from national trends to local implementation: the science and practice of social-emotional learning...
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From National Trends to Local Implementation: The Science and
Practice of Social-Emotional Learning
The CASEL Perspective
Mary Utne O’Brien,Executive Director Collaborative for Academic, Social, and Emotional Learning
(CASEL)University of Illinois at Chicago
Responsiveness: the 4th “R”: 39th Annual Convention of the National Association for School Psychologists (NASP)
March 30, 2007, New York, NY
Intellectual Property Notice
Copyright © 2007. CASEL.
Proper attribution to CASEL is required when using or quoting slides from this presentation.
© 2007. CASEL.
Overview
1. Spread of SEL as a movement
2. Major trends in research
3. Major trends in practice: role of the school psychologist in SEL
© 2007. CASEL.
• Founded in 1994 by Daniel Goleman, author of Emotional Intelligence, and Eileen Rockefeller Growald, venture philanthropist
• CASEL is a university-based nonprofit organization that works to:• Advance the science of SEL• Expand evidence-based, systemic SEL practice as an
essential part of education from preschool through high school
What is CASEL?
© 2007. CASEL.
What is SEL?
The process through which children and adults acquire the skills to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively
These skills provide the foundation for academic achievement, maintenance of good health, and civic engagement in a democratic society
© 2007. CASEL.
Teach SEL Competencies
• Self-awareness• Social awareness• Self-management• Relationship skills• Responsible decision making
GreaterAttachment,
Engagement, & Commitment
to School
Less Risky Behavior, More
Assets, MorePositive
Development
Better Academic
Performanceand Success
in School and Life
Safe, Caring, Challenging,
Well-Managed ,
ParticipatoryLearning
Environments
How SEL Supports Good Outcomes for Kids
http://www.casel.org/downloads/Safe%20and%20Sound/2B_Performance.pdf© 2007. CASEL.
© 2007. CASEL.
Framework for Student Success: SEL Skills Instruction
social & emotional learning
Self-awareness
Social awareness
Relationship Skills
Responsible decision-making
Self-management
Forming positive relationships, working in teams, dealing
effectively with conflict
Making ethical, constructive
choices about personal and social behavior
Managing emotions andbehaviors to
achieve one’s goals
Showing understanding and empathy for others
Recognizing one’s emotions and values as well as one’s strengths
and limitations
© 2007. CASEL.
© 2007. CASEL.
Positive School Environment
Evidence-based SEL classroom instruction
Challenging and engaging curriculum
Infusing SEL concepts throughout the regular academic curriculum
Engaging students actively and experientially in the learning process during and outside of school
Opportunities for participation, collaboration, and service
Safe, supportive learning community with respectful relationships and trust
Involvement of families and surrounding community
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The Spread of SEL as a Movement
Policies - Examples
SEL standards in IL, NY, ASD, others IL funding for implementation NYC policy pilot CPS Student Connection Report ASCD Whole Child Report:
Recommendations
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IL Children’s MH Act: District SEL Policies
Every Illinois school district shall develop a policy for incorporating social and emotional development into the district’s educational program. The policy shall address teaching and assessing social and emotional skills and protocols for responding to children with social, emotional, or mental health problems, that impact learning ability.
© 2007. CASEL.
IL Children’s MH Act: SEL Student Learning Standards
The Illinois State Board of Education shall develop and implement a plan to incorporate social and emotional development standards as part of the Illinois Learning Standards for the purpose of enhancing and measuring children’s school readiness and ability to achieve academic success.
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ISBE SEL Goal 1: Develop self-awareness and self-management skills
to achieve school and life success.
Identify and manage one’s emotions and behavior
Recognize personal qualities and external supports
Demonstrate skills related to achieving personal and academic goals.
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ISBE SEL Goal 2: Use social-awareness and interpersonal skills to establish and
maintain positive relationships.
Recognize individual and group similarities and differences.
Recognize the feelings and perspectives of others.
Use communication and social skills to interact effectively with others.
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
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ISBE SEL Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Consider ethical, safety, and societal factors in making decisions.
Apply decision-making skills to deal responsibly with daily academic & social situations.
Contribute to the well-being of one’s school and community.
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Illinois Example: Funding Followed Policy
In May 2006, the IL legislature allocated $5 million to support implementation of the CMH Act.
50 districts will receive planning funds The state system for professional
development (via Regional Offices of Education) will provide training and coaching
CASEL will train the trainers/coaches using our systemwide model
© 2007. CASEL.
New York State
Legislation requiring standards
NYC Policy Pilot with 20 schools using CASEL model
New legislation to require course in children’s s-e development as condition of teaching degree inl NY
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The Spread of SEL as a Movement
International Trends
European Union and SEL
UNICEF’s Child Friendly School Model and SEL
Other international efforts: Singapore, Australia, UK, Israel
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Trends in SEL Research
Research Trends
Meta-analysis: After school; academics
Adult and Setting-level impacts: RC, instructional improvement. Bryk & Schneider, Murray
Technology transfer: What works to change and support practice? Coaches, trainers
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Meta-Analysis of School, Family, and Community SEL Interventions
Universal Interventions
n = 65
n = 42
n = 377
Total Interventions = 700
School Family Community
Universal Indicated Weissberg et al. (in press)
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Meta-Analysis of School-Based Universal SEL Programs
Outcome Area Post NEffect Size
Social-emotional skills 84 .61*
Academic achievement tests
27 .37*
Disciplinary actions 26 .33*
School bonding 24 .32*
Positive social behavior 96 .25*
Effect sizes denoted with * are statistically significant, p<.05
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Value-Added Benefits of SEL Programs at Post-Test
Outcome Area
% Program Participants Improving
% Controls Improving
Value-Added % Benefit
Social-emotional skills 65 35 88
Academic achievement tests
59 41 45
Disciplinary actions 58 42 40
School bonding 58 42 40
Positive social behavior 56 44 29
Effect sizes denoted with * are statistically significant, p<.05
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After-School Findings from Meta-Analysis
Only programs found to be S.A.F.E had a significant positive impact on participants’ academics:
Sequenced
Active
Focused
Explicit
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Outcomes Related to School Success
Zins, Weissberg, Wang, and Walberg (2004) summarized growing evidence-based support for improvements in:
Attitudes (motivation, commitment)
Behavior (participation, study habits)
Performance (grades, subject mastery)
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Trends in SEL Research
Adult and Setting-level impacts:o Instructional improvements (RC)o Relational trust (Bryk & Schneider)o New teacher effectiveness and
retention (Murray)
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Trends in SEL Research
Science-to-Practice/Technology Transfer: What works to change and support practice?
o Best training, coaching modelso Web-based instruction & support
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Trends in SEL Practice
Systemwide approaches: school, district, state
Example: SAMHSA T&TA Center--SEL “bridging the gap”
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What Are We Creating? A Coordinating Framework
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© 2007. CASEL.
Implementation Guide & Toolkit for Sustainable Schoolwide SEL
Created to help educators implement sustainable SEL programming that is integrated into every aspect of school life
Written primarily for school administrators and the committees formed to promote children’s social and emotional development
Developed based on extensive research review in diverse fields to identify key factors affecting schools’ success in making systemic changes for school improvement. Supplemented with information and feedback gathered from practitioners. Also, pilot tested with a large number of school teams and educators, then revised
Relevant to all grade levels but focuses on elementary schools
Contains tools and materials for the committee to plan and implement SEL programming and inform the school community about SEL
© 2007. CASEL.
SEL Implementation and Sustainability Process
E. Nurturepartnerships
with families &communities
A. Provide ongoing
professionaldevelopment
B. Monitor and
evaluate for continuous
improvement
C. Develop infrastructure
to support SEL
D. Integrate SEL
framework school-wide
5. Develop action plan
6. Select evidence-
basedprogram
4. Conduct needs and resources
assessment
3. Develop and articulateshared vision
7. Conduct initial staff
development
8. Launch SEL instruction in classrooms
9. Expand instruction
and integrate SEL school-
wide
10. Continue cycle of
implementing and improving
2. Engage stakeholders
and form steering
committee
1. Principal commits
to school-wide SEL
F. Communicatew/stakeholders
(marketing)
Leadership
© 2007. CASEL.
© 2007. CASEL.
Implementation Guide and Toolkit for Sustainable Schoolwide SEL (cont’d)
Includes the Implementation Guide & Toolkit
A. The Implementation Guide has 4 parts • Part I: Research and Theory on critical
components of SEL
• Part II: Importance of principal leadership-a critical element in successful SEL programming
• Part III: Step-by-step guide that outlines the key activities of effective SEL programming
• Part IV: Two in-depth case studies of two schools
© 2007. CASEL.
Implementation Guide and Toolkit for Sustainable Schoolwide SEL (cont’d)
B. The Toolkit includes a rubric and 40 tools
• The Rubric is linked to Part III of the Implementation Guide and can be used to assess where you are in your school change efforts
• The Rubric is based on a sequence of 10 steps over 3 phases of implementation along with a set of ongoing factors that support the sustainability of SEL programming
• The Rubric is designed for the use of principals and SEL planning teams but can be adapted for district-level use
• The 40 tools are each associated with a specific implementation step or sustainability factor. The tools are also referenced throughout the guide
© 2007. CASEL.
Safe & Sound: An Educational Leader’s Guide to Evidence-Based Social and
Emotional (SEL) Programs
Created to guide educators responsible for selecting programs and/or launching SEL in the school
Reviews 80 nationally available, multiyear, sequenced programs for general classrooms that promote social and emotional learning
Identifies the 22 ‘CASEL Select’ programs that have documented effectiveness in SEL and promotion of staff development
© 2007. CASEL.
Safe & Sound: An Educational Leader’s Guide to Evidence-Based Social and
Emotional (SEL) Programs (cont’d)
A ‘consumer report’ to help educators review programs according to specific criteria: Program design (e.g., grade,cost,integration strategies),
SEL instructional practice(instruction of 5 SEL competencies), Program effectiveness (i.e., evidence of behavioral outcomes, designation in federal reviews),
Implementation supports (i.e., professional development, student assessment, implementation tools),
Safe and sound learning environment(i.e., schoolwide coordination, family and community partnership)
Illinois Edition also outlines the recent developments in Illinois and the Illinois Learning Standards on SEL
© 2007. CASEL.
Trends in SEL Practice
Assessment: The driver for practice
Formative and impact
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Chicago Public SchoolsStudent Connection Report
All students grades 5-12 surveyed about own school in four areas:
Safe and Respectful Climate
High Expectations Supportiveness SEL skills of peersReport to staff and public. Each school
relative to district average
For information on SEL research and practical advice for
educational leaders, teachers, parents, & others, please visit our
website
www.CASEL.org