Transcript Slide 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
The Collaborative for Academic, Social, and Emotional Learning
UIC
Objectives
Why SEL? - Sharing Perspectives
Promoting SE Competencies
Illinois SEL Learning Standards
Schoolwide Intervention Strategies
A Chinese Proverb
“Tell me, and I forget. Show me,
and I remember. Involve me, and
I understand.”
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?”
SEL Elevator Speech (cont.)
Spend 2 minutes developing
elevator speech
Pair up
Share 30-second elevator speech
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
A Framework for SEL Programming to Enhance
Student Success in School and Life
Academically
Successful
Mentally and
Physically Healthy
Positive Social
Relationships
Productive
Worker
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
Contributing
Citizen
Promoting SE Competencies
5 Core Social and Emotional Competencies
Self
Other
Self-awareness
Social-awareness
Decision-making
Responsible
Decision-making
Self-management
Relationship
Skills
A Framework for SEL Programming to
Enhance Student Success in School and Life
Social and Emotional Learning
Learning
Environment
+
SE Skills
Instruction
=
Positive
Outcomes
WHEN YOU HAVE A PROBLEM:
• 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
CASEL at UIC
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
SEL INSTRUCTIONAL STRATEGY:
Self-Awareness
Students ASK themselves, “Is what I am
about to do …”
• Appropriate?
• Safe?
• Kind?
Niles North High School, Illinois
SEL INSTRUCTIONAL STRATEGY:
Self-Management
To manage my anger, I:
• Recognize my anger signals
• Identify a calming thought
• Do something constructive
© Lion’s Quest
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
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
SEL INSTRUCTIONAL STRATEGY:
Responsible Decision Making
Stop  Calm yourself
Think  Think of your options and consequences
Choose  Choose a positive proactive choice
SEL in Action
Video Clip: PS 24
e.g. www.glef.org
LARGE GROUP REFLECTION
•In what ways does this
•video clip suggest the
•importance of teaching SEL
•skills to students?
Strategies for Promoting SE Competencies
Select an evidence-based curriculum
Teach, model, and reinforce skills throughout the day
Create opportunities to practice
skills in a variety of settings/situations
Infuse SEL concepts and
skill-building into core academics
Coordinate with student support
services, extracurricular activities,
out-of-school programs …
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
SEL In Illinois
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
3 Illinois Social & Emotional Learning Goals
Self
Other
Decision-making
SEL Goal 31
SEL Goal 32
SEL Goal 33
Develop selfawareness and
self-management
skills to achieve
school and life
success.
Use socialawareness and
interpersonal
skills to
establish and
maintain positive
relationships.
Demonstrate
decisionmaking skills
and responsible
behaviors in
personal, school,
and community
contexts.
Illinois SEL Standards for Goal 31
Goal: Develop self-awareness and selfmanagement 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.
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.
Illinois SEL Standards for Goal 33
Goal: Demonstrate decision-making skills
and 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.
Schoolwide SEL
Schoolwide SEL
CASEL’s Sustainable
Schoolwide Social and
Emotional Learning (SEL):
Implementation Guide and
Toolkit
3 Phases
10 steps
7 Sustainability Factors
Schoolwide SEL Implementation and Sustainability Process
A. Provide
ongoing
professional
development
F. Communicate
w/stakeholders
(marketing)
1. Principal
commits
to schoolwide SEL
2. Engage
stakeholders
and form
steering
committee
B. Monitor
and
evaluate for
continuous
improvement
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 schoolwide
E. Nurture
partnerships
with families &
communities
5. Develop
action plan
8. Launch SEL
instruction in
classrooms
7. Conduct
initial staff
development
6. Select
evidencebased
program
C. Develop
infrastructure
to support
SEL
D. Integrate
SEL
framework
schoolwide
Assertion #1: Principal
Leadership for SEL
The single biggest factor in
successful school-wide
implementation of SEL is the
publicly supportive principal.
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
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.
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:
•Climate
•Instruction
•Student
support
Student
outcomes:
•Academic
performance
•SEL
competencies
•Connection
•Reduced risk
behaviors
•Civic
Engagement
CASEL at UIC
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
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?
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
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.