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Social and Emotional Learning (SEL):
For School and Life Success
Presentation to CPSEL
Schools August 27, 28, 29
Collaborative for Academic, Social, and Emotional Learning
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
3
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?
4
What knowledge,
skills, and
attitudes do we
want students to
possess when
they graduate
from high school
to thrive in the
21st century?
5
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.
6
What is Social and Emotional Learning?(con’t)
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.
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Five SEL Core Competencies
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Three Illinois SEL Student 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
decision-making
skills and
responsible
behaviors in
personal, school,
and community
contexts.
9
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.
10
Self-Awareness
• Labeling one’s feelings
• Relating feelings and thoughts to
behavior and actions
• Accurate self-assessment of strengths
and challenges
• Self-efficacy
• Optimism
11
SELF- Management
•
•
•
•
•
Managing stress
Self-control
Self-motivation
Regulating one’s emotions
Setting and achieving goals
12
Social Awareness
•
•
•
•
Perspective taking
Empathy
Appreciating diversity
Understanding social and ethical
norms for behavior
• Recognizing family, school, and
community supports
13
Relationship Skills
• Building relationships with diverse
individual and groups
• Communicating clearly
• Working cooperatively
• Resolving conflicts
• Seeking help
14
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
15
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:
Impact on Learning:
Students can
control their
impulses.
• 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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SEL Improves Student Outcomes
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)
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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 metaanalysis of school-based universal interventions. Child Development: 82 (1), 405-432.
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.
22
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 &
EMOTIOAL
LEARNING
Multi-Tiered System of Support for Social &
Emotional Learning
CREATE POSITIVE LEARNING CLIMATE
ALL STUDENTS
(Examples: PBIS or
Foundations,
Second Step,
Restorative
Conversations,
Talking Circles)
SOME
(Ex: Peer
Jury, Check
In/Check
Out)
FEW
(Ex.
Individualized
Counseling)
School climates with positive relationships, clear expectations, and collective
responsibility establish appropriate behaviors as the norm. Respectful, learningfocused, participatory classroom environments with well-managed procedures and
behaviors maximize learning time
TEACH SOCIAL AND EMOTIONAL SKILLS
Explicit 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.
TARGETED SUPPORTS
For 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
INDIVIDUALIZED INTERVENTIONS
For students with the highest levels of need, highly-targeted and individualized
behavior strategies provide more intensive intervention and monitoring.
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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SEL Instructional Strategies
MORE
Less
Teacher lecture
Disconnected subject areas
Competition
Rote learning
Independent seatwork
Teacher-directed
Rewards
School and classroom norms
Inquiry/project based learning
Integrated learning
Cooperative group work with SEL skills
Critical thinking and problem solving
Collaborative structures
Peer tutoring
Student-centered
Self-assessment
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Integrating SEL with Curriculum Standards
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.
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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?
Close Reading is a set of strategies that allow students to productively
struggle with complex text in ways that accelerate and deepen their
learning.
Elements of Close Self-Management
Reading Include: skills required
Relationship skills Responsible Decision Making
required
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
32
Creating a Supportive Learning Community
Safe and well-managed
Respectful, supportive
High expectations and challenging
Participatory and engaging
Behavioral standards and pro-social norms
Positive relationships among all staff
33
CPS School Climate Standards
Relationships
Environment
and
Structures
Curriculum
and
Instruction
Safety and Order
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
35
School, Family, and Community Partnerships
• Engaging and partnering with families
• Partnering with the community and
funding organizations
• Parent Advisory Committees
36
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.
37
Imagine…
When a school makes the social and emotional development
of 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…..
38
Every space, the right place
Front Office
Hallways
School Grounds
Teacher’s
Lounge
Sporting
Events
Afterschool/
Extra-curriculars
SEL
School
Parent/teacher
conferences
Lunchroom
Bus
Bathrooms
Classrooms
39
Every time, the right time
Entering encounters
Hallway
encounters
Meetings w/
individual staff
Exiting
encounters
Parent
meetings
Meetings with
students
SEL
School
Community
partners meetings
Classroom
visits
Faculty
meetings
Grade team
meetings
40
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
Also…
@caselorg
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Contact Information
Pamela Randall, Ruth Cross
CPS District Consultants
Collaborative for Academic, Social,
and Emotional Learning (CASEL)
[email protected]
[email protected]
[email protected]
43