1. Assessing & Teaching Students Social-Emotional Learning Skills Using the SSIS SEL Classwide Intervention Program 
January 25, 2018 1

2. Presenters Welcome Everybody!
Michael Davies, PhD, is the Program Leader in Counselling at the Australian Institute of Professional Counsellors and is an Adjunct Associate Professor at Education and Professional Studies at Griffith University in Brisbane. He has researched and published in SEL and the application of the SSiS in Australia with Steve Elliott since 2005, and has presented this research in national and international conferences.
Stephen (Steve) Elliott, PhD, is the Mickelson Foundation Professor in the Sanford School of Social & Family Dynamics at Arizona State University, USA. He is the co-author with Frank Gresham of the Social Skills Rating System (SSRS; 1990) and of the Social Skills Improvement System (SSIS; 2008). He is the lead developer and co-author of the SSIS SEL Edition Assessments and Intervention Program in With this SSIS SEL edition, we created a new Screening & Progress Monitoring Scale, revised the Rating Forms & integrated and digitized all the interventions into the Classwide Intervention Program (CIP).
Welcome Everybody! 2

3. You are about to enter a Highly Aligned and Integrated Assessment and
Intervention System that is Evidence-Based and Proven to be Effective
for teaching SEL Skills like those called for in ACARA’s Personal and
Social Capabilities curriculum!

4. Session Overview SSIS SEL ed. Classwide Intervention Program (CIP)
Social Emotional Learning: Definition & Background
Screening All Students to Identify Strengths and Weaknesses
Components of a S.A.F.E.R. SEL Intervention for all Children
Implementation Steps for Using the Classwide Intervention Program (CIP)
Questions & Answers
Screening
Intervention
Assessment
SSIS SEL Edition Screening/Progress Monitoring Scales
SSIS SEL Edition Rating Forms
SSIS SEL ed. Classwide Intervention Program (CIP)
Evidence Based
Treatment
Fully Aligned Assessments that Measure the Same Skills Taught in the Intervention Program

5. We have Listened to Educators….
Data Source: Bridgeland, Bruce, & Hariharan (2013)
Then responded with the SEL Edition CIP!

6. SSIS SEL Assessment & Intervention Components (2017)

7. SEL Definition & Policy and Practice Context

8. Social emotional learning (SEL) is 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, 2012, p. 424). 8

9. Terminology: Overlapping Constructs
Interpersonal Skills
Character Skills
Social Skills
Prosocial Skills
Soft Skills
Wellbeing
Social Emotional Skills
Social
Social Emotional Learning
Learning
The consensus descriptor is Social Emotional Learning (SEL) because it best emphasizes the importance of integrating three dimensions of behavior needed for success at school, home, and work.

10. ACARA’s Personal & Social Capabilities
Policy
In the Australian Curriculum, among 7 Capabilities, students develop Personal and Social Capability (PSC) as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. ... The development of personal and social capability is a foundation for learning and for citizenship.
Personal and social capability supports students in becoming creative and confident individuals as stated in the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008).
Students with well-developed social and emotional skills find it easier to manage themselves, relate to others, develop resilience and a sense of self-worth, resolve conflict, engage in teamwork and feel positive about themselves and the world around them. The development of personal and social capability is a foundation for learning and for citizenship.
Key Ideas/Concepts
Personal and social capability skills are addressed in all learning areas and at every stage
of a student’s schooling. This enables teachers to plan for the teaching of targeted skills
specific to an individual’s learning needs to provide access to and engagement with the
learning areas.

11. ACARA’s Personal & Social Capabilities
Key Ideas/Concepts
The key ideas PSC are organised into four interrelated
elements in the learning continuum: Self Awareness,
Self Management, Social Awareness, and
Social Management.
The Learning Continuum
Skills are expected to develop in a continuum and as indicated in the Learning Continuum for Level 1a, Foundation Year, Year 2, 4, 6, 8, and 10.
Skills and practices implicit in the development of the capability may be most explicitly addressed in specific learning areas, in order, Health and Physical Education, Arts, Languages, F-6/7 Technology and Social Sciences, 7-10 History, Geography, Civics, Economics, English, Science, Maths, Work Studies. See Website:

12. CASEL’s SEL Competency Framework
“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.” (
This model has inspired the
transformation of the SSIS
SEL edition and is influencing
SEL intervention programs
around the globe!

13. Social Emotional Learning Frameworks
Australian Curriculum Assessment and Reporting Association
(ACARA) adopted CASEL dimensions, with a slight variation: they collapsed Relationship Skills and Responsible Decision making into Social Management.
CASEL Framework
ACARA Personal and Social Capability

14. SEL Competencies in the CASEL Model
Self-Awareness: 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-Management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
Social Awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
Relationship Skills: 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.
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.

15. 23 SSIS SEL Skills Taught Collectively, these 23
skills represent the five CASEL social emotional learning domains as indicated.
First 10 skills considered
Foundational or Core skills that most students ages 4 to 14 can exhibit.
Skills 11 to 23 are
relatively more Advanced skills likely to be part of most students ages 8 to 14.
The SSIS SEL edition
provides assessments aligned with structured intervention units to teach and monitor the development of each of these skills.

16. 75% to 80%
alignment between
ACARA Elements &
SSIS SEL skills!

17. SEL skills make a difference!
Fundamental Assumption #1
and
The CIP Theory of Action

18. Research Shows the CIP 10*-Week Intervention Matters!
Problem
Behavior
Social Emotional Skills
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)

19. SEL Skills Function as Academic Enablers
Interpersonal (or SEL) skills play a key role in facilitating a student’s achievement in reading and mathematics by directly influencing motivation, which in turn influences engagement and study skills.
Students who are socially skilled spend more time on task and more time helping others. As a result, learning time goes up, classroom problem behavior goes down, and achievement increases.
(DiPerna & Elliott, 2002)

20. We all teach children social emotional skills, so let’s do it well!
Fundamental Assumption #2

21. We all Teach Social Emotional Skills!
Teachers, Peers, Coaches, & More
Social emotional skills have been part of
a hidden or implicit curriculum in most schools for too long.
Many school leaders and teachers are now ready to identify the SEL skills that make a difference in the lives of children and do an excellent job teaching them to all students, but they feel time constrained and need a method for efficiently and effectively teaching key skills.
This SSIS SEL CIP, with a proven record of efficiency and effectiveness, addresses teachers’ and psychologists needs for teaching SEL skills!

22. Evidence for Accountability & Impact
Today, when new educational programs are being considered for large-scale implementation, it is essential there be scientifically-sound and replicable evidence that the program was delivered as designed and it produces intended results that last. In other words, the program must work the way it says it does or it is unlikely to used again.
The quality and amount of supporting evidence matters. Most research and evidence reviews use a 3 or 4 level system (i.e., Strong, Moderate, Promising, and Theoretically sound) for characterizing evidence. In this SEL Academy, we only focus an SEL program that exceeds the criteria for STRONG evidence.
Evidence is growing that several SEL programs produce improvements in children’s social emotional skills and, in some cases, also academic skills. Major reviews of the effectiveness of SEL programs include the following:
Grant et al. (2017). Social and Emotional Learning Interventions Under the Every Student Succeds Act: Evidence Review. RAND: Washington, DC.
Taylor, R.D., Oberle, E., Durlak, J.A., & Weissberg, R.P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88 (4),

23. Warning This learning experience and the subsequent effects of using
the SSIS SEL CIP can have long-lasting “side” effects on
students, teachers, and your school that result in improved
social emotional skills and academic performance!
Do NOT continue unless you are prepared for these likely results!

24. What SEL skills should be taught?
Hint: The one’s students need most!

25. Identifying Strengths & Skills that can become Strengths in All Students

26. Identifying Students’ Skill Needs & Establishing a Baseline for Intervention
Example 5-level SEL performance rubric with
colors indicating levels of strengths and possible risk for social emotional difficulties.

27. SSIS SEL Screening/Progress Monitoring Scales
Takes approximately 30 mins to screen
an entire class of 25 students.

28. Sample Paper Version with Rating Record for 4 Students

29. Screening Report for all Students in Grade 1
Notice:
Color coding,
SEL Competency domain, and
Specific aligned CIP Skill Units.

30. Questions or Comments

31. How can you teach students key SEL skills?
Hint: Use the CIP 6-step instructional process
that is S.A.F.E. & proven effective!

32. CIP is an Evidence Based Treatment
SSIS SEL Edition CIP
23 Key SEL Skills (Core 10 + Advanced 13)
Scripted Lessons supported with Engaging Digital Lessons (PowerPoint Slides) for teachers & students
Expanded focus on Emotions & Student Self-Control
Resources: Skill Cue Cards, Emotion Cue Card. Videos w/ + and - models, Progress Monitoring Charts, Student Engagement Records, Role Play Cards, Parent Letters
Tier 1 School-wide to Tiers small groups & in Special Education classrooms
CIP is an Evidence Based Treatment

33. SEL Skills Organized by CASEL Competency Domains

34. CIP Instructional Phases for each Lesson

35. 11 Instructional Tools: Supporting Teachers, Engaging Students, and Improving Outcomes!

36. Integrating the Phases & Tools
Time
Estimate
5 mins
5 mins

37. Integration of Phases & Tools Continued
6 mins
6 mins
4 mins
4 mins

38. Lesson Script Layout
Tell-> Show-> Do-> Practice-> Progress
Monitor-> Generalize in 4 pages!

39. Putting all the Pieces Together: An Example CIP Lesson
Unit #8:
Stay Calm with Others
[Self-Management Skill]

40. Lesson Time: Get Ready, Get Set, & Connect
Private SSIS SEL micro-website: Contains 9 of the
11 key components/tools needed to implement the
CIP with high integrity. Organized by Skill Unit.
It does not include:
1. scripts covered in the Manual
2. SSIS SEL Screener/Progress Monitoring Scale
Manual: 4 concise how-to chapters &
Instructional Scripts for 23 Skill Units

41. SSIS SEL Resources for Skill Units

42. CIP Unit Example
Tell Phase
Skill Step Cue Card
to be Posted in Room

43. CIP Unit Example
Tell Phase
Student Engagement Record

44. CIP Unit Example
Tell Phase
Emotions Cue Card
to be Posted in Room

45. CIP Unit Example
Show Phase

46. CIP Unit Example
Do & Practice Phase
Role Play Cards / 6 per unit

47. CIP Unit Example Monitor Progress Phase Student Engagement Record
Progress Monitoring Section

48. CIP Unit Example
Generalization Phase

49. Student Engagement Record (Engage -> Think -> Apply & Personalize -> Write)
Students write down Skill Steps & defining behaviors
Students identify & write about their own & others perceived emotions
in common situations.
Students are expected to identify situations outside of the classroom where they can use the skill.
Students are expected to
self-evaluate their ability to do all skill steps at the end of a each lesson & also talk about what they need to do to continue to improve.

50. The CIP is S.A.F.E.
Interventions should be ….
Sequenced – connected & coordinated set of activities
Active – active forms of learning
Focused – components to develop personal or social skills
Explicit – targeting special social and emotional skills
(Durlak et al., 2011; Oberle et al., 2016)
SSIS SEL edition CIP skill units meet all these criteria!
It is also very responsive to students needs.
Thus, the CIP is SAFER!

51. Questions/Concerns we have heard about the CIP
“Is the SSIS SEL CIP grade specific?”
“Why aren’t their different skills units designated for different grade/age levels?”
“If some skills get repeated across grades, don’t students get bored with them?”
“The CIP doesn’t look like it is a very big curriculum given it only covers 23 skills?”
“Why is it so important to have your assessments measure the exact same skills that your intervention teaches?”

52. Questions or Comments

53. What training is needed to implement the CIP with integrity?

54. User Training & Resources

55. Training to Completing Unit #1: 7 Hours Spread over a Week

56. CIP Efficacy Research & AU Evaluation Evidence[ ]
The research data provide strong
support for our theory of action!

57. CIP’s 1st Rigorous Efficacy Study
Evidence Based Tx

58. CIP’s 2nd Rigorous Efficacy Study
Evidence Based Tx

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

60. Evaluation Evidence from an AU School: An SSiS CIP Outcomes Pre-Post Effect size per Grade for PSG Screener Variables
Effect Size

61. Davies / School Mental Health Research Summit 2017
Year 3 NAPLAN 61
SSIS Social Skills CIP Outcomes 61

62. School Behaviour
Number of Behavioural Incidents per month (green bar) over 4 years
School Disciplinary Absences (red bar) over 4 years
Note. Both decreased dramatically over 4 years

63. Davies / School Mental Health Research Summit 2017
School Attendance
2014
2015
2016
Prep
85.5
87.9
91.6
Year 1
86.5
88.1
89.3
Year 2
88.6
90.1
91.0
Year 3
87.1
90.2
91.5
Students “Like being at School” and “Feel accepted” significantly above State Average, increased
“Staff morale is positive” and “This is a good school” reported by 97% of staff for last three years, significantly above State Average. 63
SSIS Social Skills CIP Outcomes 63

64. CIP Summary & Points to Share with Colleagues Leading SEL Interventions

65. 5 Key Takeaway Messages
Whole Child and Strength focus – children need a balanced set of cognitive, social, and emotional skills to achieve positive school and life outcomes.
CASEL & ACARA Inspired and Aligned – the SSIS provides evidence-driven assessment and intervention procedures that advance the CASEL Five model of social emotional learning.
Aligned and Integrated Assessment and Intervention System –
technically sound set of assessments covering the same content that is taught in the evidence-
based universal treatment program. No other such integrated assessment-intervention exists!
Engaging and Time Efficient Digital Lessons – covers content proven
important to teachers, parents, and children ages 4-14 and requires less than 1.5% of the school
year to get results that last. The CIP program meets CASEL’s S.A.F.E. criteria of interventions!
Academic Enablers – improvements in social emotional functioning consistently result in
improved academic performance in reading and mathematics!

66. Alignment of SEL Skills that are Valued, Assessed, & Taught!
CASEL SEL
Competencies
Screening
Assessment of SEL Skills
Classwide
Intervention for SEL Skills
Diagnostic Assessment of SEL Skills
Small Group Interventions for SEL Skills
No other SEL intervention has assessments
designed to measure the SAME skills that are taught.
The Result = Better feedback for teachers and students & more accountability!

67. Key References
Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. A report for CASEL. Washington, DC: Civic Enterprises. Collaborative for Academic, Social, and Emotional Learning. (2012). Guidelines for effective social and emotional learning: Quality programs for school and life success. Retrieved August 20, 2012 from publications. DiPerna, J. C., Volpe, R., & Elliott, S. N. (2002). A model of academic enablers and elementary reading/language arts achievement. School Psychology Review, 31(3), DiPerna, J.C., Lei, P., Bellinger, J., & Cheng, W. (2016). Effects of a universal positive classroom behavior program on student learning. Psychology in the Schools, 53 (2), DiPerna, J.C., Lei, P., Bellinger, J., & Cheng, W. (2015). Efficacy of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) Primary Version. School Psychology Quarterly, 30 (1), DiPerna, J.C., Lei, P., Cheng, W., Hart, S., & Bellinger, J. (2017). A cluster randomized trial of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in first grade. Journal of Educational Psychology. (Available immediately: APAPsycNet). Durlak, J., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, Elias, M.J., & Moceri, D. (2012). Developing social and emotional aspects of learning: The American experience. Research Papers in Education, 27(4), Oberle, E., Domitrovich, C.E., Meyers, D.C., & Weissberg, R.P. (2016). Establishing systematic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education, 46 (3), Kautz, T., Heckman, J., Bas ter Weel, T., & Borghans, S. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success. Paris: OECD.

68. Thanks for your time & engagement! Stay in touch: