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.

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

What is 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 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

How SEL Supports Good Outcomes for Kids Safe, Caring, Challenging, Well- Managed , Participatory Learning Environments Greater Attachment, Engagement, & Commitment to School Better Academic Performance and Success in School and Life Teach SEL Competencies Self-awareness Social awareness Self-management Relationship skills Responsible decision making Less Risky Behavior, More Assets, More Positive Development http://www.casel.org/downloads/Safe%20and%20Sound/2B_Performance.pdf © 2007. CASEL.

Framework for Student Success: SEL Skills Instruction Recognizing one’s emotions and values as well as one’s strengths and limitations social & emotional learning Self-awareness Social awareness Relationship Skills Responsible decision-making Self-management Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors to achieve one’s goals Showing understanding and empathy for others Forming positive relationships, working in teams, dealing effectively with conflict © 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

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

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.

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.

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.

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.

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.

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

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

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

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

Meta-Analysis of School, Family, and Community SEL Interventions Total Interventions = 700 n = 65 Universal Interventions n = 42 n = 377 School Family Community Weissberg et al. (in press) Universal Indicated

Meta-Analysis of School-Based Universal SEL Programs Outcome Area Post N Effect 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

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 Positive social behavior 56 44 29 Effect sizes denoted with * are statistically significant, p<.05

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

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)

Trends in SEL Research Adult and Setting-level impacts: Instructional improvements (RC) Relational trust (Bryk & Schneider) New teacher effectiveness and retention (Murray)

Trends in SEL Research Science-to-Practice/Technology Transfer: What works to change and support practice? Best training, coaching models Web-based instruction & support

Trends in SEL Practice Systemwide approaches: school, district, state Example: SAMHSA T&TA Center--SEL “bridging the gap”

What Are We Creating? A Coordinating Framework © 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

SEL Implementation and Sustainability Process A. Provide ongoing professional development B. Monitor and evaluate for continuous improvement F. Communicate w/stakeholders (marketing) 2. Engage stakeholders and form steering committee 1. Principal commits to school- wide SEL 3. Develop and articulate shared vision 10. Continue cycle of implementing and improving 4. Conduct needs and resources assessment Leadership 9. Expand instruction and integrate SEL school- wide 5. Develop action plan 8. Launch SEL instruction in classrooms 6. Select evidence- based program E. Nurture partnerships with families & communities C. Develop infrastructure to support SEL 7. Conduct initial staff development D. Integrate SEL framework school-wide © 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

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

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

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

Trends in SEL Practice Assessment: The driver for practice Formative and impact

Chicago Public Schools Student Connection Report All students grades 5-12 surveyed about own school in four areas: Safe and Respectful Climate High Expectations Supportiveness SEL skills of peers Report 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