Social Emotional Learning: A Model that Works for ESSA

Social Emotional Learning: A Model that Works for ESSA

Selina Oliver, NCSP selina.oliver@pearson.com
Employed by Pearson Clinical Assessments

Something BIG Is Happening in Education Today
Social Emotional Learning Assessment and Intervention Programs

Social Emotional Learning and ESSA Outcomes
Evidence-based Tools for Social Emotional Learning CASEL-aligned Components of Social Emotional Learning OBJECTIVES! . SSIS SEL ed. Overview 2017

Strategic Importance of Social-Emotional Learning

Something Big is Happening in Schools Today Across the World
We all teach social emotional skills! Social emotional skills have been part of a hidden or implicit curriculum and in the background for too long in most schools. Many leaders, employers, and teachers are ready to identify the social emotional skills that make a difference in the lives of children and do an excellent job teaching them to all students! Presentation Title Arial Bold 7 pt

It is Being Stimulated by Foundations and Institutes
“CASEL is the nation’s leading organization advancing the development of academic, social and emotional competence for all students. Our mission is to help make evidence-based social and emotional learning (SEL) an integral part of education from preschool through high school. Through research, practice and policy, CASEL collaborates to ensure all students become knowledgeable, responsible, caring and contributing members of society.” Aspen Institute National Commission on Social, Emotional, and Academic Development

It is Being Stimulated by Federal Law

“Improving children’s social skills improves motivation to learn and engagement, which results in greater academic achievement. Social skills are academic enablers!” DiPerna, Volpe, & Elliott (2002) 9 SSIS SEL ed. Assessment to Intervention 2017

(Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).
Outcomes associated with Social Emotional programs have included improvements in social and emotional skills, attitude towards self and others, positive social behaviors, reduction of conduct problems, emotional distress, and academic performance. (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). 10 SSIS SEL ed. Assessment to Intervention 2017

“Social and emotional competency is at least as predictive of academic and career success as is IQ.”
Almlund, Duckworth, Heckman, & Kautz (2011) 11 SSIS SEL ed. Assessment to Intervention 2017

Summary So Far: Social Emotional Learning is:
1. Gaining Support among teachers, parents, and advocacy groups 2. Important in the Workforce 3. Economically Valuable 4. Leading to Positive Educational Outcomes 13 SSIS SEL ed. Assessment to Intervention 2017

SEL and ESSA 14 SSIS SEL ed. Assessment to Intervention 2017

FLEXIBILITY AND SUPPORTS ACCOUNTABILITY AND MEASUREMENT
Every Student Succeeds Act (ESSA) ESSA State Plan in a nutshell… FLEXIBILITY AND SUPPORTS ACCOUNTABILITY AND MEASUREMENT Must include at least ONE indicator of school quality or student success – the FIFTH indicator May include measures of Student Engagement School Climate and Safety Evidence-based Title I Funds can be used to support “strategies to improve student’s non-academic skills”. Title II Funds can be used to address issues related to “school conditions for student learning, such as ..peer interaction”..” Title IV funds can be used to support “high quality training for school personnel on …classroom management and..conflict resolution.”

1 Every Student Succeeds Act (ESSA)
Four Key Strategies to Promote SEL in State ESSA Plans 1 Articulate a Well-Rounded Vision of Student Success “states may define SEL skills in different ways (e.g., non academic, whole-child development, 21st century competencies) with an overarching premise that students need to apply knowledge and skills to understand and manage their emotions, set goals, build positive relationships, and make responsible decisions.” CASEL Brief – ESSA and SEL: April 2017

Four Key Strategies to Promote SEL in State ESSA Plans 2 Provide Professional Development to Improve Educator SEL Capacity Funding for these activities are permitted and encouraged in Title II and Title IV

Four Key Strategies to Promote SEL in State ESSA Plans 3 Identify Evidence-based SEL interventions as a school improvement strategy. ESSA provides SEAs and LEAs with great latitude in defining school improvement strategies that meet evidence-based criteria, including SEL interventions

Four Key Strategies to Promote SEL in State ESSA Plans 4 Leverage Title IV grants to implement SEL strategies Some LEA’s must apply 20% of Title IV funds to support well-rounded education and interventions, and may include: Components of multi-tiered system of supports Resiliency skills Self-control Behavioral health

Social Emotional Learning
Every Student Succeeds Act (ESSA) Social Emotional Learning Can Influence ALL of these Indicators

What is SEL?

Definitions of Social Emotional Learning
Multiple definitions and frameworks, but all support a core idea Rutgers Social-Emotional and Character Development Lab Social Emotional Learning (SEL) has been defined (by Elias et al., 1997) as the process of acquiring core competencies to: recognize & manage emotions, set and achieve positive goals, appreciate the perspectives of others, establish and maintain positive relationships, make responsible decisions, and handle interpersonal situations constructively.

Social emotional learning (SEL) has been defined as the “process of acquiring knowledge, skills, attitudes, and beliefs to identify and manage emotions; to care about others; to make good decisions; to behave ethically and responsibly; to develop positive relationships and to avoid negative behaviors” (Elias & Moceri, 2016, p. 424). 23 SSIS SEL ed. Assessment to Intervention 2017

Definition of Social Emotional Learning
Collaborative for Academic, Social, and Emotional, Learning CASEL Framework

SEL Competencies in the CASEL Model [CASEL 2017]
Self-Awareness Self-Management Social Awareness Relationship Skills Responsible Decision- Making Skills The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes: accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.

Self-Awareness Self-Management Social Awareness Relationship Skills Responsible Decision- Making Skills The ability to effectively regulate one’s emotions, thoughts, and behaviors in different situations. This includes: managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.

Self-Awareness Self-Management Social Awareness Relationship Skills Responsible Decision- Making Skills The ability to: take the perspective of and empathize with others from diverse backgrounds and cultures, understand social and ethical norms for behavior, and recognize family, school, and community resources and supports.

The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes: communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed. Self-Awareness Self-Management Social Awareness Relationship Skills Responsible Decision- Making Skills

The ability to make constructive and respectful choices about personal behavior and social interactions based on: consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others. Self-Awareness Self-Management Social Awareness Relationship Skills Responsible Decision- Making Skills

Social-Emotional Learning Skills
Takes turns in conversations Makes eye contact when talking Communication Respects the property of others Takes responsibility for own actions Responsibility Asks for help from adults Questions rules that may be unfair Assertion SSIS SEL ed. Overview 2017

Social-Emotional Learning Skills
Follows your directions Follows classroom rules Cooperation Forgives others Feels bad when others are sad Empathy Makes friends easily Invites others to join in activities Engagement Makes a compromise during a conflict Stays calm when teased Self Control SSIS SEL ed. Overview 2017

The SSIS SEL Edition Components

Social Skills Improvement System SEL Edition
SSIS SEL Edition is an integrated system designed to be used by educational and clinical professionals to assess and develop social and emotional competencies in children and adolescents. Screening Assessment Intervention SSIS SEL Edition Rating Forms : Teacher; Parent; Student SSIS SEL Edition Classwide Intervention Program (CIP) SSIS SEL Edition Screening/Progress Monitoring Scales They can be used by a variety of educational and clinical professionals who are interested in developing social and emotional competencies in children and adolescents. An introduction to the competencies targeted by the SSIS SEL Edition and its components is provided next. Aligned with Multi-tiered Systems of Support Fully Aligned Assessments that Measure the Same Skills Taught in the Intervention Program SSIS SEL ed. Overview 2017

SSIS SEL Edition Competencies
ONLY ComprehensiveSystem which Addresses 5 CASEL Competencies + Competencies Self-Awareness Self-Management Social Awareness Relationships Skills Responsible Decision Making Motivation to Learn Reading Skills Math Skills 3 Academic Competencies SSIS SEL ed. Overview 2017

SSIS SEL Edition Competencies
3 Academic Competencies Academic Competencies Description Motivation to Learn A state of arousal and actions directed toward learning and completing classroom tasks or activities Reading Skills Including meaning of words and phrases in context, understanding text, analyzing text, and evaluating and extending text Math Skills Including mathematical process, number operations and relationships, geometry, measurement, statistics and probability, and algebraic relationships SSIS SEL ed. Overview 2017

SSIS SEL Edition Screening/Progress Monitoring Scales
Brief (30-45 mins/class), classwide-based Criterion-referenced rating form: Used to assess student-based strengths and improvement areas across 5 SEL and 3 academic competencies Completed by teachers for students grade PK-12 Identification of students’ current level of functioning on each social and academic competency Progress monitoring of student development and outcomes of intervention initiatives Comment – will need to explain “Identification of student function” SSIS SEL ed. Overview 2017

SSIS SEL Edition Teacher, Parent, and Student Forms
Norm-referenced rating forms used to compare student’s performance to a representative national sample Can be completed in 10 minutes or less by a teacher, parent, or student Teacher Form consists of 58 items Generates scores for each of the 5 SEL competencies, as well as a score for Academic Competence Parent (51 items) and Student (46 items) forms Can be used to generate scores for the 5 SEL competencies Available in English and Spanish. The Student Form can be used with students ages 8 through 18 years . The Parent (51 items) and the Student (46 items) forms can be used to generate scores for the 5 SEL competencies and are available in English and Spanish SSIS SEL ed. Overview 2017

SSIS SEL Edition Classwide Intervention Program (CIP)
23 Key SEL Skill lessons (10 Core Units + 13 Advanced Units) aligned with the 5 CASEL competenciesi Scripted Lessons supported with Engaging Digital Lessons for teachers & students The Instructional Plan is flexible and can be used with children ages 4 to 14. While all units can be used with any age student they are sequenced and earlier units are more appropriate for younger students. Units 1-6 are most appropriate for students ages 4-6 Units 1-10 are most appropriate for students ages 6-10 Units are most appropriate for students ages 11 to 14 Resources: Skill Cue Cards, Emotion Cue Card, Videos w/ positive and negative models, Progress Monitoring Charts, Student Engagement Records, Role Play Cards, Parent Letters . Comment – explain what a positive and a negative model is in narration SSIS SEL ed. Overview 2017

SSIS SEL Edition Key Features
Criterion-Referenced Screening/Progress Monitoring Norn-Referenced In-depth forms Assess CASEL Competencies Strong Psychometrically Evidence-based Practices Rigorous Design Assessments to Interventions Seamless Integration Flexible Efficient Delivery Methods Sequenced and Active Focused and Explicit S.A.F.E. Intervention SSIS SEL ed. Overview 2017

Applications of the SSIS SEL Edition

Non-Academic Indicator Requirement for ESSA
The Non-Academic Indicator: CASEL is promoting the use of student social emotional learning as a measure to compare school performance. The SSIS SEL Edition Classwide Intervention Program (CIP) provides an evidence based SEL curriculum The SSIS SEL Edition Screening/Progress Monitoring Scales is ideally suited for such an application: A teacher can rate an entire classroom of students in less than 45 minutes, The rating forms can be used to benchmark performance and to monitor changes in performance over the course of the school year, and The SSIS SEL Teacher, Parent, and Student Forms, which offer norm-referenced scores also can be used for purposes of ESSA accountability. Non-Academic Indicator Requirement From the Every Student Succeeds Act of 2015 (ESSA): In 2015, the ESSA replaced the No Child Left Behind Act (2002) to help ensure that all students’ needs are met so they can maximize their success and future potential. States are required to identify accountability plans and goals aligned with the ESSA and must have at least four indicators that address how well they are meeting their stated goals. States must have at least one non-academic indicator of school quality or student success. The SSIS SEL Edition Screening/Progress Monitoring Scales is ideally suited for such an application; a teacher typically can rate an entire classroom of students in less than 45 minutes, and the rating forms can be used to benchmark performance and to monitor changes in performance over the course of the school year. The SSIS SEL Edition Teacher, Parent, and Student Forms, which offer norm-referenced scores and can be completed by teachers, parents, or students, also can be used for purposes of ESSA accountability. And then there's the other, different type of indicator states have to use in accountability. States' options for this indicator include, but are not limited to: • student engagement; • educator engagement; • access to and completion of advanced coursework; • postsecondary readiness; • school climate and safety. It would be up to each state to decide which of those listed indicators makes the most sense for that "other" indicator. (However, ESSA does require the academic indicators as a whole to count for "much" more in accountability systems than the other type of indicator.) The general idea is that through this revamped accountability template, school leaders, policymakers, and others have a chance to broaden what it means to be a successful school. he Collaborative for Academic, Social, and Emotional Learning (CASEL) released a policy brief examining how states are utilizing social and emotional learning in ESSA plans. The paper suggests five ways for states to successfully incorporate social and emotional approaches: Articulate a well-rounded vision of student success Provide professional development to improve educator SEL capacity Identify evidence-based SEL interventions as a school improvement strategy Leverage Title IV grants to implement SEL strategies Make data related to SEL transparent to the public SSIS SEL ed. Overview 2017

SEL Multi-Tiered System of Supports (MTSS) Implementation
SSIS SEL Edition Applications Tier 1 At the Tier 1 level, the SSIS SEL Screening/Progress Monitoring Scales can be used with all students to establish a baseline level of social–emotional functioning and to identify strengths and improvement areas for groups of students. CIP can be used a universal SEL curriculum for all students Tier 2&3 At the Tier 2 and Tier 3 levels, the SSIS SEL Teacher, Parent, and/or Student Forms can be used to identify students in need of additional SEL supports. Strategies for developing these additional skills are provided in the CIP and can be focused for small group and individualized instruction SEL Multi-Tiered System of Supports (MTSS) Implementation: Many schools have adopted MTSS approaches that rely on the use of data-based problem-solving strategies to effect academic and social behavior change. Positive Behavior Support (PBS) programs, Response to Intervention (RTI) Initiatives, and Continuous Improvement Models are common examples of such strategies. The SSIS SEL Edition is consistent with an MTSS approach for improving social–emotional skills. At the Tier I level, the SSIS SEL Edition Screening/ Progress Monitoring Scales can be used with all students to establish a baseline level of social–emotional functioning and to identify strengths and improvement areas for groups of students. It can also be used to monitor the impact of MTSS programs that are implemented over the course of months or an entire academic year. Teachers can easily integrate the core social-emotional skills taught in the SSIS SEL Edition CIP into their weekly lesson plans, providing students with the basic skill steps for each social–emotional skill area and opportunities for students to practice and develop these skills over the course of a typical day. At the Tier II and Tier III levels, the SSIS SEL Edition Teacher, Parent, and/or Student Forms can be used to identify students in need of additional SEL supports. Strategies for developing these additional skills are provided in the CIP. ●● Non-Academic Indicator Requirement From the Every Student Succeeds Act of 2015 (ESSA): In 2015, the ESSA replaced the No Child Left Behind Act (2002) to help ensure that all students’ needs are met so they can maximize their success and future potential. States are required to identify accountability plans and goals aligned with the ESSA and must have at least four indicators that address how well they are meeting their stated goals. States must have at least one non-academic indicator of school quality or student success. The SSIS SEL Edition Screening/Progress Monitoring Scales is ideally suited for such an application; a teacher typically can rate an entire classroom of students in less than 45 minutes, and the rating forms can be used to benchmark performance and to monitor changes in performance over the course of the school year. The SSIS SEL Edition Teacher, Parent, and Student Forms, which offer norm-referenced scores and can be completed by teachers, parents, or students, also can be used for purposes of ESSA accountability. SAMPLE, NOT FO SSIS SEL ed. Overview 2017

School-based Applications by Level
Student Individual screening data & reports for social emotional & academic functioning skills Individual progress data & reports for social emotional skills Individualized social emotional interventions Individual norm-referenced assessment data & reports Schoolwide can be applied to districtwide SSIS SEL ed. Overview 2017

Classroom Class screening data & report for social emotional & academic functioning skills Class progress data & report for social emotional skills Classwide Tier 1 or small group Tiers 2+3 interventions Tools contribute to SEL Multi-tiered Student Support Model Schoolwide can be applied to districtwide SSIS SEL ed. Overview 2017

Schoolwide screening data & report for social emotional & academic functioning skills Schoolwide progress data & report for social emotional skills Schoolwide Tier 1 or small group Tiers 2+3 interventions Non-academic indicator for ESSA and school accountability Schoolwide can be applied to districtwide SSIS SEL ed. Overview 2017

SSIS SEL Edition Screener/Progress Monitoring Scales

SSIS SEL Edition Screening/Progress Monitoring Scales
The SSIS SEL Edition Screening/Progress Monitoring Scales can be used by teachers or other education professionals to efficiently collect information about a student’s social–emotional skills and academic functioning. Teacher rates each student on the 5 CASEL competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making, plus the 3 academic factors: Motivation to Learn, Reading Skills, and Math Skills This screener can be used for all age levels (grades PK-12) Online scoring and reporting: Review360 for classrooms or groups of students, Q-Global for individualized administration/reporting Screening/Progress Monitoring SSIS SEL ed. Overview 2017

Screening/Progress Monitoring
Competencies Assessed by the SSIS SEL Screening/Progress Monitoring Scales Self-Awareness: Recognizing one’s emotions and values, and being able to assess one’s strengths and weaknesses Self-Management: Being able to handle one’s emotions and behavior so that they do not interfere with social tasks Social Awareness: Demonstrating understanding and empathy for the feelings of others Relationship Skills: Establishing and maintaining healthy interpersonal relationships in groups and dealing effectively with conflict Responsible Decision Making: Making ethical and constructive choices about one’s personal and interpersonal behaviors Motivation to Learn: A state of arousal and activity directed toward learning and completing classroom activities Reading Skills: A process involving decoding symbols and words and comprehending text Mathematics Skills: A set of skills involving number operations, relationships, and mathematical Screening/Progress Monitoring The SSIS Social–Emotional Learning (SEL) Edition Screening/Progress Monitoring Scales enables teachers and other performing similar functions to provide an efficient and systematic evaluation of the following important skills: SSIS SEL ed. Overview 2017

Administration Instructions for Teachers or Other Education Professionals Obtain 3 to 4 weeks of classroom experience with students before completing this instrument to ensure a representative and reliable sampling of the students’ behavior. Plan to take approximately 30 to 45 minutes to evaluate students (e.g., a class of up to 25 students) on all of the social-emotional and academically related scales. Although completion of all scales is recommended, it is acceptable to complete a subset of scales when an intervention program focuses only on the subset of skills. Complete the evaluations for all students in one skill area before moving to the next skill area. For each skill area, read the definition and the performance level descriptions. Then, select a performance level that best describes the current level of functioning of each student in your classroom. Keep in mind that a student can be at different performance levels across the eight skill areas. And, note that there is no need to have equal numbers of students across the five performance levels for a given skill area. Screening/Progress Monitoring SSIS SEL ed. Overview 2017

SSIS-SEL Screening/Progress Monitoring Scales: Rating Scale
The Screening/Progress Monitoring tool employs a progressive 5 point performance rubric which is used for each of the 5 SEL and 3 Academic competencies. Levels 3 thru 5 represent degrees of proficiency, with level 2 as an emerging or at-risk skill level and at level 1 is the skill is limited. Level Description 5 The student has mastered the skill and does not require additional instruction 4 The student performs the skill consistently, but is likely to benefit from additional instruction 3 The student performs the skill proficiently though inconsistently and would benefit from additional instruction 2 The student is limited in their performance of the skill and needs additional instruction 1 The student rarely can perform the skill and needs intensive instruction Screening/Progress Monitoring A rating of 3, 4, or 5 indicates a student is generally proficient or above average on the assessed competency; a rating of 2 typically indicates emerging demonstration of skills; and a rating of 1 indicates the demonstration of limited or very poor skills in the assessed competency. SSIS SEL ed. Overview 2017

Example of the Scoring Rubric
Example 5-level SSIS SEL Edition performance rubric with colors indicating levels of possible risk for social emotional difficulties. Screening/Progress Monitoring SSIS SEL ed. Overview 2017

Interpretation of Scales Accurate recognition of one’s emotions/thoughts and their influence on behavior Includes accuracy in assessing his/her own skill level, confidence, and optimism Low rating may indicate being uncomfortable around others, avoiding meaningful social interactions, immaturity, or social anxiety concerns CIP units 5, 11, and 22 Self-Awareness Effective regulation of one’s emotions, thoughts, and behaviors in different situations Includes stress management, impulse control, self-motivation, and goal-setting Low rating may indicate impulse control problems, lack of effective planning skills, inattention, and difficulty staying calm CIP units 1, 3, 4, 8, 13, and 18 Self-Management Screening/Progress Monitoring Taking the perspective of, and empathizing with, others from differing backgrounds/cultures Includes understanding social/ethical norms for behavior and recognizing available resources/supports Low scores may indicate difficulty recognizing the emotions of others and reluctance/inability to provide comfort to those experiencing problems CIP units 10, 19, and 20 Social Awareness SSIS SEL Screening/Progress Monitoring Scales

Interpretation of Scales Establishing/maintaining healthy and rewarding relationships with others Low scores indicate difficulty in communicating/interacting with others, cooperation, listening, resisting peer pressure, and asking for help CIP units 2, 6, 7, 16, 17, and 21 Relationship Skills Making constructive and respectful choices about personal behavior and social interactions in a way that considers ethical standards, safety concerns, social norms, consequences, and the well-being of self and others Low scores indicate difficulty taking responsibility, speaking up, acting responsibly when alone or with friends, and voluntarily completing expected tasks/duties CIP units 9, 12, 14, 15, and 23 Responsible Decision Making Screening/Progress Monitoring SSIS SEL Screening/Progress Monitoring Scales

The CIP is Aligned with the SSIS SEL Edition Assessment Tools
Screening/Progress Monitoring SSIS SEL Screening/Progress Monitoring Scales

SSIS SEL Edition Rating Forms [Teacher, Parent, Student] (English & Spanish)

SSIS SEL Edition Rating Forms
Teacher, Parent, and Student (ages 8 to 18) Rating Forms provide: SEL Composite Scale 5 SEL competency scores Core Skills (10 items) score Academic Competence English & Spanish forms for Parents and Students Students assessed individually, requires 15 minutes to complete per student Substantial reliability and validity evidence Directly aligned with the SSIS SEL Edition Classwide Improvement Program Rating Forms SSIS SEL ed. Overview 2017

SSIS SEL Edition Rating Forms (cont.)
Teacher Form: 51 Social-Emotional Items and 7 Academic Competency Items Student Form has 46 Social-Emotional Items Parent Form has 51 Social-Emotional Items Offered in paper form or online via Q Global (Q Global site or through Review 360) Ten items from each Form are directly linked to the SSIS SEL Edition Classwide Intervention Program’s lessons/units A sample consisting of 4,700 children ages 3-18 from 115 school sites in 36 states was used to standardize and norm the forms No other SEL assessment tool has all three forms (teacher, parent, and student) No other SEL assessment concurrently examines academic functioning and SEL competencies Rating Forms Will they be offered (later) for online completion from R360?? SSIS SEL ed. Overview 2017

SSIS SEL Edition Rating Form Report
Scores (2 Domains & 5 Scales) SEL Composite Score Self-Awareness scale Self-Management scale Social Awareness scale Relationship Skills scale Responsible Decision Making scale Academic Competence Score Types of Scores Raw Score Percentile Rank Standard Scores with Confidence Bands Core Skills Scale (10 items that are the same skills taught in the CIP Core Skills units) – functionally a norm-referenced screener Response Validity scale based on statistically unusual response patterns to determine if the person (Teacher, Student, or Parent) filled out the form in an subjective or partial manner Rating Forms Might want to explain the validity scale a bit more- SSIS SEL ed. Overview 2017

Example of Rating Form Report ReportReport
Rating Forms SSIS SEL ed. Overview 2017

Using the Rating Forms to Identify SEL Strengths & Weaknesses
Level of SEL Competency Score Actions & Interventions Strengths Student knows and uses SEL skill consistently and appropriately Standard score of 116 or greater and an item score of 3 (almost always) -Reinforce to maintain desired social behavior -Use as a model for other students Performance Deficits Student uses the skill but does so infrequently Standard score of 84 or lower and an item score of 1 (Seldom) -Use behavior techniques to increase student performance of desired social behavior -Use selected CIP units to facilitate greater understanding and opportunities to use skills Acquisition Deficit Student does not sufficiently know the skill or how to use it appropriately Standard score of 84 or lower and an item score of 0 (Never) -Direct instruction of the desired behavior using CIP units Rating Forms SSIS SEL ed. Overview 2017

Target Skills for Intervention
When the SSIS SEL Edition CIP is used in a MTSS intervention program, the assessment results directly align and indicate specific units known to improve the targeted skills. Rating Forms These skills can be reassessed at the conclusion of intervention using the SSIS SEL Edition Rating Form or the SSIS SEL Edition Screener/ Progress Monitoring Scales. SSIS SEL ed. Overview 2017

SEL Curriculum: SSIS SEL Classwide Intervention Program (CIP)

How SEL is Taught in the CIP
23 Key SEL Skill Lessons (10 Core Units + 13 Advanced Units) aligned with the 5 CASEL competencies Scripted Lessons supported with Engaging Digital Lessons for teachers & students The Instructional plan is flexible and can be used with children ages 4 to 14. While all units can be used with any age student they are sequenced and earlier units are more appropriate for younger students. Units 1-6 are most appropriate for students ages 4-6 Units 1-10 are most appropriate for students ages 6-10 Units are most appropriate for students ages 11 to 14 Resources: Skill Cue Cards, Emotion Cue Card, Videos w/ + and - models, Progress Monitoring Charts, Student Engagement Records, Role Play Cards, Parent Letters Classwide Intervention Program SSIS SEL ed. Overview 2017

How Social-Emotional Skills are Taught in the CIP
The CIP skill units are flexible so they are can be taught in a manner that is aligned with the students in the classroom. Can be used to create a semester or year-long intervention designed to address the 10 essential skills or all 23 Can be customized into a 5 to 6 week intervention to focus on the five skills that need improvement for a majority of students Aligned with MTSS the CIP can be used in Tier 1 School-wide universal instruction or in Tiers within small groups & in Special Education classrooms Classwide Intervention Program SSIS SEL ed. Overview 2017

Classwide Intervention Program
Instructional Approach in the CIP is Aligned with S.A.F.E. (CASEL, 2013) Connected & coordinated set of activities Sequenced Dynamic and expressive forms of learning Active Classwide Intervention Program Components to develop personal or social skills Focused Targeting special social and emotional skills Explicit SSIS SEL ed. Overview 2017

All CIP Skill Units are Aligned with CASEL
CASEL Domain 1 Listen to others Self-Management 5 Ask for help. Self-Awareness 7 Get along with others. Relationship Skills 9 Do the right thing. Responsible Decision Making 10 Do nice things for others. Social Awareness 11 Telling others about your skills 12 Own your actions. 13 Express feelings. 20 Make others feel better. 21 Make compromises. 22 Be positive about the future 23 Listens to different ideas Classwide Intervention Program SSIS SEL ed. Overview 2017

Instructional Approach in the CIP
Expands on the Three T’s of Teaching: Tell what will be taught; Teach; and Tell what was taught and How it can be used . Classwide Intervention Program SSIS SEL ed. Overview 2017

Expands on the Three T’s of Teaching: Tell what will be taught; Teach; and Tell what was taught and How it can be used . TELL COACHING (TEACHER) Teacher defines the social-emotional skill and Key Words, asks students about the importance of and the emotions associated with the skill, and specifies the steps to perform the targeted social behavior. Classwide Intervention Program SSIS SEL ed. Overview 2017

Expands on the Three T’s of Teaching: Tell what will be taught; Teach; and Tell what was taught and How it can be used . SHOW MODELING (TEACHER) Teacher presents models of positive and negative social-emotional skills using pictures and/or video clips and leads a discussion with students to stimulate thinking about appropriate ways to express emotions and accomplish social behavior objectives. Classwide Intervention Program SSIS SEL ed. Overview 2017

Expands on the Three T’s of Teaching: Tell what will be taught; Teach; and Tell what was taught and How it can be used . DO DISCUSSING AND MODELING (STUDENTS) Students review and discuss the definition, importance, and Skill Steps; then a few students act out a teacher-guided role-play situation to stimulate discussion and feedback from other students. Classwide Intervention Program SSIS SEL ed. Overview 2017

Expands on the Three T’s of Teaching: Tell what will be taught; Teach; and Tell what was taught and How it can be used . PRACTICE BEHAVIORAL REHEARSAL (STUDENTS) Students practice the skill via role-play situations with classmates; teacher reinforces student’s appropriate skill practice and provides feedback to improve adherence to the Skill Steps. Classwide Intervention Program SSIS SEL ed. Overview 2017

Expands on the Three T’s of Teaching: Tell what will be taught; Teach; and Tell what was taught and How it can be used . MONITOR PROGRESS ASSESSMENT OF SKILL USE (STUDENTS AND TEACHERS) Students reflect on and rate their own progress; teacher encourages self-monitoring and provides feedback about Skill Steps needing improvement. Classwide Intervention Program SSIS SEL ed. Overview 2017

Expands on the Three T’s of Teaching: Tell what will be taught; Teach; and Tell what was taught and How it can be used . GENERALIZE APPLYING SKILLS IN MULTIPLE SETTINGS (STUDENTS AND TEACHER) Students and teacher discuss using the skill in a variety of situations; teacher encourages students to practice and recognize the power of the skill. Classwide Intervention Program SSIS SEL ed. Overview 2017

Research Shows the CIP 10*-Week Intervention Matters!
Problem Behavior Social Emotional Skills Classwide Intervention Program Academic Engagement & Achievement The CIP Theory of Action: CIP increases frequencies of SEL skills, decreases frequencies of problem behaviors, which influence key academic behaviors that lead to increases in reading & some cases mathematics achievement! (*10 Skill Units may be taught over 12 – 14 weeks)

[ ] CIP Efficacy Research The research data provide strong
support for our theory of action!

CIP’s 1st Rigorous Efficacy Study
Evidence Based Tx

Evidence: CIP Improves SEL Skills & Decreases Problems
Social Emotional Skills Problem Behavior

CIP’s 2nd Rigorous Efficacy Study
Evidence Based Tx

Data to Support the Claim that the CIP can Improve Academic Performance

Evidence Details: CIP Improves Motivation & Engagement at the Student and Class Levels

CIP’s 3rd Rigorous Efficacy Study
Evidence Based Tx Journal of Educational Psychology, Online now & in press paper version

Evidence: CIP Significantly Improves Social Skills & Approaches to Learning

BIBLIOGRAPHY DuFour, R. ESSA: An Opportunity for American Education. Bloomington, IN: Solution Tree, 2016. Melnick, H., Cook0Harvey, C.M., Darling-Hamming, L. Encouraging Social and Emotional Learning in the Context of New Accountability. Learning Policy Institute, 2017. Belfield, C., Bowden, B., Klapp, A., Shand, R., Zander, Z. The Economic Value of Social and Emotional Learning. Center for Benefit-Cost Studies in Education Teachers College, Columbia University, 2017. Advancing Equity through ESSA: Strategies for State Leaders. The Council of Chief State School Officers and The Aspen Education & Society Program, Gayl, C.L., How State Planning for the Every Student Succeeds Act (ESSA) Can Promote Student Academic, Social, and Emotional Learning: An Examination of Five Key Strategies. CASEL Brief—ESSA and SEL: Five Strategies—April 2017. Revised Virginia State Template for the Consolidated State Plan The Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act U.S. Department of Education Issued: March 2017.

BIBLIOGRAPHY ESSA’s Non-Academic Measure: What States Should Know About School Climate and SEL. Accessed September 2017. What Can Student Support Services Professionals do to Promote SEL? Accessed September, 2017. Five Keys to Successful Social and Emotional Learning. Accessed September 2017 SEL Impact. Accessed September 2017. Virginia’s Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds Accessed September, 2017. NASP Practice Model 10 Domains Accessed September 2017.

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Social Emotional Learning: A Model that Works for ESSA

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