social and emotional learning - wsasp
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SOCIAL AND EMOTIONALLEARNING:REAWAKENING BOLD IDEAS IN EDUCAT ION
GREGORY E . MOY, PHD 2015
Legislative InitiativesSOCIAL AND EMOTIONAL LEARNING
Mental Hygiene MovementMost influential from 1908-‐1960
Characterized by the idea that medical approaches could be translated to solve social and emotional problems
Prevention-‐focused
Viewed public institutions as leverage points for prevention and intervention
Origin of school-‐based clinicians in America
Documented use of the term “school psychologist” dates back to 1898
Historic National Currents in Mental Health Legislation1900s-‐1960s—Approximate duration of the “Mental Hygiene Movement.”
1946— President Truman signed the National Mental Health Act (P.L. 79-‐487), which called for the establishment of a National Institute of Mental Health.
1947—The U.S. Public Health Service (PHS) Division of Mental Hygiene awarded the first mental health research grant (MH-‐1) entitled "Basic Nature of the Learning Process" to Dr. Winthrop N. Kellogg of Indiana University.
1955—The Mental Health Study Act of 1955 (P.L. 84-‐182) called for "an objective, thorough, nationwide analysis and reevaluation of the human and economic problems of mental health.”
2000—The Children's Health Act of 2000 (P.L. 106-‐310) Division B focuses on youth mental health services
Academic, Social, and Emotional Learning Acts of 2011, 2013 (H.R. 2437, H.R. 1875)Proposed amendments to Title II of the Elementary and Secondary Education Act of 1965 (ESEA) to include teacher and principal training in practices that address the social and emotional development needs of students among the activities funded under the Teacher and Principal Training and Recruiting Fund program.
Proposed to allow funded training to include training in classroom instruction and school-‐wide initiatives that enable students to acquire the knowledge, attitudes, and skills most conducive to social and emotional competency.
New Directions at the Federal LevelH.R. 497.
On January 22, 2015 Rep. Susan Davis (D-‐Calif.) introduced H.R. 497, the "Supporting Social and Emotional Learning Act." This legislation amends the Education Sciences Reform Act of 2002 to require:◦ The National Center for Education Research to carry out research regarding the impact of social and emotional education;
◦ The Commissioner for Education Research to support research into social and emotional skills and habits; and
◦ Comprehensive centers to provide training, professional development, and technical assistance regarding the use of scientifically valid teaching methods and assessment tools in imparting social and emotional life learning.
Legislative Definition of SEL
The Collaborative for Academic, Social, and Emotional Learning (CASEL)
(1994) The phrase “social and emotional learning” coined at a conference at the Fetzer Institute.(1994) CASEL founded by Daniel Goleman, the author of Emotional Intelligence, educator/philanthropist Eileen Rockefeller Growald, and a group of distinguished researchers and practitioners.
The Collaborative for Academic, Social, and Emotional Learning (CASEL)
oBased at University of Illinois-‐ChicagooPromote SEL in schoolsoDevelop, implement, and evaluate SEL programsoProvide training and coaching for staff on SEL programsoWork on SEL policy and advocacy at state and federal levelsoDefine and develop SEL concept
Early definitions of SEL by CASELOne list provided in a 1998 publication by CASEL scholars includes: “self-‐awareness, self-‐regulation of emotion, self-‐monitoring, empathy and perspective-‐taking, and social skills in handling relationships.”
Zins, Elias, Weissberg, Greenberg, Haynes, Frey, Kessler, Schwab-‐Stone & Shriver, 1998, p. 18
A CASEL authored article offered a taxonomy of “17 skills and attitudes organized into four groups: awareness of self and others, positive attitudes and values, responsible decision making, and social interaction skills.”
Payton, Wardlaw, Graczyk, Bloodworth, Tompsett, & Weissberg, 2000, p. 179
Most cited definition of SEL“Safe and Sound Report,” defines SEL as:
“the process of developing the ability to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenges effectively.”
Self awareness: Knowing what we are feeling in the moment; having a realistic assessment of our own abilities and a well-‐grounded sense of self-‐confidence.
Self Management: Handling our emotions so they facilitate rather than interfere with the task at hand; being conscientious and delaying gratification to pursue goals; persevering in the face of setbacks and frustrations.
Social awareness: Understanding what others are feeling; being able to take their perspective; appreciating and interacting positively with diverse groups.
Relationship Skills: Handling emotions in relationships effectively; establishing and maintaining healthy and rewarding relationships based on cooperation, resistance to inappropriate social pressure, negotiating solutions to conflict, and seeking help when needed.
Responsible Decision Making:Making decisions based on an accurate consideration of all relevant factors and the likely consequences of alternative courses of action, respecting others, and taking responsibility for one’s decisions
CASEL, 2003, pp. 12-‐13
Widely held SEL Competencies
Organization of 5 SEL Competencies
Self-‐awareness Social-‐awarenessResponsible
Decision-making
Self Other Decision-making
Self-‐management Relationship Skills
Weissberg, R. ,2008 Social and Emotional Learning for School and Life Success: SEL 101
More Recent Definitions of SELSEL is “the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively”
CASEL, 2005, p. i
SEL is defined as a process “for helping children and even adults develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically”
CASEL, 2007, p.1
SEL Defined as a Framework
SEL is described as a “framework for providing opportunities for young people to acquire the skills necessary for attaining and maintaining personal well-‐being and positive relationships across the lifespan”
Elbertson, Brackett, & Weissberg, 2009
SEL in Illinois SchoolsCASE STUDY
First State Legislation on SELIllinois Children’s Mental Health Act of 2003 (P.L. 93-‐0495)
FOUR major provisions◦ Form Partnership◦ Develop Comprehensive Plan◦ Adopt Learning Standards◦ Develop school district policies
Section 5. Children's Mental Health Plan.
(a)The State of Illinois shall develop a Children's Mental Health Plan containing short-‐term and long-‐term recommendations to provide comprehensive, coordinated mental health prevention, early intervention, and treatment services for children from birth through age 18
(b)The Children's Mental Health Partnership (hereafter referred to as "the Partnership") is created. The Partnership shall have the responsibility of developing and monitoring the implementation of the Children's Mental Health Plan as approved by the Governor.
Section 15. Mental health and schools.
(a) 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.
(b) 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, or a combination of such problems, that impact learning ability.
Illinois Social Emotional Learning Standards
Goal 1 -‐ Develop self-‐awarenessand self-‐management skills to achieve school and life success.
Goal 2 -‐ Use social-‐awareness and interpersonal skills to establish and maintain positive relationships.
Goal 3 -‐ Demonstrate decision-‐making skills and responsible behaviors in personal, school, and community contexts.
http://www.isbe.state.il.us/ils/social_emotional/standards.htm
Organization of 5 SEL Competencies
Self-‐awareness Social-‐awarenessResponsible
Decision-making
Self Other Decision-making
Self-‐management Relationship Skills
Weissberg, R. ,2008 Social and Emotional Learning for School and Life Success: SEL 101
Benchmark Development in Illinois
CASEL Brief—Aligning Preschool through High School Social and Emo onal Learning Standards Page 5
standards. For example, Goal 32, Learning Standard C, “Contribute to the well-being of one’s school and community” can be integrated with Social Studies Standard Goal 14.A of the early learning standards, “Understand what it means to be a member of a group and community.”
With the recent revision, the early learning standards now more tightly adhere to the three-goal framework, making Illinois one of only a few states to fully align their SEL standards from preschool to 12th grade. Alignment was complex and necessitated collaboration both within and without the State Board of Educa-tion. However, Illinois has the advantage of having successfully implemented the K-12 standards already and thus can serve as a strong model for other states engaged in standards work.
Pennsylvania Standards for Student Interpersonal Skills
The Pennsylvania Standards for Student Interpersonal Skills (SIS) are organized around four grade bands (Pre-kindergarten and kindergarten, grades 1-5, 6-8, and 9-12). As with the Illinois standards, Pennsylvania also based its standards on the CASEL framework. The SIS address three sets of skills intended to delin-eate how students should be prepared to “navigate the social world of family, school, college, and career not only in America but in the world of the 21st century and the global market-place” (Pennsylvania Department of Educa on, 2012; p. 3). Each standard area is further delineated into three to five strands reflec ng the social and emo onal competencies framework described above: Standard Area 16.1: Self‐Awareness and Self‐Management
Dimensions: Managing emo ons and behavior, influence of personal traits on life achievements, resiliency, goal se ng.
Standard Area 16.2: Establishing and Maintaining Relationships
Dimensions: Rela onships, diversity, communica on, man-aging interpersonal conflicts, support, asking for help.
Standard Area 16.3: Decision‐Making and Responsible Behavior Dimensions: Decision-making skills, understanding social norms, responsible ac ve engagement. Within each dimension Pennsylvania then ar culates a se-
ries of developmentally appropriate expecta ons and gives ex-amples of such benchmarks within a dimension across the age bands and each standard area.
As in Illinois and many other states, Pennsylvania originally developed their birth – preschool standards separately from their K-12 standards. However, a uned to the challenges of im-plemen ng two disparate sets of learning standards, the State Office of Child Development and Early Learning commissioned an alignment study, which resulted in a standards revision pro-cess. Star ng in 2009, Pennsylvania developed the Standards Alignment System (SAS; h p://www.pdesas.org), which hosts a database of standards that are now seamlessly aligned from preschool through 12th grade.
The examples in Table 2 are drawn from the SIS standards on the SAS. Notably, the age bands in the SAS are much broader than those in Illinois, and within the standards there are no benchmarks elucida ng what relevant behaviors may be exhibit-ed at each band. However, the Office of Child Development and Early Learning is s ll in the process of revising their early child-hood curriculum framework, which will provide behavioral benchmarks and suggest suppor ve prac ces in alignment with the new SIS for preschool through 2nd grade. A further strength of the Pennsylvania standards is that the SAS portal provides links to relevant materials for teachers and resources including lesson plans, instruc onal content, web and video content, and assessment tools for each of the SIS learning standards. These
Benchmark Development in Pennsylvania
CASEL Brief—Aligning Preschool through High School Social and Emo onal Learning Standards Page 6
resources may be invaluable to classroom teachers aiming to inten onally enhance their social-emo onal teaching prac ces.
Lessons Learned from Examples of Aligned SEL Standards Pennsylvania and Illinois represent trailblazing states that have invested a great deal of energy, me, and infrastructure into the promo on of students’ SEL. It is laudable that in both states SEL standards are included with all other subject areas in the lis ng of standards on state educa on websites. This communicates clearly that children’s SEL is highly valued along with tradi onal academic subjects such as language arts and mathema cs. Both states also address each of the core competencies of SEL in their standards and use consistent labels and terminology throughout the age bands while s ll maintaining developmental appropri-ateness of skills. These are important characteris cs of high-quality standards according to Dusenbury et al. (in press).
There are also a few notable dis nc ons between the states. Pennsylvania has invested heavily in the online SAS por-tal and is striving to align teaching and learning expecta ons by establishing a consistency of language, presenta on, and em-phasis across ages. The portal also provides guidance for adults on how to support students and how to create safe and sup-por ve school environments. Similarly, in their SEL standards website, Illinois provides guidelines for school/district leadership teams on the crea on of posi ve condi ons for learning, a key aspect of strong standards according to Dusenbury et al. (in press). Illinois also provides rich detail for teachers in the form of detailed performance descriptors (benchmarks) within the standards themselves (e.g., 115 descriptors for Goal 1, grades 1-5, e.g., “Demonstrate a range of emo ons through facial expres-sions and body language”). Although the Pennsylvania SAS por-tal does not provide such benchmarks for children’s behavior and learning, indicators will be available in the forthcoming re-vised early childhood curriculum framework.
To summarize, Pennsylvania and Illinois have each made great strides in the development of preschool to high school SEL standards. As these states con nue to refine, implement, and adopt these standards, it will be important for future research to assess addi onal features of high-quality standards, such as
linguis c sensi vity and professional development. Experiences in different states going forward will provide insight into how the differences in standards defini ons and implementa on approaches (e.g., narrow age bands, online integra on supports, detailed indicators and benchmarks) impact their effec veness.
Recommenda ons for Aligning SEL Standards
The current efforts across the country to develop and revise as well as support implementa on of learning standards creates a unique opportunity for the purposeful alignment of preschool and K-12 standards and the expansion of preschool SEL tradi-ons. Through the careful cra ing of state standards for SEL that
are fully aligned across all grades, policymakers can ensure stu-dents matriculate from their school systems socially, emo onal-ly, and cogni vely ready for their adult lives.
The examples above describe some trailblazing approaches to SEL standards alignment. The efforts in Illinois and Pennsylva-nia represent significant advances in state SEL standards, and the resultant standards can serve as strong models for other states engaged in standards revision. However, based on the analysis of strong standards by Dusenbury et al. (in press), room remains for improvement. Following are a few sugges ons for ways states can strengthen their standards to have the greatest impact on classroom prac ces and children’s SEL.
SEL standards should adequately encompass the full range of necessary social and emo onal competencies. It should also be evident which social emo onal competency or competencies each standard is addressing. Both Illinois and Pennsylvania u -lized the CASEL framework for SEL competencies and thus were able to address each competency fully. Without a solid frame-work for what SEL is, state standards will not address all of the necessary dimensions of SEL.
Standards are most useful when they are wri en clearly and can easily inform prac ce. The Illinois standards provide descrip-ons of developmentally appropriate skills related to each
standard. However, neither the Illinois nor the Pennsylvania standards currently go as far as to provide sugges ons for teach-ers and caregivers as to how to help children develop the skills at each grade (e.g., how to create a posi ve environment that
SEL in Washington SchoolsCASE STUDY
H.B. 1760 / S.B. 5688TWO major provisions:◦ Requires the superintendent of public instruction to convene a work group to recommend comprehensive benchmarks for developmentally appropriate interpersonal and decision-‐making knowledge and skills of social and emotional learning for grades kindergarten through high school. ◦ Requires educational service districts to develop and maintain the capacity to serve as a convener, trainer, and mentor for educators and other school district staff on social and emotional learning.
(1) The superintendent of public instruction shall convene a work group to recommend comprehensive benchmarks …These benchmarks must include, at every grade level, competencies for at least the following:
(a) Self management. Regulating one's emotions to handle stress, control impulses, and persevere in overcoming obstacles; achieving personal and academic goals; and expressing emotions appropriately;(b) Self awareness. Accurately assessing one's feelings, interests, and strengths; maintaining a well-‐grounded sense of self-‐ confidence;(c) Social awareness. Being able to empathize with others; appreciating individual and group similarities and differences; effectively using family, school, and community resources;(d) Relationship skills. Interacting cooperatively with others; resisting inappropriate social pressure; dealing effectively with interpersonal conflict; seeking help when needed; and(e) Responsible decision making. Making decisions based on factors such as ethical standards, safetyconcerns, social norms, respect for others, and likely consequences; applying decision-‐making skills todaily situations
(2) Each educational service district shall develop and maintain the capacity to offer training for
educators and other school district staff on youth suicide screening and referral, and on
recognition, initial screening, and response to emotional or behavioral distress in students,
including but not limited to indicators of possible substance abuse, violence, and youth suicide. An
educational service district may demonstrate capacity by employing staff with sufficient expertise
to offer the training or by contracting with individuals or organizations to offer the training.
Training may be offered on a fee-‐for-‐service basis, or at no cost to school districts or educators if
funds are appropriated specifically for this purpose or made available through grants or other
sources.
Opinions from public testimony(In support with concerns) The Superintendent of Public Instruction supports the bill, but there is already a workgroup within OSPI doing much of the same work. In an ideal world, there would be a Washington State Institute of Public Policy study done rather than just a survey regarding what schools are doing in this arena. Hopefully, the provisions of the bill don't hurt the Teacher Principal Evaluation process.
(Opposed) All students are different, and have different issues. The creation of benchmarks is opposed. If one looks at the benchmarks created by the DEL, they seem to be saying that all children of the same age should be the same. Once there are benchmarks, there will be a demand for measurement systems, and then the measurements will be coded. There is a fear that all students will be coded.
H.B. 1760 UpdateBill has stalled at House Appropriations CommitteeBill will not advance further in 2015 Session…butThe budget signed by Governor Inslee in June 2015 includes funding to convene a SEL workgroup to report back to the Legislature in October 2016.
Benchmark Development in WashingtonThe OSPI-‐appointed workgroup may refer to the following documents in an effort to align new stand-‐alone SEL standards:
Washington Department of Early Learning: Early Learning and Development Guidelines (2012)
Washington State K-‐12 Health and Fitness Learning Standards
December 2008 page 64
Health and Fitness – Fifth Grade
EALR 3: The student analyzes and evaluates the impact of real-life influences
on health. GLE 3.1.1 Understands how family and cultural factors affect health.
x Describes appropriate strategies to support healthy family/cultural habits on a personal level.
Example:
� Opens a window for second-hand smoke.
x Describes activities in which families could cooperate. Example:
� Recognizes cooperative activities might include chores or social events.
3.1.2 Understands how environmental factors affect health. x Understands dose and exposure.
Example:
� Understands air may be dry and trigger asthma episodes.
GLE 3.2.1 Analyzes reliable sources of health and fitness information. CBA: Stomp Out Second-Hand Smoke
x Analyzes how health and fitness products affect health. Example:
� Analyzes reliable health information on government websites.
3.2.2 Analyzes health and fitness messages in the media. x Analyzes influences of marketing strategies on health and fitness choices.
Example:
� Understands that healthy foods are on the top shelf and sugary foods are
at eye level in a grocery store.
GLE 3.3.1 Applies necessary social skills to promote health and safety.
CBA: A Cartoon Role Model CBA: New Kid on the Block CBA: Welcome to Our School
x Predicts negative and positive effects of peer pressure. Example:
� Predicts negative - chooses to smoke when offered a cigarette.
Predicts positive – discourages a friend from smoking.
Component 3.1: Understands how family, culture, and environmental factors affect personal health.
Component 3.2: Evaluates health and fitness information.
Component 3.3: Evaluates the impact of social skills on health.
December 2008 page 65
Health and Fitness – Fifth Grade
x Applies actions to take when feeling left out, and initiates and maintains friendships.
Example: � Asks to sit with others at lunch.
x Points out respect for others. Example: � Identifies examples of people of different cultures and groups who have contributed to arts, science, peace, and other important human endeavors.
GLE 3.4.1 Applies a variety of emotional-response strategies.
CBA: A Cartoon Role Model CBA: New Kid on the Block CBA: Welcome to Our School
x Implements appropriate emotional-response strategies. Example:
� Uses “I” statements, considers others’ point of view, and agrees to disagree.
GLE 3.5.1 Applies decision-making skills.
CBA: A Cartoon Role Model CBA: New Kid on the Block CBA: Welcome to Our School
x Demonstrates ways to express anger and resolve conflict without violence.
Example: � Explains feelings calmly.
x Demonstrates who to enlist for help with mediation of a conflict. Example: � Identifies adults to go to when there is conflict.
Component 3.4: Understands the impact of emotions on health.
Component 3.5: Applies decision-making skills related to the promotion of health.
December 2008 page 65
Health and Fitness – Fifth Grade
x Applies actions to take when feeling left out, and initiates and maintains friendships.
Example: � Asks to sit with others at lunch.
x Points out respect for others. Example: � Identifies examples of people of different cultures and groups who have contributed to arts, science, peace, and other important human endeavors.
GLE 3.4.1 Applies a variety of emotional-response strategies.
CBA: A Cartoon Role Model CBA: New Kid on the Block CBA: Welcome to Our School
x Implements appropriate emotional-response strategies. Example:
� Uses “I” statements, considers others’ point of view, and agrees to disagree.
GLE 3.5.1 Applies decision-making skills.
CBA: A Cartoon Role Model CBA: New Kid on the Block CBA: Welcome to Our School
x Demonstrates ways to express anger and resolve conflict without violence.
Example: � Explains feelings calmly.
x Demonstrates who to enlist for help with mediation of a conflict. Example: � Identifies adults to go to when there is conflict.
Component 3.4: Understands the impact of emotions on health.
Component 3.5: Applies decision-making skills related to the promotion of health.
Potential Directions for OSPI WorkgroupoFollow suit with Illinois and Pennsylvania, both of whom collapse the 5 CASEL competencies into 3 goal areasoAlign with existing Washington Health and Fitnessstandards that invoke social and emotional learningoAlign with existing Washington Department of Early Learning’s Developmental Guidelines that invoke social and emotional learningoDevelop novel approaches to benchmarking
Approaches to MeasurementMODEL-‐FITTING, OUTCOME MEASURES, & SYNTHESES
Social-‐Emotional Learning Scale (SELS)
Researchers applied statistical modeling procedures to further understanding of the 5 competencies proposed by CASEL
Coryn, C., Spybrook, J., Evergreen, S., Blinkiewicz, M. (2009). Development and
Evaluation of the Social-‐Emotional Learning Scale (SELS). Journal of
Psychoeducational Assessment, 27(4), 283-‐295.
Internal Consistency of SELS factors:
𝛂TA=0.69𝛂PR=0.80𝛂SR=0.80
“Factors in the model are assumed to be correlated and allowed to covary in the model operating on the proposition that …they are interrelated and part of the larger construct of SEL.”(Coryn, Spybrook, Evergreen, Blinkiewicz,2009)
Social Emotional Competence Questionnaire (SECQ)Researchers applied statistical modeling procedures to further understanding of the 5 competencies proposed by CASEL…and actually tested a five factor structureZhou, M., Ee, J. (2012). Development and validation of the Social Emotional Competence Questionnaire, The International Journal of Emotional Education. 4(2), 27-‐42.
Internal Consistency of SECQ factors:
𝛂SA=0.71𝛂SoA=0.78𝛂SM=0.76𝛂RM=0.73𝛂RDM=0.79
“A pool of 25 items was generated on the basis of the theoretical model developed by CASEL (2008). Each item selected for the initial pool of items reflected one of the five areas in the framework.”
(Zhou & Ee, 2012)
Outcomes Measurement & Syntheses
“The impact of enhancing students’ social and emotional learning: A meta-‐analysis of school-‐based universal interventions.”
oMeta-‐analysis of 213 studies reporting the effectiveness of programs identified by researchers as SEL programs
oCited nearly 1000 times in the past 4 years, and it has had a significant impact on the field of SEL.
oReports significant positive effects across 6 outcome clusters.
oSocial emotional skillsoAttitudes towards self and others
o Positive social behavioroConduct problemsoEmotional distress
oAcademic performance*(Durlak, Weissberg, Dymnicki, Taylor, & Schellinger 2011)
Overlapping Meta-‐analysesAn ongoing line of research that pre-‐dates the current thrust of SEL in schools focuses on the prevention of school disruptive behavior and school violence.
oWilson, S.J., & Lipsey, M.W. (2007). School-‐based interventions for aggressive and disruptive behavior: Update of a meta-‐analysis. American Journal of Preventive Medicine,(Suppl. 2), S130-‐S143.
oDerzon, J. (2006). How effective are school-‐based violence prevention programs in preventing and reducing violence and other antisocial behaviors? A meta-‐analysis. In S.R. Jimerson& M.J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 429-‐441). Mahwah, NJ: Erlbaum.
oScheckner, S., Rollin, S., Kaiser-‐Ulrey, C., & Wagner, R. (2002). School violence in children and adolescents: A meta-‐analysis of the effectiveness of current interventions. Journal of School Violence, 2, 5-‐33.
Single program Meta-‐analysisNEW INSIGHTS
What if we isolate one SEL program?Can we learn more about:oProgram effect across contexts?oThe variety of valid outcome measures?oThe impact of different implementation practices on program effect?oThe design of SEL program evaluation studies?
Yes.
Evaluating Outcomes of One ProgramVarious research studies have examined student outcomes related to participation in a widely available SEL program.
Outcomes measured in primary studies can be organized into three categories:◦ Prosocial Outcomes◦ Antisocial Outcomes◦ Knowledge Outcomes
Examples of Prosocial Outcomes
Examples of Antisocial Outcomes
Knowledge Outcomes
•Positive coping•Cooperative behavior
•Impulse control•Positive social
behavior
•Physical aggression•Bullying
•Peer victimization•Delinquency
•ProprietaryKnowledge and Skills
Assessment
Research Questions: Main Effects OrganizationqProsocial OutcomesqSingle Group qIndependent Groups
qAntisocial OutcomesqSingle GroupqIndependent Groups
qKnowledge OutcomesqSingle GroupqIndependent Groups
Research Questions: Main Effects SummaryüProsocial Outcomesü*Single Group (ES= 0.090, p<0.001)üIndependent Groups (ES= 0.061, p=0.137)
üAntisocial Outcomes üSingle Group (ES= -‐.006; p=0.904)üIndependent Groups (ES= -‐0.113, p=0.077)
üKnowledge Outcomesü*Single Group (ES= 0.463, p<0.001)ü*Independent Groups (ES= 0.767, p=0.001)
Summary of FindingsBased on single-‐group repeated-‐measures studies of the SEL program, significant positive effects were demonstrated for prosocial outcomes (ES= 0.09) and knowledge (ES= 0.463). Knowledge was also significantly increased in independent group design studies (ES= 0.767).
Participation in the SEL program did not appear to significantly impact antisocial outcomes, regardless of the study design.
Key Take-‐Away MessagesSEL is a re-‐awakening of ages old ideas in education
Active political involvement can shape the direction of public education
SEL was conceived as a unifying framework to gather and organize fragmented initiatives in schools
The evidence base for thinking about SEL as a psychological construct is still in development
There are varied approaches to assessing SEL-‐related competencies and outcomes
Assessment 101:You are experts at assessment. Translate what you know about individual assessment to SEL program evaluation.
What is the “referral reason” / specific evaluation question?
What are some valid indicators that you can use to answer your evaluation question?
What types of decisions do you want to make based on your results?
Does a criterion-‐referenced or norm-‐referenced approach make more sense?
What are the limitations to generalizing your results?
Assessment 201: Interpretation and InterventionMake specific, observable goals that are centrally related to your question.
Recommend school-‐wide practices and leverage existing resources that can help you meet goals.
Measure progress towards goal attainment.
Make localized interpretations.
Revisit your recommendations to further develop existing programs or allocate resources for program development and alignment.
Remind stakeholders that the strength of SEL is its power to unify fragmented initiatives.
