Transcript Main Title of Presentation - Washington State University

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 Illinois
at Chicago
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 schoolwide SEL (Part 1)
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Schools Can Not Do This Alone
(Vollmer, 2001)
In the 1600’s schools were established to:
1. Teach basic reading, writing, and arithmetic skills
2. Cultivate values that serve a democratic society
At the beginning of the 20th century society
began to assign additional responsibilities to
the schools….
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The People of Each Community Must Answer
Two Essential Questions
1. What do we want our children to know
and be able to do when they graduate?
2. How can the entire community be
organized to ensure that all students
reach the stated goals?
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Pull the Weeds Before You
Plant the Flowers (Reeves, 2006)
1.
List the initiatives/programs your school has started
in the past 5 years.
2.
List the initiatives/programs that have been
discontinued as a result of careful evaluation and
weeding.
3.
Which list is longer?
Pledge: “I will not ask you to implement one more
initiative until we first take some things off the
table.”
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2004 Minnesota Student Survey
12th graders – (N = 34,521)
Attitudes and Behaviors
I like school very much or quite a bit
How many of your teachers are interested in you as a person?
%
39.5
46
Has a person pushed, shoved, or grabbed you on school
property? (12 months)
28.5
How often have you hit or beat up another person? (12 months)
20.5
Student use of alcohol or drugs is a problem at this school
65
Frequent binge drinking
21.5
Have you had sexual intercourse 3 or more times
38.5
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Social and Emotional Assets Reported by 6th-12th-Graders
(Search Institute, 1999)
Asset
category
Asset
% of
students
How people who know you well would rate
you on:
Social
competence
Support
Thinking through the results of your
choices, planning ahead
29
Caring about others’ feelings, feeling sad
when a friend is unhappy, being good at
making and keeping friends
43
Respecting the values/beliefs of people of
different races/cultures
35
My teachers really care about me
24
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How Schools Have Addressed the Needs:
Many Programs for Many Problems
•
AIDS Education
•
Health Education
•
Bullying Prevention
•
Law-related Education
•
Career Education
•
Mental Health Promotion
•
Character Education
•
Multicultural Education
•
Civic Education
•
Nutrition Education
•
Conflict Resolution
•
Service-Learning
•
Delinquency Prevention
•
Sex Education
•
Dropout Prevention
•
Suicide Prevention
•
Drug Education
•
Truancy Prevention
•
Family-life Education
•
Violence Prevention
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SEL Conceptual Framework for
Academic Performance
Coordinated School,
Family, and Community
Programming
Social,
Emotional, and
Academic
Learning
Academically
Successful
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SEL Conceptual Framework for
Positive Youth Development
Academically
Successful
Coordinated School,
Family, and Community
Programming
Social,
Emotional, and
Academic
Learning
Healthy
Character
Development
Engaged
Citizens
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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
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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
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CASEL Defines the Field of
Social and Emotional Learning (Elias et al., 1997)
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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.
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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)
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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
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From Fragmentation to Coherence
Getting from here…
…to here
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School-wide Coordinated SEL Programming
Planned, systematic
Coordinated mental health
classroom-based SEL
and health services that
instruction and a supportive reinforce SEL instruction
school climate
School-family-community
partnerships to enhance
social, emotional and
academic competence
After-school and community
activities that are
coordinated with school
SEL efforts
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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
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A Model for Student Success
A Classic SEL
Meta-cognitive Model
• STOP, CALM DOWN, & THINK before
you act
STOP
THINK
• Say the PROBLEM and how you
FEEL
• Set a POSITIVE GOAL
• Think of lots of SOLUTIONS
GO
• Think ahead to the CONSEQUENCES
• GO ahead and TRY the BEST PLAN
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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? _______________________________________________
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Reflection Question
Informing a Colleague:
What did I miss?
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SEL Study 1:
SEL Competencies
Program
Control
Condition
_(n=103)
(n=92)
X Time___________
M
SD
M
SD
F
ES
_____________________________________________________________________________
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
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SEL Study 1:
Teacher Ratings of Students’ Adjustment
Program
( n=238)
M
SD
Primary Teachers
Behavioral conduct
Pre
13.90
4.23
Post
14.66
4.01
Social acceptance
Pre
6.89
1.94
Post
6.89
1.90
Secondary Teachers
(n=218)
Behavioral conduct
Pre
14.14
4.02
Post
14.62
4.27
Social acceptance
Pre
7.14
1.77
Post
7.17
1.97
Control
Condition
(n=183) _________ X Time_________ ________
M
SD________ _F_________ES_________
14.46
14.53
3.66
4.03
17.54*
.17
6.87
1.73
6.95
1.74
.03____ _-.02_______
(n=151)_______________________________
12.95
12.59
3.29
3.73
6.46*
.19
6.82
6.71
1.55
1.58
4.17*
.06
______________________________________________________ ________________________________
*p< .05
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SEL Study 1: Self-Reported Delinquent Acts
4.25
4
SELF-REPORTED
DELINQUENT
3.75
ACTS
(TOTAL SCALE
SCORE)
3.5
C - % Increase = 36.8
E- % Increase = 2.8
PRE
POST
3.25
3
2.75
Program
( n= 164)
Control
( n = 121)
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Effects of SEL Participation on Teachers:
Self-reported Survey Responses
100
96 96
100
79
80
88 83
60
40
20
s
/s t
re
s
w
lin
g
D
ea
w
n
t io
C
om
m
un
ic
a
Pr
ob
le
m
-s
o
lv
in
g
/s t
ud
en
ts
0
% of 6th grade
teachers reporting
improvement
% of 9th grade
teachers reporting
improvement
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Outcomes Related to Academic Success
Zins, Weissberg, Wang, and
Walberg (2004) summarized
growing evidence-based support
for improvements in:
• Attitudes (motivation, commitment)
• Behavior (participation, study habits)
• Performance (grades, subject mastery)
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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
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School Universal: SEL Assets
N = 270 Outcome Studies
SEL Assets
Post n Post ES
Percentile
Change
Socio-emotionalcognitive Skills
85
.74*
.27
Self-perception
87
.25*
.10
School Bonding
24
.32*
.125
Prosocial Norms
54
26*
.10
School Universal: Behavioral Adjustment
and School Performance (N = 270)
Outcomes
Post n
Post ES
Percentile
Change
Positive Social Behavior
96
.31*
.12
Conduct Problems
82
.32*
.125
Violence/Aggression
58
.30*
.12
Substance Use
36
.24
.095
Emotional Distress
71
.34*
.13
Grades
16
.25
.10
Achievement Tests
27
.47*
.14
Disciplinary Referrals
26
.32*
.125
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.
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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
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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
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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.
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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.
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Illinois State Board of Education (ISBE)
Social and Emotional Learning Goals
• Goal 1: Develop self-awareness and selfmanagement 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.
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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
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Safe and Sound: An Educational Leader’s Guide to
Social and Emotional Learning Programs
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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
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The Effects of Leadership Development and Support
on SEL Practices and Student Outcomes
Professional
development
and support
of school
leadership
teams
Leadership
competencies
Leadership
practices
Leadership
relationships
School and
classroom
effects:
•Programming
•Climate
•Partnerships
Student
outcomes:
•Academic
performance
•SEL competencies
•Connection
•Reduced risk
behaviors
•Character
•Civic Engagement
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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
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Take-Home (Back to School) Messages
1.
There is an inextricable link between students’
social-emotional adjustment and their academic
achievement.
2.
Academic success rests on a foundation of socialemotional competencies that must be planfully
nurtured as part of mainstream education.
3.
SEL variables are not just relevant to academic
achievement; they are central to it.
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