Ensuring Fair and Just Schools: a focus on Evidence-based, Preventive Interventions at the School and District Level Oakland Unified School District A Look into Social and Emotional Learning and Leadership Webinar Presentation June 25, 2012 Presentation By: Kristina Tank-Crestetto

OUSD Goals for Social Emotional Learning and Leadership Build common understanding across the Pre-K 12 spectrum that Social Emotional Learning (SEL) is fundamental to a quality education and creates equitable opportunities for learning and success. Develop culturally relevant SEL standards and competencies (students and adults) reinforced in all context. Integrate SEL and core curriculum to lead changing cultures within our schools.

What is Social and Emotional Learning? Social and emotional learning (SEL) involves the process through which children and adults acquire and effectively apply the knowledge, qualities, and skills necessary to: understand and manage emotions set and achieve positive goals feel and show empathy for others establish and maintain positive relationships make responsible decisions

A Look At SEL: Classroom, School, District, Community Educators, students, families, and community\members work together to support the healthy development of all students. All students are engaged and active learners who are self-aware, caring, respectful, connected to others, responsible decision makers, and academic achievers. Students and adults are contributing in positive ways to their school and community.

Why Implement SEL in Schools? Relationships provide a foundation for learning. Emotions affect how and what we learn. Social and emotional skills can be taught. SEL has positive impact on academic performance, health, relationships, and citizenship. SEL skills are desired by future employers. SEL provides a coordinating framework to overcome fragmentation of various efforts around prevention and youth development programming in a district.

An Equation for a SEL Framework for Enhancing Student Success in School and Life Social Emotional Learning is Positive Learning Environment + SEL Skills Instruction ____________________ Positive Outcomes

Key Approaches for Promoting SEL in Schools Greater Success in School, Work, and Life Greater Attachment, Engagement and Commitment to School Less Risky Behavior, More Positive Development Short-term Outcomes Long-term Outcomes Positive Learning Climate & Instructional Strategies Safe, Caring Well-managed Engaging Cooperative Supportive High Expectations Positive Learning Climate & Instructional Strategies Safe, Caring Well-managed Engaging Cooperative Supportive High Expectations SEL Skills Instruction: Self-awareness Self-management Social awareness Relationship skills Responsible decision-making SEL Skills Instruction: Self-awareness Self-management Social awareness Relationship skills Responsible decision-making Evidence-based SEL Programming Inputs/Approaches CASEL

SEL Improves Student Outcomes Science Links SEL to Student Gains: Social-emotional skills Improved attitudes about self, others, and school Positive classroom behavior 11 percentile-point gain on standardized achievement tests And Reduced Risks for Failure: Conduct problems Emotional distress

Self-Awareness Recognizing one’s emotions and values as well as one’s strengths and limitations Labeling one’s feelings Relating feelings and thoughts to behavior Accurate self-assessment of strengths/limitations Self-efficacy Optimism

Self-Management Managing emotions and behaviors to achieve one’s goal Regulating one’s emotions Managing stress Self-control Self-motivation Setting and achieving goals

Social Awareness Showing understanding and empathy for others Perspective-taking Empathy Appreciating diversity Understanding social and ethical norms for behavior Recognizing family, school, and community supports

Relationship Skills Forming positive relationships, working in teams, dealing effectively with conflict Building relationships with diverse individuals/groups Communicating clearly Working cooperatively Resolving conflicts Seeking help

Responsible Decision-Making Making ethical and constructive choices about personal and social behavior Considering the well-being of self and others Recognizing one’s responsibility to behave ethically Basing decisions on safety, social and ethical considerations Evaluating realistic consequences of various actions Making constructive, safe choices about self, relationships, and school

Ways SEL is Taught and Learned  Active participation in a safe, caring, engaging, supportive, well- managed learning environment  Evidence-based SEL skills instruction through a research based SEL curriculum as well as integrating these skills throughout the curriculum  Interactive, cooperative, and reflective instructional practices for modeling, practicing, and reinforcing SEL skills  Modeling of SEL skills by adults and students  Teachable moments to teach, model, and reinforce SEL throughout the school day

Connecting Adult SEL Competence and Learning Adults who have the ability to recognize, understand, label, express, and regulate emotions are more likely to demonstrate patience and empathy, encourage healthy communication, and create safe learning environments (Brackett, Katella, Kremenitzer, Alster, and Caruso, 2008). Emotional skills of teachers influence student conduct, engagement, attachment to school, and academic performance (Baker, 1999; Hawkins, 1999; Schaps, Battistich, & Solomon, 1997; Sutton & Wheatley, 2003; Wentzel, 2002). Teachers skilled at regulating their emotions report less burnout and more positive affect while teaching (Brackett, Mojsa, Palomera, Reyes, & Salovey, 2008). School leaders with strong SEL competencies build and maintain positive and trusting relationships among members of the school community (Patti and Tobin, 2006).