1. From National Trends to Local Implementation: The Science and Practice of Social-Emotional Learning The CASEL Perspective
Mary Utne O’Brien,Executive Director
Collaborative for Academic, Social, and Emotional Learning (CASEL)
University of Illinois at Chicago
Responsiveness: the 4th “R”: 39th Annual Convention of the
National Association for School Psychologists (NASP)
March 30, 2007, New York, NY

2. Intellectual Property Notice
Copyright © CASEL.
Proper attribution to CASEL is required when using or quoting slides from this presentation.

3. Overview 1. Spread of SEL as a movement 2. Major trends in research
3. Major trends in practice: role of the school psychologist in SEL

4. What is CASEL?
Founded in 1994 by Daniel Goleman, author of Emotional Intelligence, and Eileen Rockefeller Growald, venture philanthropist
CASEL is a university-based nonprofit organization that works to:
Advance the science of SEL
Expand evidence-based, systemic SEL practice as an essential part of education from preschool through high school

5. What is SEL?
The process through which children and adults acquire the skills to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively
These skills provide the foundation for academic achievement, maintenance of good health, and civic engagement in a democratic society

6. How SEL Supports Good Outcomes for Kids
Safe, Caring,
Challenging,
Well-
Managed ,
Participatory
Learning
Environments
Greater
Attachment,
Engagement,
& Commitment
to School
Better
Academic
Performance
and Success
in School
and Life
Teach SEL
Competencies
Self-awareness
Social awareness
Self-management
Relationship skills
Responsible
decision making
Less Risky
Behavior, More
Assets, More
Positive
Development
© CASEL.

7. Framework for Student Success: SEL Skills Instruction
Recognizing one’s emotions and values as well as one’s strengths and limitations
social &
emotional
learning
Self-awareness
Social awareness
Relationship
Skills
Responsible decision-making
Self-management
Making ethical, constructive
choices about personal
and social behavior
Managing emotions and
behaviors to achieve
one’s goals
Showing understanding and empathy for others
Forming positive relationships,
working in teams, dealing effectively with conflict
© CASEL.

8. Positive School Environment
Evidence-based SEL classroom instruction
Challenging and engaging curriculum
Infusing SEL concepts throughout the regular academic curriculum
Engaging students actively and experientially in the learning process during and outside of school
Opportunities for participation, collaboration, and service
Safe, supportive learning community with respectful relationships and trust
Involvement of families and surrounding community

9. The Spread of SEL as a Movement
Policies - Examples
SEL standards in IL, NY, ASD, others
IL funding for implementation
NYC policy pilot
CPS Student Connection Report
ASCD Whole Child Report: Recommendations

10. IL Children’s MH Act: District SEL Policies
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.

11. IL Children’s MH Act: SEL Student 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.

12. ISBE SEL Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
Identify and manage one’s emotions and behavior
Recognize personal qualities and external supports
Demonstrate skills related to achieving personal and academic goals.

13. ISBE SEL Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Recognize individual and group similarities and differences.
Recognize the feelings and perspectives of others.
Use communication and social skills to interact effectively with others.
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

14. ISBE SEL Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Consider ethical, safety, and societal factors in making decisions.
Apply decision-making skills to deal responsibly with daily academic & social situations.
Contribute to the well-being of one’s school and community.

15. Illinois Example: Funding Followed Policy
In May 2006, the IL legislature allocated $5 million to support implementation of the CMH Act.
50 districts will receive planning funds
The state system for professional development (via Regional Offices of Education) will provide training and coaching
CASEL will train the trainers/coaches using our systemwide model

16. New York State Legislation requiring standards
NYC Policy Pilot with 20 schools using CASEL model
New legislation to require course in children’s s-e development as condition of teaching degree inl NY

17. The Spread of SEL as a Movement
International Trends
European Union and SEL
UNICEF’s Child Friendly School Model and SEL
Other international efforts: Singapore, Australia, UK, Israel

18. Trends in SEL Research Research Trends
Meta-analysis: After school; academics
Adult and Setting-level impacts: RC, instructional improvement. Bryk & Schneider, Murray
Technology transfer: What works to change and support practice? Coaches, trainers

19. Meta-Analysis of School, Family, and Community SEL Interventions
Total Interventions = 700
n = 65
Universal Interventions
n = 42
n = 377
School
Family
Community
Weissberg et al. (in press)
Universal
Indicated

20. Meta-Analysis of School-Based Universal SEL Programs
Outcome Area
Post N
Effect Size
Social-emotional skills 84
.61*
Academic achievement tests 27
.37*
Disciplinary actions 26
.33*
School bonding 24
.32*
Positive social behavior 96
.25*
Effect sizes denoted with * are statistically significant, p<.05

21. Value-Added Benefits of SEL Programs at Post-Test
Outcome Area
% Program Participants Improving
% Controls Improving
Value-Added % Benefit
Social-emotional skills 65 35 88
Academic achievement tests 59 41 45
Disciplinary actions 58 42 40
School bonding
Positive social behavior 56 44 29
Effect sizes denoted with * are statistically significant, p<.05

22. After-School Findings from Meta-Analysis
Only programs found to be S.A.F.E had a significant positive impact on participants’ academics:
Sequenced
Active
Focused
Explicit

23. Outcomes Related to School 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)

24. Trends in SEL Research Adult and Setting-level impacts:
Instructional improvements (RC)
Relational trust (Bryk & Schneider)
New teacher effectiveness and retention (Murray)

25. Trends in SEL Research
Science-to-Practice/Technology Transfer: What works to change and support practice?
Best training, coaching models
Web-based instruction & support

26. Trends in SEL Practice Systemwide approaches: school, district, state
Example: SAMHSA T&TA Center--SEL “bridging the gap”

27. What Are We Creating? A Coordinating Framework
© CASEL.

28. Implementation Guide & Toolkit for Sustainable Schoolwide SEL
Created to help educators implement sustainable SEL programming that is integrated into every aspect of school life
Written primarily for school administrators and the committees formed to promote children’s social and emotional development
Developed based on extensive research review in diverse fields to identify key factors affecting schools’ success in making systemic changes for school improvement. Supplemented with information and feedback gathered from practitioners. Also, pilot tested with a large number of school teams and educators, then revised
Relevant to all grade levels but focuses on elementary schools
Contains tools and materials for the committee to plan and implement SEL programming and inform the school community about SEL

29. SEL Implementation and Sustainability Process
A. Provide
ongoing
professional
development
B. Monitor
and
evaluate for
continuous
improvement
F. Communicate
w/stakeholders
(marketing)
2. Engage
stakeholders
and form
steering
committee
1. Principal
commits
to school-
wide SEL
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 school-
wide
5. Develop
action plan
8. Launch SEL
instruction in
classrooms
6. Select
evidence-
based
program
E. Nurture
partnerships
with families &
communities
C. Develop
infrastructure
to support
SEL
7. Conduct
initial staff
development
D. Integrate
SEL
framework
school-wide
© CASEL.

30. Implementation Guide and Toolkit for Sustainable Schoolwide SEL (cont’d)
Includes the Implementation Guide & Toolkit
A. The Implementation Guide has 4 parts
Part I: Research and Theory on critical components of SEL
Part II: Importance of principal leadership-a critical element in successful SEL programming
Part III: Step-by-step guide that outlines the key activities of effective SEL programming
Part IV: Two in-depth case studies of two schools

31. Implementation Guide and Toolkit for Sustainable Schoolwide SEL (cont’d)
B. The Toolkit includes a rubric and 40 tools
The Rubric is linked to Part III of the Implementation Guide and can be used to assess where you are in your school change efforts
The Rubric is based on a sequence of 10 steps over 3 phases of implementation along with a set of ongoing factors that support the sustainability of SEL programming
The Rubric is designed for the use of principals and SEL planning teams but can be adapted for district-level use
The 40 tools are each associated with a specific implementation step or sustainability factor. The tools are also referenced throughout the guide

32. Safe & Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional (SEL) Programs
Created to guide educators responsible for selecting programs and/or launching SEL in the school
Reviews 80 nationally available, multiyear, sequenced programs for general classrooms that promote social and emotional learning
Identifies the 22 ‘CASEL Select’ programs that have documented effectiveness in SEL and promotion of staff development

33. Safe & Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional (SEL) Programs (cont’d)
A ‘consumer report’ to help educators review programs according to specific criteria:
Program design (e.g., grade,cost,integration strategies),
SEL instructional practice(instruction of 5 SEL competencies), Program effectiveness (i.e., evidence of behavioral outcomes, designation in federal reviews),
Implementation supports (i.e., professional development, student assessment, implementation tools),
Safe and sound learning environment(i.e., schoolwide coordination, family and community partnership)
Illinois Edition also outlines the recent developments in Illinois and the Illinois Learning Standards on SEL

34. Trends in SEL Practice Assessment: The driver for practice
Formative and impact

35. Chicago Public Schools Student Connection Report
All students grades 5-12 surveyed about own school in four areas:
Safe and Respectful Climate
High Expectations
Supportiveness
SEL skills of peers
Report to staff and public. Each school relative to district average

36. For information on SEL research and practical advice for educational leaders, teachers, parents, & others, please visit our website