Collaborative for Academic, Social, and Emotional Learning

Social and Emotional Learning (SEL): For School and Life Success

Presentation to CPSEL Schools August 27, 28, 29

Committed Partners• Your CEO is committed to SEL implementation

districtwide.• The OSEL is a key collaborator.• Network Chiefs identified schools for this project.• Penn State provided PATHS materials and training.• CASEL is supporting coaches and providing

materials for the 14 schools implementing the SchoolKit.

• NoVo Foundation, CASEL, AIR, and CPS are CDI partners helping 26 pioneer schools and 28 CPSEL implement SEL.

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CPSEL Project

• CPSEL: Comprehensive Strategies to Promote Social and Emotional Learning Project

• Grant from US Department of Education to fund Penn State University, CASEL, and the OSEL to support SEL implementation in 28 CPS schools

• Use of PATHS(Promoting Alternative Thinking Strategies) to teach social and emotional skills to students

• Implementation of the CASEL SchoolKit in 14 schools to embed SEL in CPS initiatives at the school level

• AIR is evaluating how the project will impact student outcomes

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Presentation Overview

• What is social and emotional learning?• Why is it important?• What is the role of adult SE competency?• How does it lead to student success?• How is SEL implemented in schools?• How does SEL align with CPS district

initiatives?

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What knowledge, skills, and attitudes do we want students to possess when they graduate from high school to thrive in the 21st century?

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What is Social and Emotional Learning?

Social and emotional learning (SEL) involves processes through which children and adults develop fundamental emotional and social competencies 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.

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SEL takes place within the context of safe, participatory school, family, and community environments that support children’s development and provide opportunities and recognition for successfully applying these competencies.

What is Social and Emotional Learning?(con’t)

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Five SEL Core Competencies

Three Illinois SEL Student Learning Goals

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.

Self Other Decision-making

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Why Cultivate Our Own SE Competencies?

• Positive relationships enhance the smooth and effective functioning of the school.

• Positive, satisfying relationships among staff improve the educational experience for all learners.

• Modeling is important for developing SEL in students.

• These competencies help foster a Relationship Centered Classroom.

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Self-Awareness

• Labeling one’s feelings• Relating feelings and thoughts to

behavior and actions• Accurate self-assessment of strengths

and challenges• Self-efficacy • Optimism

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SELF- Management

• Managing stress• Self-control• Self-motivation• Regulating one’s emotions• Setting and achieving goals

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Social Awareness

• Perspective taking• Empathy• Appreciating diversity• Understanding social and ethical

norms for behavior• Recognizing family, school, and

community supports13

Relationship Skills

• Building relationships with diverse individual and groups

• Communicating clearly• Working cooperatively• Resolving conflicts• Seeking help

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Responsible Decision Making

• Considering the well being of self and others

• Recognizing one’s responsibility to behave ethically

• Basing decisions on safety, social and ethical considerations

• Making constructive safe choices about self, relationships and school

SEL Competencies for School Staff

• Take 5 minutes to look over the SEL competencies and sub-skills.

• Individually: – Identify and mark areas of your:• Strengths (+)• Areas for growth (0)

• Pair Share:– In what competencies do you feel the strongest? – Which ones are your biggest challenge?– In which areas do you see students needing the most

development?

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Adult SEL Competence and Learning

• Adults who have the ability to recognize, understand, label, express, and regulate emotions are more likely to demonstrate patience and empathy, encourage healthy communication, and create safe learning environments .

(Brackett, Katella, Kremenitzer, Alster, and Caruso, 2008).• Emotional skills of teachers influence student conduct, engagement,

attachment to school, and academic performance (Baker, 1999; Hawkins, 1999; Schaps, Battistich, & Solomon, 1997; Sutton & Wheatley, 2003; Wentzel, 2002).

• Teachers skilled at regulating their emotions report less burnout and more positive affect while teaching

(Brackett, Mojsa, Palomera, Reyes, & Salovey, 2008).• School leaders with strong SEL competencies build and maintain

positive and trusting relationships among members of the school community (Patti and Tobin, 2006).

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SEL Competencies for Students

• Your group will be given one of the five competencies to review.

• As a group decide which of the sub-skills under the competency your table would like to discuss.

• Draw a T-Chart and list the competency and the skill on one side, and on the other side list the impact on learning.

• Share in the large group.

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Impact of SEL on Student Learning

Self-Management:

Students can control their impulses.

Impact on Learning:

• Students stay on task.

• More time for instruction.

• Students can work together.

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What Does the Research Say?

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Science Links SEL to Student Gains (percentile point improvements)

• Social-emotional skills (23)• Improved attitudes about self, others, & school (9)• Positive classroom behavior (9)• Gain on standardized achievement tests (11)

And Reduced Risks for Failure: • Conduct problems (9) • Emotional distress (10)

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.

SEL Improves Student Outcomes

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Why Implement SEL in Schools?

• Relationships provide a foundation for learning.• Emotions affect how and what we learn.• Social and emotional skills can be taught.• SEL has positive impact on academic performance,

health, relationships, and citizenship.• SEL skills and attitudes are demanded by employers. • SEL provides a coordinating framework to overcome

fragmentation of prevention and positive youth development programs.

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SEL In Action

“Stop. Think. Act. The Rise of Social and Emotional Learning” As you watch this video, reflect on what you learn in terms of:

• SEL instruction• Research that supports it• SEL connection to academic success• Integration of SEL into many aspects of school life

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OFFICE OF

SOCIAL & EMOTIOA

L LEARNIN

G

SOME(Ex: Peer Jury, Check In/Check Out)

ALL STUDENTS(Examples: PBIS or Foundations, Second Step, Restorative Conversations, Talking Circles)

FEW INDIVIDUALIZED INTERVENTIONSFor students with the highest levels of need, highly-targeted and individualized

behavior strategies provide more intensive intervention and monitoring.

TARGETED SUPPORTSFor at-risk students, classroom-based responses can help de-escalate behavior problems, clinical

group interventions address anger, trauma, and violence; and restorative practices provide students with strategies to resolve conflicts

CREATE POSITIVE LEARNING CLIMATESchool climates with positive relationships, clear expectations, and collective

responsibility establish appropriate behaviors as the norm. Respectful, learning-focused, participatory classroom environments with well-managed procedures and

behaviors maximize learning time

TEACH SOCIAL AND EMOTIONAL SKILLSExplicit curricula, along with integrated instructional practices that promote social and

emotional development, teach students how to form positive relationships, make responsible decisions, and set goals. These are critical skills for college and career success.

Multi-Tiered System of Support for Social & Emotional Learning

(Ex. Individualized Counseling)

Explicit Instruction of SEL Skills

• Evidence-based SEL program (PATHS for grades k-2. and grade 3 in year two

• Delivered with fidelity to the program design

• High-quality SEL skills instruction is S.A.F.E.– Sequenced activities to develop skills– Active forms of learning– Focused attention on SEL in the curriculum– Explicit target of particular SEL skills for

development

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Less

Teacher lectureDisconnected subject areasCompetitionRote learning Independent seatworkTeacher-directed Rewards

MORESchool and classroom normsInquiry/project based learningIntegrated learning Cooperative group work with SEL skills Critical thinking and problem solvingCollaborative structures Peer tutoring Student-centered Self-assessment

SEL Instructional Strategies

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Integrating SEL with Curriculum Standards

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Common Core State Standards require deeper understanding of core skills and the ability to apply them.

To achieve this requires:

Student acquisition of social and emotional skills Fundamental changes to pedagogy Safe and supportive classroom context

Beyond Common Core, SEL Learning Standards developed by the district may be aligned with learning standards in other subject areas.

CCSS Mathematical Practices

• 1. Make sense of problems and persevere in solving them.• 2. Reason abstractly and quantitatively.• 3. Construct viable arguments and critique the reasoning of others.• 4. Model with mathematics.• 5. Use appropriate tools strategically.• 6. Attend to precision.• 7. Look for and make use of structure.• 8. Look for and express regularity in repeated reasoning.

MP1 Through an SEL Lens

To make sense of problems and persevere in solving them, students must:– Believe that they can be successful.– Monitor and sustain focus/attention.– Keep trying, even when it seems too hard.– Monitor emotions and manage frustration.– Carefully choose a strategy for solving the

problem.– Adopt new strategies as needed.

MP3 Through an SEL Lens

To construct viable arguments and critique the reasoning of others, students must:– Clearly explain their thinking to others.– Listen carefully to others’ thinking.– Ask probing and clarifying questions.– Be aware of their peers’ feelings.– Show respect for others’ thinking. – Respectfully point out flaws in others’

reasoning.– Resolve disagreements.

Close Reading: What’s SEL got to do with it?

Elements of Close Reading Include:

Self-Management skills required

Relationship skills required

Responsible Decision Making skills required

Individual reading of complex text

• Self control• Self motivation• Perspective Taking

n/a n/a

Group exploration of complex text

• Self control• Self motivation• Perspective Taking• Setting and Achieving goals

• Communicating clearly• Working collaboratively• Resolving conflicts• Seeking help

• Considering the well-being of self and others• Recognizing one’s responsibility to behave ethically• Evaluating realistic consequences of various actions

Student-led discussion and analysis of text

• Regulating one’s emotions• Self control• Self motivation• Perspective Taking• Setting and Achieving goals

• Communicating clearly• Working collaboratively• Resolving conflicts• Seeking help

• Considering the well-being of self and others• Recognizing one’s responsibility to behave ethically• Basing decisions on safety, social and ethical considerations• Evaluating realistic consequences of various actions

Close Reading is a set of strategies that allow students to productively struggle with complex text in ways that accelerate and deepen their learning.

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Creating a Supportive Learning Community

Safe and well-managedRespectful, supportive High expectations and challengingParticipatory and engagingBehavioral standards and pro-social normsPositive relationships among all staff

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Relationships

Curriculum and

Instruction

Safety and Order

Environment and Structures

CPS School Climate Standards

Integrating SEL Schoolwide

• Adult modeling of SEL competencies

• Cultivating positive relationships

• Engaging students in a culturally responsive manner

• Aligning schoolwide policies and structures with SEL

• Integrating SEL with other schoolwide activities and initiatives,

such as MTSS, CIWP, and after-school programs.

• Implementing the CPS Student Code of Conduct revisions

• Aligning SEL with the Framework for Teaching

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School, Family, and Community Partnerships

• Engaging and partnering with families

• Partnering with the community and

funding organizations

• Parent Advisory Committees

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Reflection and Sharing Activity

• In your small groups talk about what you are doing in your classrooms to promote SEL. Be prepared to share with the whole group.

• As a school let’s share what we are doing to promote SEL schoolwide. List the schoolwide SEL practices, activities and support for discussion and clarification.

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Imagine…

When a school makes the social and emotional developmentof every student a priority:

1. What do you see in the classroom and on the walls?

2. What do you hear young people and adults saying?

3. How do students and staff interact in all venues?

4. What teaching practices do you see in classroom?

5. What feelings do you have witnessing this interaction?

Now imagine this for every school…..

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Every space, the right place

Bus

SEL School

Classrooms

Lunchroom

Hallways

Teacher’s Lounge

Afterschool/Extra-curriculars

School Grounds

Front Office

Bathrooms

SportingEvents

Parent/teacherconferences

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Every time, the right time

M

SEL School

Grade team meetings

Faculty meetings

Entering encounters

Meetings w/individual staff

Parent meetings

Hallway encounters

Exiting encounters

Communitypartners meetings

Meetings with students

Classroom visits

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Reflection

As you think about your learning today and how you will promote SEL competencies in your district and/or school, what specific things will you: Keep doing?Start doing?Stop doing? Take three minutes to discuss these questions at your table.

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Check out our website: casel.org

@caselorg

Also…

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Pamela Randall, Ruth CrossCPS District Consultants

Collaborative for Academic, Social,and Emotional Learning (CASEL)

prandall@casel.orgrcross@casel.org

osel@cps.edu

Contact Information

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