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

The challenges that schools face Rationale and theory for SEL 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 school-wide SEL (Part 1) CASEL at UIC

Schools Can Not Do This Alone (Vollmer, 2001) In the 1600’s schools were established to: Teach basic reading, writing, and arithmetic skills Cultivate values that serve a democratic society At the beginning of the 20th century society began to assign additional responsibilities to the schools…. CASEL at UIC

The People of Each Community Must Answer Two Essential Questions What do we want our children to know and be able to do when they graduate? How can the entire community be organized to ensure that all students reach the stated goals? CASEL at UIC

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 one more initiative until we first take some things off the table.” CASEL at UIC

2004 Minnesota Student Survey 12th graders – (N = 34,521) Attitudes and Behaviors % I like school very much or quite a bit 39.5 How many of your teachers are interested in you as a person? 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 CASEL at UIC

Social and Emotional Assets Reported by 6th-12th-Graders (Search Institute, 1999) category % of students How people who know you well would rate you on: Social competence 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 Support My teachers really care about me 24 CASEL at UIC

How Schools Have Addressed the Needs: Many Programs for Many Problems AIDS Education Bullying Prevention Career Education Character Education Civic Education Conflict Resolution Delinquency Prevention Dropout Prevention Drug Education Family-life Education Health Education Law-related Education Mental Health Promotion Multicultural Education Nutrition Education Service-Learning Sex Education Suicide Prevention Truancy Prevention Violence Prevention CASEL at UIC

SEL Conceptual Framework for Academic Performance Social, Emotional, and Academic Learning Coordinated School, Family, and Community Programming Academically Successful CASEL at UIC

SEL Conceptual Framework for Positive Youth Development Academically Successful Social, Emotional, and Academic Learning Coordinated School, Family, and Community Programming Healthy Character Development Engaged Citizens CASEL at UIC

Founded in 1993 by Daniel Goleman and Eileen Rockefeller Growald 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 CASEL at UIC

Boundary-spanning, field-building research 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 CASEL at UIC

CASEL Defines the Field of Social and Emotional Learning (Elias et al CASEL at UIC

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. CASEL at UIC

(Masten & Coatsworth, 1998, p. 205) 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) CASEL at UIC

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 CASEL at UIC

From Fragmentation to Coherence Getting from here… …to here CASEL at UIC

School-wide Coordinated SEL Programming After - school and community activities that are coordinated with school SEL efforts School family community partnerships to enhance social, emotional and academic competence Coordinated mental health and health services that reinforce SEL instruction Planned, systematic classroom based SEL instruction and a supportive school climate CASEL at UIC

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 CASEL at UIC

A Model for Student Success

A Classic SEL Meta-cognitive Model STOP, CALM DOWN, & THINK before you act Say the PROBLEM and how you FEEL Set a POSITIVE GOAL Think of lots of SOLUTIONS Think ahead to the CONSEQUENCES GO ahead and TRY the BEST PLAN STOP THINK GO 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

Informing a Colleague: Reflection Question Informing a Colleague: What did I miss? CASEL at UIC

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 CASEL at UIC

SEL Study 1: Teacher Ratings of Students’ Adjustment Program Control Condition ( n=238) (n=183) _________ X Time_________ ________ Primary Teachers M SD M SD________ _F_________ES_________ Behavioral conduct Pre 13.90 4.23 14.46 3.66 Post 14.66 4.01 14.53 4.03 17.54* .17 Social acceptance Pre 6.89 1.94 6.87 1.73 Post 6.89 1.90 6.95 1.74 .03____ _-.02_______ Secondary Teachers (n=218) (n=151)_______________________________ Pre 14.14 4.02 12.95 3.29 Post 14.62 4.27 12.59 3.73 6.46* .19 Pre 7.14 1.77 6.82 1.55 Post 7.17 1.97 6.71 1.58 4.17* .06 ______________________________________________________ ________________________________ *p< .05 CASEL at UIC

SEL Study 1: Self-Reported Delinquent Acts CASEL at UIC

Effects of SEL Participation on Teachers: Self-reported Survey Responses CASEL at UIC

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) CASEL at UIC

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 CASEL at UIC

School Universal: SEL Assets N = 270 Outcome Studies Post n Post ES Percentile Change Socio-emotional-cognitive Skills 85 .74* .27 Self-perception 87 .25* .10 School Bonding 24 .32* .125 Prosocial Norms 54 26* family bonding 9 0.35* 3 0.27 community bonding 4 0.29 2 0.62*

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* Substance Use 36 .24 .095 Emotional Distress 71 .34* .13 Grades 16 .25 .10 Achievement Tests 27 .47* .14 Disciplinary Referrals 26 Note: I’ve only put peer acceptance and rejection on this slide, not the family and community, because peer measures didn’t occur there, and adding them makes the slide fairly crowded. Is that OK?

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. CASEL at UIC

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 CASEL at UIC

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 CASEL at UIC

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. CASEL at UIC

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. CASEL at UIC

Illinois State Board of Education (ISBE) Social and Emotional Learning Goals Goal 1: Develop self-awareness and self-management 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. CASEL at UIC

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 CASEL at UIC

Safe and Sound: An Educational Leader’s Guide to Social and Emotional Learning Programs CASEL at UIC

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 CASEL at UIC

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

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 CASEL at UIC

Take-Home (Back to School) Messages There is an inextricable link between students’ social-emotional adjustment and their academic achievement. Academic success rests on a foundation of social-emotional competencies that must be planfully nurtured as part of mainstream education. SEL variables are not just relevant to academic achievement; they are central to it. CASEL at UIC