bringing social and emotional learning to the forefront · webinar technical support •...
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Bringing Social and Emotional Learning to the ForefrontWhat Happens When Districts Prioritize SEL?
November 2016
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Webinar Technical Support
• GoToWebinar Technical Assistance: 1-800-263-6317
• To submit live questions, please use the “Questions” box
• A recording of the webinar will be available at:– www.aypf.org– www.casel.org– http://www.air.org/topic/social-and-emotional-
learning
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Follow the Conversation on Twitter
@AYPF_Tweets
@caselorg
@WCSDTweet
@Education_AIR
#SEL4Districts3
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Today’s Presenters
Jennifer Brown Lerner - @AYPF_TweetsDeputy DirectorAmerican Youth Policy Forum
Melissa Schlinger - @caselorgVice President of Programs and PracticeCollaborative for Academic, Social, and Emotional Learning (CASEL)
Trish Shaffer - @WCSDTweetMulti-Tiered Systems of Support CoordinatorWashoe County School District (Nevada)
Nick Yoder - @Education_AIRSenior Consultant and ResearcherAmerican Institutes for Research (AIR)
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What is SEL and Why Does it Matter?
Jennifer Brown LernerDeputy DirectorAmerican Youth Policy Forum
@AYPF_Tweets#SEL4Districts
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Social and Emotional Learning (SEL)
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DefinitionsSEL is composed of multiple skills and competencies that individuals need to be successful in school, work, and life.
Social and emotional learning is the process of developing and using the skills, attitudes, and knowledge that help youth and adults (CASEL, 2013).• Identify and regulate emotions. • Develop positive relationships. • Make responsible decisions.
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Ready for Success: Foundations for Learning and Growth
Source: AYPF’s Success at Every Step available at http://www.aypf.org/resources/successateverystep/
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Other Frameworks
• Office of Career, Technical and Adult Education (OCTAE) Employability Skills
• Foundation for Young Adult Success (University of Chicago)• Partnership for 21st Century Skills• Quality Youth Development• 11 Principles of Character Education (Character.org)• Achieve-Connect-Thrive (ACT) Skills Framework• Positive Youth Development
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• Social-Emotional Skills (22nd percentile)• Positive Attitudes (ninth percentile)• Prosocial Behaviors (ninth percentile)• Academic Achievement (11th percentile)
• Conduct Problems (ninth percentile)• Emotional Distress (10th percentile)
Importance of SEL
Increases Students’ Capacity to Learn
Source: Durlak, Weissberg, Dymnicki, Taylor, and Schellinger (2011)
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• On-time high school graduation• Graduation from college• Full-time job by age 25
• Involvement with police before adulthood• Being arrested• On wait list for public housing• Receiving public assistance
Importance of SEL
Importance for Life OutcomesTeachers’ ratings of student social and emotional competence at kindergarten, predicts…
Source: Jones, Greenberg, and Crowley (2015)
Increased likelihood
Decreased likelihood
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How does SEL fit within ESSA, broadly?• Provides a broader definition of student success • Supports the development of a positive learning environment• Broadens Title I funds to support well-rounded education• Broadens suggested professional learning experiences• Suggests broader school improvement strategies • Other (e.g., 21st Century Learning Community Learning
Centers)
SEL in ESSA
Source: Aspen Education and Society Program and CCSSO (2016); Osher and Shriver (2016)
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SEL as “fifth” indicator
Table from U.S. Department of Education slide deck from webinar on accountability, available online at http://www2.ed.gov/policy/elsec/leg/essa/nprmaccountabilitywebinar622016.pdf
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Collaborating Districts Initiative
Melissa SchlingerVice President of Programs and Practice CASEL
@caselorg#SEL4Districts
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CASEL’s Collaborating Districts Initiative (CDI)A national collaboration with 10 large urban school districts aimed at supporting their capacities to systemically promote social and emotional learning (SEL) for all students.
Research questions:• What does systemic SEL mean and how is it achieved?• Is systemic SEL feasible in large urban districts?• What are the outcomes for students?
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What does it mean to be a CDI district?A partnership with CASEL includes the following key elements:• Support for strategic planning and monthly technical assistance• Support for evaluation of implementation at the district and school levels• Access and support with CASEL/CDI developed implementation tools• Participation in CASEL’s Collaborating District Community Events
– Annual national convening to learn from each other– Monthly virtual convenings with SEL leads from each district– Superintendent Roundtables– Professional learning series – in person– Equity & SEL Work Group– Research & Evaluation PLC
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CDI DistrictsAnchorage, AK
Atlanta, GA*Austin, TXChicago, IL
Cleveland, OHEl Paso, TX*Nashville, TNOakland, CA
Sacramento City, CAWashoe County, NV
Districts Served: 10Number of Students: 854,911
Collaborating Districts
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CASEL’s Theory of Action1. Communication of SEL as a Priority to Stakeholders
2. Development of a Vision & Long-term Plan
3. Align Financial and Human Resources
4. Build Central Office Expertise and Capacity
5. Assess SEL Resources and Needs
6. Offer Comprehensive SEL Professional Learning for all Staff
7. Align and Integrate SEL with all other District Initiatives
8. Develop and Implement K-12 SEL Standards & Assessments
9. Select and Implement Evidence-based Programs for all students in all grades in all schools
10. Establish Systems for Continuous Improvement Focused on Using SEL Data to Inform Practice and Policies
Cultivate Commitment and Organizational Support for SEL
Assess SEL Resources and Needs
Support Classroom, Schoolwide, and Community SEL Programming
Establish Systems for Continuous Improvement
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Levels of Schoolwide SEL
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COLLABORATIVE FOR ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING
Short-Term Outcomes
• Self- Efficacy• Connectedness• Sense of Purpose • Prosocial Behavior• Reduced Conduct
Problems, Risky Behaviors, and Emotional Distress
• Improved Academic Performance
Long Term Outcomes
• College Readiness• Career Readiness • Healthy Adult
Relationships• Positive Mental
Health• Engaged
Citizenship
DISTRICTWIDE SOCIAL AND EMOTIONAL LEARNING
Cultivate Commitment &
Support for SEL
Assess SEL Resources &
Needs
Establish Classroom,
Schoolwide & Community SEL
Programming
Establish Systems for Continuous Improvement
Schoolwide Social and Emotional Learning
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Capturing the Learning – District SEL Resource Center
CASEL District SEL Resource Center is a comprehensive library to house all of the learnings, resources, tools and artifacts from the CDI, designed to help new districts beginning their SEL implementation as well as experienced districts who are looking for support on deepening their work.
The site will provide support for approaching the resources through use of a questionnaire/survey to help users navigate and prioritize content. Users will access content through:• Individual sections of the TOA• Searching for key terms• Browsing an alphabetical index of topics
Expected release date: February 2017
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Audience Q& A
To submit live questions, please use the “Questions” box
#SEL4Districts22
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District Spotlight
Trish Shaffer Multi-Tiered Systems of Support CoordinatorWashoe County School District
@WCSDTweet#SEL4Districts
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WashoeCountySchoolDistrict
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DistrictVision&Commitment• StrategicPlan
– Revision2015– Continuation2020
• FourFundamentals• Data-richculture
– Datawarehouse– Multipledatasets
• ALLschools,pre-K-12,participate• Integrationisfoundationofimplementation
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PlanningforSustainability
• Integration– Academics– Language– Strategiesusedwithincentralofficemeetings– Professionaldevelopment– Jobdescriptionsrevised– Buildingcapacitywithinsiteleaders– Initiatives– Professionalgrowthsystem
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NeedsAssessment• DepartmentofAccountability
– Positionallocatedtocomplete• Methodology
– Focusgroups– Inventory
• Findings– Counselorsdoingbulkofworkinisolation– Lackofconsistencyandcherrypicking– Staffweresupportiveofdeeperimplementation
• Implications– NeedacommonlanguageforPDandimplementation– Clarifyfoundationalpracticesforconsistency– Datacollectionsystemforcontinuousimprovementneeded
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On-GoingCommunication• SELSnapshot• SocialMedia
– FB/Twitter– Super-cast&TEDtalk
• News– Localpaper&broadcasts
• “FridayMinute”• DirectorofLegislativeAffairs– LCE.P16.EdAlliance• CommunityFoundation• CouncilonFamilyEngagement• LocalBusinessLeaders• PoliticalRepresentatives
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ConsensusBuildingandProfessionalDevelopment
• Startedwith12schools– Wholestaff– Leadershipteams
• IntensiveintegrationacrossALLPD• ProfessionallearningatLeadTeachLearn• SEL-ITteam• Adoptionofevidence-basedprograms
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ProfessionalDevelopmentPlan:93Schools
• 3 daysofprofessionallearningforSELLeadershipTeams
• Co-taught(integration!)• Academics,Climate&Culture,Evidenced-basedPrograms
• Implementationcalendar• Commitmentsandexpectations• Outcomes,follow-uptraining,&on-sitecoaching
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On-GoingLearning&Support
• SELFacilitatedPlanningDays• SELMini-Conferences
– Familiesattending• On-sitecoaching• Professionallearningoptions• Trainedafterschoolprograms• Pre-services&ARLcourses
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Accountability&Assessment
• IESresearch-practitionerpartnershipCASELandWCSD– ClimatesurveywithSECmetrics.AdoptedbyWashoeandAustin,TXschooldistricts,aswellasstatesofNV &AK
– School&classroomresultsonly• EarlyWarningSystem• StudentVoice• DisciplineData
– Minors&majors• AcademicPersonalizedPlans
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OutcomesinWCSD
• Studentswithhigherself-reportedSocialandEmotionalCompetencies:– Scoredhigherinmathandreadingon15-16SBAC– Havehigherratesofattendance– Reportlikingschoolmore&betterpeerrelationships– Morelikelytobe“on-track”tograduation
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66%70%
73% 75%
25%
35%
45%
55%
65%
75%
Classof2012
Classof2013
Classof2014
Classof2015
57% 55% 56% 56%
25%
35%
45%
55%
65%
75%
Class of 2006
Class of 2007
Class of 2008
Class of 2009
Graduation 2006 through 2009 Graduation 2012 through 2015
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Audience Q& A
To submit live questions, please use the “Questions” box
#SEL4Districts36
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Evaluating Social and Emotional Learning (SEL) EffortsMoving SEL Forward
Nick Yoder, PhDSenior Consultant and ResearcherNovember 2016
@Education_AIR#SEL4Districts
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When Districts Support and Integrate SEL• Overview of SEL• Description of the CASEL
Collaborative District Initiative (CDI)
• Overview of Research Results
• Policy Recommendations
Source: http://educationpolicy.air.org/sites/default/files/SELBrief.pdf
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District Implementation and OutcomeInitiative-wide growth on four activity categories and district outcomes
Source: Kendziora, K., & Osher, D. (2016). Promoting children’s and adolescents’ social and emotional development: District adaptations of a theory of action. Journal of Clinical Child and Adolescent Psychology. Special Section: From Adoption to Adaptation.
Rubric Scale: 1-4
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Assessing Social and Emotional Competencies in the CDI
Source: casel.org
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Academic and Behavioral Outcomes• In 2014–15 across the eight districts:
– Academic performance (grade point average [GPA]) improved in four districts.» GPA declined in one district; results were mixed across grade levels in three.
– Attendance improved in four districts.» Attendance declined in one district.
– Suspensions decreased in all six districts with data.
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Academic and Behavioral Outcomes
Sample change in academic performance: GPA in one CDI district
Sample change in suspensions in one CDI district
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Six Policy Recommendations 1. Make SEL a priority in school
districts and states.2. Integrate SEL into academic
instruction.3. Create environments that
promote SEL.4. Provide training and support
for SEL programs and practices.
5. Coordinate efforts to support all systems.
6. Use data to assess progress.43
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Ready to Assess
Source: http://www.air.org/resource/are-you-ready-assess-social-and-emotional-development
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Nick Yoder, [email protected]
1000 Thomas Jefferson Street NWWashington, DC 20007-3835General Information: 202-403-5000www.air.org
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Audience Q& A
To submit live questions, please use the “Questions” box
#SEL4Districts47
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Contact Today’s Presenters
Jennifer Brown [email protected]
Melissa [email protected]
Trish [email protected]
Nick [email protected]
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• Materials and video will be posted online at:– www.aypf.org– www.casel.org– http://www.air.org/topic/social-and-emotional-learning
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