2. Social and Emotional Learning
Presenters:
Logan Favia, Michelle Proulx, Todd Herrenkohl
University of Washington
October 18, 2014

3. Overview of Presentation
Definition of SEL and Why it Matters for Children
Evidence-Based Programs
Implementation Best Practices and Challenges
3dl and Support for SEL Implementation
Illustrative Examples in Seattle and Bellevue Schools

4. Social and Emotional Learning (SEL)
Elias et al. (1997):
“processes through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions.”
Elias, et al. (1997). Promoting Social and Emotional Learning: Guidelines for Educators

5. Collaborative for Academic, Social, and Emotional Learning

7. Benefits of Universal School Based SEL Programs
Meta-Analysis of 213 Studies, >270,000 Students in K through 12
Social and Emotional Skills
Prosocial Behavior
Attitudes
Academic Performance
Emotional Distress
Conduct Problems
Aggressive Behavior
Durlak, et. al. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School Based Universal Interventions

8. Students’ ability in 3rd grade to empathize, cooperate, help others, and share predicted their academic achievement in 8th grade. Stronger effect than their academic achievement in 3rd grade.
Caprara, et al. (2000). Prosocial foundations of children’s academic achievement.

9. CASEL Review of SEL Programs

10. Locally Selected Programs
The RULER Approach
Yale Center for Emotional Intelligence
Second Step
Committee for Children

11. RULER Approach: Four Anchor ToolsEs
Charter
Establish safety based on norms
Mood Meter
Increase self-awareness and emotion
regulation
Meta-Moment
Manage response when triggered
Blueprint
Perspective taking
WORKBOOK PAGE 22

12. Second Step Skills for Learning Empathy Emotion Regulation
Problem Solving

13. SEL and Evidence-Based Practice
Integrate research findings into real world settings
Use programs shown to be effective (EBP)
Gap between what is shown to be effective and what is actually used in schools
EBPs are often poorly implemented and rarely sustained
Fields of translation/implementation science focuses on bridging the divide between research and practice
Readiness
Quality implementation
Feedback and communication systems
Data-driven decision making
Talk about the delivery of EBP in a multi-tiered system of support (MTSS)
Tier I (SEL, PBIS)
Tier II (Behavior Interventions, Social Skills Groups)
Tier III (Cognitive-Behavior Therapy)

14. Challenges with Implementing EBPs in Schools
Lack of funding
Lack of time in school day
Negative beliefs about the intervention from staff
Competing priorities in the school
Federal law and/or policy
Teachers’ lack of skills, training, and coaching
Owens et al. (2009). Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda; Reinke, Stormont, Herman, Puri, and Goel (2011). Supporting Children’s Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers.

15. Essential Elements of High Quality and Sustainable SEL Initiatives
Engaged leadership
Knowledge of SEL and rationale for addressing SEL as a priority issue
Adequate resources and staffing
Buy-in from constituents
Process plan to guide implementation
Support for high quality program delivery
Measurement and evaluation plan
Commitment to ongoing refinement
Engaged Leadership
Knowledge of SEL and Rationale for Addressing SEL as a Priority Issue
Adequate Resources and Staffing
Buy-In from Constituents
Parents and Community Partners
Process Plan to Guide Implementation
Support for High Quality Program Delivery
Measurement and Evaluation Plan
Data and Feedback Systems
Commitment to Ongoing Refinement and quality improvement
Organizations are generally inclined to do what they know how to do not necessarily what they can do—with support.
Developing capacity within an organization to implement (with quality) and sustain a program requires attention to many details even before a program is adopted—few of which are routinely assessed and factored into program planning.
Even with good training, implementation goals can/do fall short when resources and leadership capacity are inadequate and evaluation and quality improvement strategies are not planned from the start.
Schools and CBOs are often underprepared (and under-resourced) to implement programs with quality (fidelity), yet rarely are barriers to implementation factored into project planning.
Content dosage and adherence to EBPs are generally low- even when there is buy-in from staff.
Strategies often are not in place to monitor dosage so that course-corrections can be made and quality implementation achieved.
Local adaptation of programs is considered (by some, but not all) a necessary step for sustainability, yet research shows this to be a complicated process that requires careful planning (hybrid models—Castro et al., 2004).

16. 3DL Partnership
Founded by UW faculty in the College of Education and School of Social Work, we are researchers, practitioners, students, and community partners working at the intersection of social, emotional, and intellectual learning to advance knowledge, lend expertise, and support the implementation of programs in schools and out-of-school settings.

17. Our mission
To raise the profile and practice of Three-Dimensional Learning—social, emotional and intellectual—helping educators and youth organizations prepare young people for success in school, work and life.

18. 3DL Pillars Research & Innovation Services & Collaborations
Community & Partnerships
Conduct research to better understand the influence of Three-Dimensional Learning on young people’s capacity for near- and long-term success.
Provide services and expertise to facilitate the use of evidence-based programs and practices in Three-Dimensional Learning.
Share research findings, practice models, and evaluation tools to promote intellectual exchange and to influence practices and policies to advance Three- Dimensional Learning.

19. What We Offer…
An approach to help guide the implementation and evaluation of programs based on a Design-Based Implementation Model that:
Supports quality programming during all phases of the visioning, planning, implementing, and sustaining processes.
Creates a collaborative and inclusive process in which partners are valued for the knowledge and expertise they bring to the work.
Promotes data-driven decision making to support iterative change and quality improvement.
Focuses attention on leveraging local contextual realities to maximize program impacts and sustainability.
Notes about DBIR:
An approach to understanding and guiding the implementation of a program or policy within an organization that:
differs from traditional evaluation research in that it positions researchers to play an active role in the engineering and restructuring of programs during the onboarding and implementation phases of a project (collecting and using data to plan and drive refinements).
is highly collaborative and inclusive; administrators and teachers are research “partners” whose knowledge and expertise are valued and considered essential.
emphasizes data-driven decision making at all phases of a project for iterative change and quality improvement—leading to success and sustainability.
focuses on leveraging local contextual realities to maximize program impacts.

20. Framework for Quality SEL Programs
Context Analysis
PHASE 4: Sustaining
Evaluation for Program Impacts
Needs Assessment
PHASE 1: Visioning
Process Assessment and Refinement
Visioning
Design-Based Implementation Model
Delivery
Goal Setting
PHASE 3: Implementing
PHASE 2: Planning
Program Selection

21. Bellevue’s Adoption and Implementation of RULER

22. Bidirectional Impact of Policy on Practice

23. Defining the Problem Using Data
23% of students say it is not easy to make friends
67% of students say kids excluding others is a problem
72% of students say kids picking on others is a problem
50 Elementary HIB reports filed with district HIB Officer

24. Visioning and Vetting

25. Data Based Decision Making
Data Sources:
Teacher Survey
Student Responses
Student Artifacts
Classroom Observations
Parent Input

26. Delivery Plan

27. Process Assessment and Evaluation
Leadership Readiness Survey
Teacher Readiness Survey
Implementation Surveys for Teachers
Assessment of Students’ SEC

28. Sustaining Program

29. TC

30. Roxhill Elementary School
Collaborative Schools for Innovation and Success (CSIS)
State-funded initiative (House Bill 2799) in 2012
UW and Seattle Schools (Roxhill Elementary)
Full-Service Community School Model
Academic Excellence * Extended Learning * Family Engagement
Holistic Health: RULER used to address SEL and holistic health
Teacher Education Program at University of Washington
UW Teaching Candidates: Community teachers working with diverse populations
Innovative, high quality instructional practices and field experiences
CSIS: Initiated through House Bill 2799 in 2012; School and university partnerships to close the educational opportunity gap and build an educator workforce prepared to work in high needs schools.
Holistic Model of Learning; Hub for Academic Excellence, Mental Health, After-school & recreational programs, family support; holistic model of learning.

31. Implementation of RULER at Roxhill
Teacher Support
Administrator Support
Effective Training and Professional Development
Integration of RULER Tools with Math and Reading Lessons and with School-Wide Expectations
Staff Involved in Vision and Planning of Implementation
Teacher Support
Lesson Planning and Sharing
Professional Development via Observation and Feedback
Administrator Support
Support Professional Development Planning
Effective Training
Attend Training Sessions with Staff
Ongoing Training and Individual Support
Integration of RULER Tools with Math and Reading Lessons and with School-Wide Expectations
Staff Involved in Vision and Planning of RULER Implementation

32. Ecology of Emotional Intelligence