Education That Gets Results: Social and Emotional Learning for School and Life Success

1. Education That Gets Results: Social and Emotional Learning for School and Life Success Roger P. Weissberg Professor of Psychology and Education President, Collaborative for Academic, Social, and Emotional Learning University of Illinois at Chicago Invited Keynote Presentation at the Safe and Healthy Learner Conference Sponsored by the Minnesota Department of Education, St. Cloud, MN. November 8, 2006 UIC University of Illinoisat Chicago

2. Overview • The challenges that schools face • Rationale and theory for SEL • Research: SEL, improved behavior, and academic success • Illinois SEL student learning standards • Framework to design and implement school-wide SEL (Part 1) CASEL at UIC

3. Schools Can Not Do This Alone(Vollmer, 2001) In the 1600’s schools were established to: • Teach basic reading, writing, and arithmetic skills • Cultivate values that serve a democratic society At the beginning of the 20th century society began to assign additional responsibilities to the schools…. CASEL at UIC

4. The People of Each Community Must Answer Two Essential Questions • What do we want our children to know and be able to do when they graduate? • How can the entire community be organized to ensure that all students reach the stated goals? CASEL at UIC

5. Pull the Weeds Before YouPlant the Flowers (Reeves, 2006) • List the initiatives/programs your school has started in the past 5 years. • List the initiatives/programs that have been discontinued as a result of careful evaluation and weeding. • Which list is longer? Pledge: “I will not ask you to implement one more initiative until we first take some things off the table.” CASEL at UIC

6. 2004 Minnesota Student Survey12th graders – (N = 34,521) CASEL at UIC

7. Social and Emotional Assets Reported by 6th-12th-Graders (Search Institute, 1999) CASEL at UIC

8. AIDS Education Bullying Prevention Career Education Character Education Civic Education Conflict Resolution Delinquency Prevention Dropout Prevention Drug Education Family-life Education Health Education Law-related Education Mental Health Promotion Multicultural Education Nutrition Education Service-Learning Sex Education Suicide Prevention Truancy Prevention Violence Prevention How Schools Have Addressed the Needs:Many Programs for Many Problems CASEL at UIC

9. SEL Conceptual Framework for Academic Performance Social, Emotional, and Academic Learning Coordinated School, Family, and Community Programming Academically Successful CASEL at UIC

10. SEL Conceptual Framework for Positive Youth Development Academically Successful Social, Emotional, and Academic Learning Coordinated School, Family, and Community Programming Healthy Character Development Engaged Citizens CASEL at UIC

11. What is the Collaborative for Academic, Social, and Emotional Learning (CASEL)? • Founded in 1993 by Daniel Goleman and Eileen Rockefeller Growald • Based at University of Illinois at Chicago • Mission: • Advance the science of SEL • Expand evidence-based, integrated SEL practice as an essential part of preschool through high school education • For more information - visit www.casel.org CASEL at UIC

12. The CASEL Model • Boundary-spanning, field-building research • Standards of excellence, products, and tools • Professional development and support for educational leaders • Policy to expand evidence-based practice • Accountability and assessment • Communications and dissemination CASEL at UIC

13. CASEL Defines the Field of Social and Emotional Learning (Elias et al., 1997) CASEL at UIC

14. What Is Social and Emotional Learning (SEL)? SEL is the process of acquiring the following competencies: • self-awareness • self-management • social awareness • relationship skills • responsible decision making These competencies provide the foundation for positive health practices, engaged citizenship, and academic achievement. CASEL at UIC

15. Fostering Competence “It is critical to the future of a society that its children become competent adults and productive citizens. Thus, society and parents have a stake in the development of competence and in understanding the processes that facilitate it and undermine it” (Masten & Coatsworth, 1998, p. 205) CASEL at UIC

16. Why SEL? • Relationships provide a foundation for learning • Emotions affect how and what we learn • Relevant skills can be taught • Positive effects on academic performance, health, relationships, and citizenship • Demanded by employers • Essential for lifelong success • A coordinating framework to overcome fragmentation of prevention and youth-development programs CASEL at UIC

17. From Fragmentation to Coherence Getting from here… …to here CASEL at UIC

18. Planned, systematic Coordinated mental health classroom - based SEL and health services that instruction and a supportive reinforce SEL instruction school climate School - family - community After - school and community partnerships to enhance activities that are social, emotional and coordinated with school academic competence SEL efforts School-wide Coordinated SEL Programming CASEL at UIC

19. Social Development Strategy for Promoting Healthy Behaviors (Hawkins & Catalano) Healthy Behaviors, Character, and Academic Success Healthy Beliefs and Clear Standards Bonding: Attachment Commitment Opportunities Skills Recognition Individual Characteristics CASEL at UIC

20. A Model for Student Success

21. A Classic SELMeta-cognitive Model • STOP, CALM DOWN, & THINK before you act • Say thePROBLEMand how youFEEL • Set aPOSITIVE GOAL • Think of lots ofSOLUTIONS • Think ahead to theCONSEQUENCES • GO ahead and TRY theBEST PLAN STOP THINK GO CASEL at UIC

22. Becoming a Successful Problem Solver (1) My PROBLEM was _________________________________________ (2) The PEOPLE involved were:__________________________________ (3) BEFORE the problem was solved: a) On a 1 (low) to 10 (high) scale, my STRESS level was __________ b) I FELT_________ and ____________ c) The OTHER PEOPLE felt ______________ and______________ (4) I did or said (MY SOLUTION)______________________________ (5) What happened next (THE CONSEQUENCES)?_________________ (6) Was the problem solved? _____________ (7) If the problem was not solved, I could have tried a different solution. Three things I could have said or done are: 1. _________________________________________________________ 2. _________________________________________________________ 3. _________________________________________________________ (8) Which solution might be the best one? __________________________ (9) Why might that be the best one?_______________________________ (10) What things might you keep in mind the next time a problem like this comes up so that you will handle it successfully? _______________________________________________ CASEL at UIC

23. Reflection Question Informing a Colleague: What did I miss? CASEL at UIC

24. SEL Study 1: SEL Competencies Program Control Condition _(n=103) (n=92) X Time___________ M SD M SD FES _____________________________________________________________________________ Alterative solutions Pre 12.77 3.30 13.18 3.32 Post 14.58 3.60 13.03 3.59 16.25* .55 Mean effectiveness Pre 2.65 0.37 2.64 0.38 Post 2.81 0.35 2.60 0.36 9.86* .56 % Aggressive Pre 22.09 16.44 23.49 17.71 Post 17.78 13.89 24.48 17.74 4.94* -.50 % Cooperative Pre 10.42 10.49 10.81 10.54 Post 14.94 12.33 9.22 8.99 11.09* .56 ______________________________________________________ ________________________ *p< .05 CASEL at UIC

25. SEL Study 1: Teacher Ratings of Students’ Adjustment Program Control Condition ( n=238) (n=183) _________ X Time_________ ________ Primary Teachers M SD M SD________ _F_________ES_________ Behavioral conduct Pre 13.90 4.23 14.46 3.66 Post 14.66 4.01 14.53 4.03 17.54* .17 Social acceptance Pre 6.89 1.94 6.87 1.73 Post 6.89 1.90 6.95 1.74 .03____ _-.02_______ Secondary Teachers (n=218) (n=151)_______________________________ Behavioral conduct Pre 14.14 4.02 12.95 3.29 Post 14.62 4.27 12.59 3.73 6.46* .19 Social acceptance Pre 7.14 1.77 6.82 1.55 Post 7.17 1.97 6.71 1.58 4.17* .06 ______________________________________________________ ________________________________ *p< .05 CASEL at UIC

26. SEL Study 1: Self-Reported Delinquent Acts CASEL at UIC

27. Effects of SEL Participation on Teachers: Self-reported Survey Responses CASEL at UIC

28. Outcomes Related to Academic Success • Attitudes (motivation, commitment) • Behavior (participation, study habits) • Performance (grades, subject mastery) Zins, Weissberg, Wang, and Walberg (2004) summarized growingevidence-based support for improvementsin: CASEL at UIC

29. Durlak, Weissberg et al. (2006) Meta-analysis: Inclusion Criteria • School, family, or community programs that promote SEL assets and influence behavior • Target a school-aged population (5 – 18 years old) • Promotion or prevention, but not treatment • Employ a control group design • Report by the end of 2005 & in English • Present sufficient data to calculate effect sizes CASEL at UIC

30. School Universal: SEL AssetsN = 270 Outcome Studies

31. School Universal: Behavioral Adjustment and School Performance (N = 270)

32. Key Characteristics of Effective SEL Programs(Greenberg, Weissberg et al., 2003) • Programs that enhance SEL competencies are effective in promoting positive behaviors and preventing/reducing problem behaviors. • Behavioral and cognitive-behavioral approaches produce best results. • Interactive approaches are superior to knowledge only. • Changes in school ecology, classroom climate, and teacher behavior are essential to effectiveness. • Programs implemented in isolation have little effect. • Multi-year programs have more enduring benefits. CASEL at UIC

33. Effective School-wide SEL Programming • Begins in preschool and continues through high school • Provides sequenced instruction that builds upon and reinforces learning from one year to the next • Has structured manual and curriculum to support consistency of delivery • Provides opportunities for students to apply SEL skills and ethical values in academic instruction and service activities • Establishes and enforces high behavioral and academic standards CASEL at UIC

34. Effective School-wide SEL Programming • Addresses multiple populations: student, peer group, classroom, school, family, and community • Applied to multiple domains: academics, health, relationships, citizenship • Involves parents and community members in program planning, implementation and evaluation • Monitors and evaluates programming for continuous improvement CASEL at UIC

35. Illinois Children’s Mental Health Act: Incorporating SEL into Each District’s Educational Program • Every Illinois school district shall develop a policy for incorporating social and emotional development into the district’s educational program. • The policy shall address teaching and assessing social and emotional skills and protocols for responding to children with social, emotional, or mental health problems that impact learning ability. CASEL at UIC

36. Illinois Children’s Mental Health Act:Incorporating SEL into the State Learning Standards The Illinois State Board of Education shall develop and implement a plan to incorporate social and emotional development standards as part of the Illinois Learning Standards for the purpose of enhancing and measuring children’s school readiness and ability to achieve academic success. CASEL at UIC

37. Illinois State Board of Education (ISBE)Social and Emotional Learning Goals • Goal 1: Develop self-awareness and self-management skills to achieve school and life success. • Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships. • Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. CASEL at UIC

38. ISBE’s Plan for Implementing SEL Standards • Raising educator and public awareness about SEL standards • Professional development for Illinois educators • Promoting high quality school/district implementation and sustainability • Ongoing evaluation and recommendations for continuous improvement CASEL at UIC

39. Safe and Sound: An Educational Leader’s Guide to Social and Emotional Learning Programs CASEL at UIC

41. Sustainable Schoolwide Social and Emotional Learning (SEL) – (CASEL, 2006) • School leadership commits to schoolwide SEL • Engage stakeholders and initiate SEL infrastructure • Develop shared vision aligned with district and state priorities • Conduct a schoolwide needs/resources assessment • Develop SEL implementation action plan • Select evidence-based programming • Provide ongoing professional development • Launch SEL instruction aligned with planned scope and sequence • Integrate school-wide, family, and community SEL programming • Evaluate practices and impacts for continuous improvement CASEL at UIC

42. The Effects of Leadership Development and Support on SEL Practices and Student Outcomes • Student outcomes: • Academic performance • SEL competencies • Connection • Reduced risk behaviors • Character • Civic Engagement Leadership competencies • School and classroom effects: • Programming • Climate • Partnerships Professional development and support of school leadership teams Leadership practices Leadership relationships CASEL at UIC

43. Agenda for SEL Assessment and Accountability • Impact of professional development on school leaders’ emotional intelligence, relationships, practice, and student learning • Rubrics for implementation of SEL programming • Engagement of students’ families and community agencies • Safe, supportive, and respectful school and classroom climates • Student outcomes: SEL skills; risky, disruptive behaviors; academic attitudes, behavior, and performance • Reporting of SEL-related outcomes on student, school, district, and state report cards CASEL at UIC

44. Take-Home (Back to School) Messages • There is an inextricable link between students’ social-emotional adjustment and their academic achievement. • Academic success rests on a foundation of social-emotional competencies that must be planfully nurtured as part of mainstream education. • SEL variables are not just relevant to academic achievement; they are central to it. CASEL at UIC