across multiple domains
Kindergartners who were stronger in SEL competence were more likely to: graduate from high school complete a college degree obtain stable employment in young adulthood And less likely to be: living in public housing receiving public assistance involved with police in a detention facility Jones, Damon E. , Greenberg, Mark and Crowley, Max (2015). Early Social-Emotional Functioning and Public Health: The Relationship between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, Vol. 105, No. 11, pp. 2283-2290.
SEL is a good investment
“The aggregate result also shows considerable benefits relative to costs, with an average cost-ratio of about 11 to 1 among the six interventions. This means that, on average, for every dollar invested equally across the six SEL interventions, there is a return of eleven dollars, a substantial economic return.� Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The Economic Value of Social and Emotional Learning. New York: Center for Benefit-Cost Studies in Education.
public
Most important factor in school quality: teach cooperation, respect, problem solving
employers
Demand is at an all time high in every sector
growth of all other jobs
mastery of SEL skills outpaced
district personnel
strong consensus among school/district administrators: SEL skills are important & should be taught in schools to all students
principals
are committed to developing students’ social and emotional skills in their schools.
schools/teachers emotional learning
parents
a greater focus on social and
3 out of 5 greater importance to their children being happy & not overly stressed,
SEL is‌ The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills Please share the release with your press lists and networks necessary to understand and manage set and and please also consider re-sharing the Facebookemotions, post linked here. achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
What SEL is NOT
• A quick fix • A single program • Only for students • Only for schools • Separate from academics or achievement • Separate from work on equity
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Social and Emotional Learning SEL • • • • • • •
• • • •
• • • • • • •
Identifying emotions Self-perception Cultural identity Recognizing strengths Sense of self-confidence Self-efficacy Growth mindset
SELFAWARENESS
Perspective-taking Empathy Appreciating diversity Respect for others
SELFMANAGEMENT
Social and Emotional Learning (SEL)
SOCIAL AWARENESS
RESPONSIBLE DECISIONMAKING
RELATIONSHIP SKILLS
• • • • • •
Communication Social engagement Building relationships Working cooperatively Resolving conflicts Helping/Seeking help
Impulse control Stress management Self-discipline Self-motivation Perseverance Goal-setting Organizational skills
• • • • • •
Identifying problems Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility
What does systemic SEL look like in a classroom, school, community?
SELFAWARENESS
SELFMANAGEMENT
Social and SEL CURRICULUM & Emotional Learning RESPONSIBLE SOCIAL INSTRUCTION (SEL) DECISIONAWARENESS
MAKING
RELATIONSHIP SKILLS
Framework for Systemic School and District SEL Why?
STUDENT OUTCOMES Short-Term Social and Emotional Skills • Improved Attitudes about Self, Others, and Tasks • Perceived Classroom and School Climate
• • • •
Intermediate Positive Social Behaviors and Relationships Academic Success Fewer Conduct Problems Less Emotional Distress Less Drug Use
• • • • • • •
Long-Term High School Graduation College/Career Readiness Safe Sexual Behaviors Healthy Relationships Mental Health Reduced Criminal Behavior Engaged Citizenship
•
Framework for Systemic School and District SEL Why?
What? and Where?
STUDENT OUTCOMES
SELFAWARENESS
SELFMANAGEMENT
Short-Term Social and Emotional Skills • Improved Attitudes about Self, Others, and Tasks • Perceived Classroom and School Climate
• • • •
Intermediate Positive Social Behaviors and Relationships Academic Success Fewer Conduct Problems Less Emotional Distress Less Drug Use
• • • • • • •
Long-Term High School Graduation College/Career Readiness Safe Sexual Behaviors Healthy Relationships Mental Health Reduced Criminal Behavior Engaged Citizenship
• Social and SEL CURRICULUM & Emotional RESPONSIBLE SOCIAL INSTRUCTION Learning DECISION-
AWARENESS
(SEL)
RELATIONSHIP SKILLS
MAKING
Framework for Systemic School and District SEL How?
DISTRICT AND SCHOOL THEORIES OF ACTION Build Foundational Support and Plan for SEL Build Adult SEL Knowledge, Competencies, & Capacity Promote SEL for Students Use Data for Continuous Improvement
Why?
What? and Where?
STUDENT OUTCOMES
SELFAWARENESS
SELFMANAGEMENT
Short-Term Social and Emotional Skills • Improved Attitudes about Self, Others, and Tasks • Perceived Classroom and School Climate
• • • •
Intermediate Positive Social Behaviors and Relationships Academic Success Fewer Conduct Problems Less Emotional Distress Less Drug Use
• • • • • • •
Long-Term High School Graduation College/Career Readiness Safe Sexual Behaviors Healthy Relationships Mental Health Reduced Criminal Behavior Engaged Citizenship
• Social and SEL CURRICULUM & Emotional RESPONSIBLE SOCIAL INSTRUCTION Learning DECISION-
AWARENESS
(SEL)
RELATIONSHIP SKILLS
MAKING
Updated District Theory of Action 16 key activities • Develop a shared vision and plan for SEL
Build foundational support and plan
• Promote collaboration among school and district leaders around SEL, academics, and equity • Communicate SEL as a district priority • Align resources for SEL
Strengthen adult SEL competencies and capacity Promote SEL for students
• Develop central office expertise • Design and implement a professional learning program for SEL • Strengthen adult social-emotional competence • Strengthen adult practices that promote access and opportunity for all students • Adopt and implement PreK-12 SEL standards or guidelines • Adopt and implement evidence-based programs and practices • Develop and strengthen family and community partnerships • Integrate SEL with academics, district priorities, and policies
Use data for continuous improvement
• Planning for improvement (Plan) • Documenting and assessing (Do) • Data reporting and reflecting (Study) • Action planning and sharing (Act)
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What is the Collaborating Districts Initiative? • A national collaboration launched in 2011 aimed at supporting school districts’ capacities to systemically promote social and emotional learning (SEL) for all students. • Research questions: • What does systemic SEL mean and how is it achieved? • Is systemic SEL feasible in large urban districts? • What are the outcomes for students?
What is the Collaborating Districts Initiative? Began with 8 large urban districts: • • • •
Anchorage, AK Austin ISD, TX Chicago, IL Cleveland, OH
• • • •
Nashville, TN Oakland, CA Sacramento, CA Washoe County, NV
CASEL partnership provides: • Technical assistance in SEL strategy and execution based on District and School Theory of Action • Co-developed tools to support implementation • Convenings and facilitation for sharing of practices
2011
Anchorage, AK Austin, TX Cleveland, OH
2012
Chicago, IL DuPage Co., IL Nashville, TN Oakland, CA Sacramento City, CA Washoe County, NV Warren City, OH Youngstown, OH
2015
Atlanta, GA
2016
El Paso, TX
2017
Boston, MA Dallas, TX Denver, CO Palm Beach, FL Tulsa, OK
2018
Baltimore, MD Minneapolis, MN Washington, DC Guilford County, NC
Directly serving 1.6M students
Collaborating Districts Initiative: What have we learned? CASEL’s partner districts have experienced: • Positive growth in both district and school SEL implementation. • Improvements in climate as reported by students. • Improvements in social and emotional competence, most notably in third grade.
Collaborating Districts Initiative: What have we learned? And improvements in: • Academic outcomes. • 5-10 percentile point increase in reading and math test scores. • Significant and positive gains in GPA. • Attendance in elementary, middle, and/or high school. • Reduced suspensions in elementary, middle, and high school.
HOW ARE SCHOOLS IMPLEMENTING SEL?
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CASEL Guide for Schoolwide SEL
• A five part process which guides school-based SEL teams through the implementation of school-wide SEL • Grounded in the idea that true systemic SEL takes place through coordinated efforts at the school, classroom, family, and community levels • Contains text, linked resources, and tools grounded in research and recommended by practitioners
Guide to Schoolwide Social and Emotional Learning https://schoolguide.casel.org/ Key Activities • Establishing a school-based SEL team • •
• •
Systems for continuous improvement Focus on implementation and outcomes
Build awareness, commitment, & ownership
Use data for continuous improvement
• • • • •
Building awareness and knowledge Communications planning
School-level policies & practices Classroom and school climate Integration into instruction Promote SEL for Explicit SEL instruction students Family & Community partnerships
Establish a shared vision & plan
• • •
Establishing a shared vision SEL Planner Professional learning plan
Cultivate adult SEL
• •
Professional learning Adult SEL: learning, collaborating, modeling
Which key activity is most relevant to your work right now? Why? Turn to a partner and share. • • • • •
Systems for continuous improvement Focus on implementation and outcomes
Build awareness, commitment, & ownership
Use data for continuous improvement
• • • • •
Establishing a school-based SEL team Building awareness and knowledge Communications planning
School-level policies & practices Classroom and school climate Integration into instruction Promote SEL for Explicit SEL instruction students Family & Community partnerships
Establish a shared vision & plan
• • •
Establishing a shared vision SEL Planner Professional learning plan
Cultivate adult SEL
• •
Professional learning Adult SEL: learning, collaborating, modeling
What can we do right now?
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Three Signature Practices 1. WELCOMING RITUAL 2. ENGAGING PRACTICES 3. OPTIMISTIC CLOSURE
Marcus Garvey Elementary School Chicago Public Schools Chicago, IL
What does schoolwide SEL look like?
https://www.youtube.com/watch?v=ITaNXKSTyZM
Reflecting Was there anything you heard today that surprised you? Was there something you heard that may change how you think about this work, or what you do?
Q&A
Thank you! Melissa Schlinger Vice President for Practice and Programs mschlinger@casel.org To request this powerpoint, email: Marcus Patrick mpatrick@casel.org