Schoolwide Social and Emotional Learning in Illinois: SEL 201

1. Schoolwide Social and Emotional Learning in Illinois: SEL 201 Roger P. Weissberg CASEL University of Illinois at Chicago The Melissa Institute for Violence Prevention and Treatment May 2, 2008

2. Objectives Why SEL? - Sharing Perspectives Promoting SE Competencies Illinois SEL Learning Standards Schoolwide Intervention Strategies

3. A Chinese Proverb “Tell me, and I forget. Show me, and I remember. Involve me, and I understand.”

4. Why SEL? - SEL Elevator Speech Write a brief “elevator speech” with 3 bullets that you could share with a colleague who asks: “What is SEL and why is it important to address SE competencies in our schools?”

5. SEL Elevator Speech (cont.) • Spend 2 minutes developing elevator speech • Pair up • Share 30-second elevator speech

6. Representative Elevator Speech Responses: Why Implement SEL in Schools? 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

7. A Framework for SEL Programming to Enhance Student Success in School and Life Academically Successful Mentally and Physically Healthy Positive Social Relationships Productive Worker ContributingCitizen Clear Standards of Personal, Interpersonal, and Community Behavior Competent Confident Connected Engaged INPUTS Opportunities Skills Instruction Recognition Foundational Conditions for Optimal Learning: (1) Safe & Well-Managed, (2) Respectful & Supportive (Adults & Peers), (3) High Expectations and Challenging, (4) Participatory & Leadership Family-School-Community Partnerships

12. Promoting SE Competencies

13. 5 Core Social and Emotional Competencies Self Other Decision-making Self-awareness Social-awareness Responsible Decision-making Self-management Relationship Skills

14. A Framework for SEL Programming to Enhance Student Success in School and Life Social and Emotional Learning Learning Environment SE Skills Instruction Positive Outcomes = +

15. WHEN YOU HAVE A PROBLEM: • 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

16. 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

19. SEL INSTRUCTIONAL STRATEGY: Self-Awareness Students ASK themselves, “Is what I am about to do …” • Appropriate? • Safe? • Kind? Niles North High School, Illinois

20. SEL INSTRUCTIONAL STRATEGY: Self-Management To manage my anger, I: Recognize my anger signals Identify a calming thought Do something constructive © Lion’s Quest

21. SEL INSTRUCTIONAL STRATEGY: Social Awareness * Empathy – Use stories to ask how the characters feel and how you have felt or might feel. * Service-learning project to encourage students to make the school a better place

22. SEL INSTRUCTIONAL STRATEGY:Relationship Skills The ART of listening • A = Attend to speaker • R = Respond with respect • T = Take time to ask questions © Lion’s Quest

23. SEL INSTRUCTIONAL STRATEGY:Responsible Decision Making Stop  Calm yourself Think  Think of your options and consequences Choose  Choose a positive proactive choice

24. SEL in Action Video Clip: PS 24 e.g. www.glef.org

25. LARGE GROUP REFLECTION • In what ways does this • video clip suggest the • importance of teaching SEL • skills to students?

26. Strategies for Promoting SE Competencies Select an evidence-based curriculum Teach, model, and reinforce skills throughout the day Create opportunities to practiceskills in a variety of settings/situations Infuse SEL concepts andskill-building into core academics Coordinate with student supportservices, extracurricular activities,out-of-school programs …

27. Strategies for Promoting SE Competencies Develop a safe, supportive, challenging, and highly participatory learning environment Use SEL instructional strategies: experiential, active, and cooperative learning strategies; learner-centered Involve families and the community Employ multi-component strategies throughout the school and beyond

28. SEL In Illinois

29. Illinois Children’s Mental Health Act Comprehensive children’s mental health system to address prevention, early intervention and treatment for children 0-18 Requires schools to address the social and emotional needs of all students Required all school districts to develop policies to incorporate SEL Required IL State Board of Education (ISBE) to develop and implement social and emotional learning standards

30. 3 Illinois Social & Emotional Learning Goals Self Other Decision-making SEL Goal 31 Develop self-awareness and self-management skills to achieve school and life success. SEL Goal 32 Use social-awareness and interpersonal skills to establish and maintain positive relationships. SEL Goal 33 Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

31. Illinois SEL Standards for Goal 31 Goal: Develop self-awareness and self-management skills to achieve school and life success. Standards: • A. Identify and manage one’s emotions and behaviors. • B. Recognize personal qualities and external supports. • C. Demonstrate skills related to achieving personal goals.

32. Illinois SEL Standards for Goal 32 Goal: Use social awareness and interpersonal skills to establish and maintain positive relationships. Standards: • Recognize the feelings and perspectives of others. • Recognize individual and group similarities and differences. • Use communication and social skills to interact effectively with others. • Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

33. Illinois SEL Standards for Goal 33 Goal: Demonstrate decision-making skillsand responsible behaviors in personal, school, and community contexts. Standards: • Consider ethical, safety and societal factors in making decisions. • Apply decision-making skills to deal responsibly with daily academic and social situations. • Contribute to the well-being of one’s school and community.

34. Schoolwide SEL

35. Schoolwide SEL CASEL’s Sustainable Schoolwide Social and Emotional Learning (SEL): Implementation Guide and Toolkit 3 Phases 10 steps 7 Sustainability Factors

36. Schoolwide SEL Implementation and Sustainability Process A. Provide ongoing professional development F. Communicate w/stakeholders (marketing) B. Monitor and evaluate for continuous improvement 2. Engage stakeholders and form steering committee 1. Principal commits to school- wide SEL 3. Develop and articulate shared vision 10. Continue cycle of implementing and improving 4. Conduct needs and resources assessment Leadership 9. Expand instruction and integrate SEL school- wide 5. Develop action plan 8. Launch SEL instruction in classrooms 6. Select evidence- based program 7. Conduct initial staff development E. Nurture partnerships with families & communities C. Develop infrastructure to support SEL D. Integrate SEL framework schoolwide

37. Assertion #1: Principal Leadership for SEL The single biggest factor in successful school-wide implementation of SEL is the publicly supportive principal.

38. Principal Leadership for SEL • Create SEL vision that promotes coherence and energy for school community • Model SEL competencies • Engage school community in planning curricular and student-support implications of coordinated school-wide SEL • Provide resources and support: Professional development and time

39. Pull the Weeds Before You Plant 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 on more initiative until we first take some things off the table.

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

41. Assertion #2: What Gets Assessed Gets Addressed • Impact of professional development on school leaders’ emotional intelligence and relationships • Rubrics for implementation of SEL programming • Engagement of families and community agencies • Sschool and classroom climates • Student outcomes: SEL skills, attitudes, behavior, and academic performance • SEL-related outcomes on student, school, district, and state report cards

42. REFLECTION QUESTIONS • * What? • What did you observe during these presentations? • * So What? • What’s important or meaningful about what we just did? • * Now What? • What are some ways to apply your learnings in your own • setting?

43. CLOSING THOUGHT • “An atmosphere that provides support for a child's social and emotional learning and competence versus one that does not can make a huge difference in that child's life. The difference is equal to the difference in the outcome of throwing seeds on cement versus planting seeds in enriched soil. And what a difference that is!” ~ Dr. James Comer, 1999

44. Vision for Students’ Success • Imagine a world where families, schools, and communities work together to support the healthy development of all children. • All children will become engaged life-long learners who are self-aware, caring and connected to others, and responsible decision-makers. • All children achieve to their fullest potential participating constructively in a global society.