Power of Schoolwide Social and Emotional Learning

Schoolwide Social and Emotional Learning: CASEL s Theory of Action Melissa Schlinger Vice President of Practice and Programs June 21, 2018 Presenter: Melissa Schlinger Vice President of Practice

Connecting What comes to mind when you think of schoolwide SEL?

Presentation Overview Background on CASEL and SEL Systemic SEL and the School and District Level What does schoolwide SEL look like and how is it achieved? Q & A

Who is CASEL? The Collaborative for Academic, Social, and Emotional Learning (CASEL) was founded in 1994 to help make social and emotional learning (SEL) an essential part of education by: Improving state and federal policies. Advancing the science of SEL. Expanding effective SEL practice.

Landmark 2011 study documented multiple benefits of SEL 2011 meta-analysis of 213 studies involving school-based, universal SEL programs including over 270,000 students in K-12 revealed: Science Links SEL to Student Gains: And Reduced Risks for Failure: Social-emotional skills Conduct problems Improved attitudes about self, others, and school Emotional distress Positive classroom behavior 11 percentile-point gain on standardized achievement tests Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (2011) The impact of enhancing students social and emotional learning: A meta- analysis of school-based universal interventions. Child Development: 82 (1), 405-432.

Impact of SEL is long-lasting and global A major new research study finds that social and emotional learning (SEL) programs benefit children for months and even years. Effects assessed different programs reviewed (38 outside U.S.) 82 97,000+ Students involved, kindergarten through middle school 6 mo 18 yrs after programs completed SEL Students Benefit in Many Areas HIGHER LOWER Academic performance Conduct problems SEL skills Emotional distress Attitudes Drug use Positive social behaviors Higher social and emotional competencies among SEL students at the end of the initial intervention was the best predictor of long-term benefits. Benefits were the same regardless of socioeconomic background, students race, or school location. Source: Child Development (July 2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects

SEL as a predictor of future wellness 2015 study showed statistically significant associations between kindergartener s SEL skills and key young adult outcomes across multiple domains Kindergartners who were stronger in SEL competence were more likely to: graduate from high school complete a college degree obtain stable employment in young adulthood And less likely to be: living in public housing receiving public assistance involved with police in a detention facility Jones, Damon E. , Greenberg, Mark and Crowley, Max (2015). Early Social-Emotional Functioning and Public Health: The Relationship between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, Vol. 105, No. 11, pp. 2283-2290.

SEL is a good investment The aggregate result also shows considerable benefits relative to costs, with an average cost-ratio of about 11 to 1 among the six interventions. This means that, on average, for every dollar invested equally across the six SEL interventions, there is a return of eleven dollars, a substantial economic return. Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The Economic Value of Social and Emotional Learning. New York: Center for Benefit-Cost Studies in Education.

public Most important factor in school quality: teach cooperation, respect, problem solving employers mastery of SEL skills outpaced growth of all other jobs district personnel strong consensus among school/district administrators: SEL skills are important & should be taught in schools to all students Demand is at an all time high in every sector principals are committed to developing students social and emotional skills in their schools. schools/teachers a greater focus on social and emotional learning parents 3 out of 5 & not overly stressed, greater importance to their children being happy

SEL is The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Social and Emotional Learning SEL Impulse control Stress management Self-discipline Self-motivation Perseverance Goal-setting Organizational skills Identifying emotions Self-perception Cultural identity Recognizing strengths Sense of self-confidence Self-efficacy Growth mindset SELF- SELF- AWARENESS MANAGEMENT Perspective-taking Empathy Appreciating diversity Respect for others Social and Emotional Learning (SEL) SOCIAL AWARENESS RESPONSIBLE DECISION- MAKING Identifying problems Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility RELATIONSHIP SKILLS Communication Social engagement Building relationships Working cooperatively Resolving conflicts Helping/Seeking help

What does systemic SEL look like in a classroom, school, community? HOMES & COMMUNITIES SCHOOLS CLASSROOM SELF- SELF- AWARENESS MANAGEMENT SEL CURRICULUM & INSTRUCTION AWARENESS Social and Emotional Learning (SEL) RESPONSIBLE DECISION- MAKING SOCIAL RELATIONSHIP SKILLS SEL CURRICULUM & INSTRUCTION FAMILY & COMMUNITY PARTNERSHIPS SCHOOLWIDE PRACTICES & POLICIES

Framework for Systemic School and District SEL Why? STUDENT OUTCOMES Short-Term Social and Emotional Skills Improved Attitudes about Self, Others, and Tasks Perceived Classroom and School Climate Intermediate Positive Social Behaviors and Relationships Academic Success Fewer Conduct Problems Less Emotional Distress Less Drug Use Long-Term High School Graduation College/Career Readiness Safe Sexual Behaviors Healthy Relationships Mental Health Reduced Criminal Behavior Engaged Citizenship

Framework for Systemic School and District SEL Why? What? and Where? FAMILIES & COMMUNITIES SCHOOLS STUDENT OUTCOMES CLASSROOM Short-Term Social and Emotional Skills Improved Attitudes about Self, Others, and Tasks Perceived Classroom and School Climate SELF- SELF- AWARENESS MANAGEMENT Intermediate Positive Social Behaviors and Relationships Academic Success Fewer Conduct Problems Less Emotional Distress Less Drug Use Long-Term High School Graduation College/Career Readiness Safe Sexual Behaviors Healthy Relationships Mental Health Reduced Criminal Behavior Engaged Citizenship Social and Emotional Learning (SEL) SEL CURRICULUM & INSTRUCTION AWARENESS RESPONSIBLE DECISION-MAKING SOCIAL RELATIONSHIP SKILLS SEL CURRICULUM & INSTRUCTION FAMILY & COMMUNITY PARTNERSHIPS CLIMATE: SCHOOLWIDE PRACTICES, POLICIES

Framework for Systemic School and District SEL Why? What? and Where? How? DISTRICT AND SCHOOL THEORIES OF ACTION FAMILIES & COMMUNITIES SCHOOLS STUDENT OUTCOMES CLASSROOM Short-Term Social and Emotional Skills Improved Attitudes about Self, Others, and Tasks Perceived Classroom and School Climate Build Foundational Support and Plan for SEL SELF- SELF- MANAGEMENT AWARENESS Intermediate Positive Social Behaviors and Relationships Academic Success Fewer Conduct Problems Less Emotional Distress Less Drug Use Long-Term High School Graduation College/Career Readiness Safe Sexual Behaviors Healthy Relationships Mental Health Reduced Criminal Behavior Engaged Citizenship Build Adult SEL Knowledge, Competencies, & Capacity Social and Emotional Learning (SEL) SEL CURRICULUM & INSTRUCTION AWARENESS RESPONSIBLE DECISION-MAKING SOCIAL RELATIONSHIP SKILLS Promote SEL for Students SEL CURRICULUM & INSTRUCTION FAMILY & COMMUNITY PARTNERSHIPS CLIMATE: SCHOOLWIDE PRACTICES, POLICIES Use Data for Continuous Improvement

Framework for Systemic School and District SEL How? DISTRICT THEORY OF ACTION Develop a districtwide vision and plan Promote collaboration Communicate SEL as a district priority Align financial and human resources to support SEL Build Foundational Support and Plan for SEL Strengthen central office SEL expertise Implement a comprehensive system for SEL professional learning Cultivate Adult SEL Promote Equity-oriented learning environments Strengthen Adult SEL Knowledge, Competencies, & Capacity Adopt and implement pre K-12 SEL standards or guidelines Adopt and implement evidence-based programs and practices Develop and strengthen family and community partnerships Integrate SEL into district priorities and initiatives Promote SEL for Students Use Data for Continuous Improvement Establish systems for continuous improvement

What is the Collaborating Districts Initiative? A national collaboration launched in 2011 aimed at supporting school districts capacities to systemically promote social and emotional learning (SEL) for all students. Research questions: What does systemic SEL mean and how is it achieved? Is systemic SEL feasible in large urban districts? What are the outcomes for students?

What is the Collaborating Districts Initiative? Began with 8 large urban districts: Anchorage, AK Austin ISD, TX Chicago, IL Cleveland, OH Nashville, TN Oakland, CA Sacramento, CA Washoe County, NV CASEL partnership provides: Technical assistance in SEL strategy and execution based on District and School Theory of Action Co-developed tools to support implementation Convenings and facilitation for sharing of practices

2011 Anchorage,AK Austin, TX Cleveland, OH 2012 Chicago, IL DuPage Co.,IL Nashville, TN Oakland, CA Sacramento City,CA Washoe County, NV Warren City, OH Youngstown, OH 2015 Atlanta, GA 2016 El Paso, TX 2017 Boston, MA Dallas, TX Denver, CO Palm Beach,FL Tulsa, OK 2018 Baltimore, MD Minneapolis,MN Washington, DC Directly serving 1.6M students

Collaborating Districts Initiative: What have we learned? CASEL s partner districts have experienced: Positive growth in both district and school SEL implementation. Improvements in climate as reported by students. Improvements in social and emotional competence, most notably in third grade.

Collaborating Districts Initiative: What have we learned? And improvements in: Academic outcomes. 5-10 percentile point increase in reading and math test scores. Significant and positive gains in GPA. Attendance in elementary, middle, and/or high school. Reduced suspensions in elementary, middle, and high school.

HOW ARE SCHOOLS IMPLEMENTING SEL?

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CASEL Guide for Schoolwide SEL A five part process which guides school-based SEL teams through the implementation of school-wide SEL Grounded in the idea that true systemic SEL takes place through coordinated efforts at the school, classroom, family, and community levels Contains text, linked resources, and tools grounded in research and recommended by practitioners

Guide to Schoolwide Social and Emotional Learning https://schoolguide.casel.org/ Key Activities Establishing a school-based SEL team Building awareness and knowledge Communications planning Build awareness, commitment, & ownership Systems for continuous improvement Focus on implementation and outcomes Use data for continuous improvement Establish a shared vision & plan Establishing a shared vision SEL Planner Professional learning plan School-level policies & practices Classroom and school climate Integration into instruction Explicit SEL instruction Family & Community partnerships Promote SEL for students Cultivate adult SEL Professional learning Adult SEL: learning, collaborating, modeling

Which key activity is most relevant to your work right now? Why? Turn to a partner and share. Establishing a school-based SEL team Building awareness and knowledge Communications planning Build awareness, commitment, & ownership Systems for continuous improvement Focus on implementation and outcomes Use data for continuous improvement Establish a shared vision & plan Establishing a shared vision SEL Planner Professional learning plan School-level policies & practices Classroom and school climate Integration into instruction Explicit SEL instruction Family & Community partnerships Promote SEL for students Cultivate adult SEL Professional learning Adult SEL: learning, collaborating, modeling

Marcus Garvey Elementary School Chicago Public Schools Chicago, IL What does schoolwide SEL look like? https://www.youtube.com/watch?v=ITaNXKSTyZM

Q & A

Reflecting Was there anything you heard today that surprised you? Was there something you heard that may change how you think about this work, or what you do?

Thank you! Melissa Schlinger Vice President for Practice and Programs mschlinger@casel.org