OSPI 2009 Conference Social and Emotional Learning for School and Life Success Sheryl L. Harmer, Ed.D. Dixie Grunenfelder, MBA.

OSPI 2009 Conference

Social and Emotional Learning for School and Life Success

Sheryl L. Harmer, Ed.D.

Dixie Grunenfelder, MBA

This workshop will: Provide an overview of Social and Emotional

Learning (SEL) Link SEL to improved academic outcomes and

school-wide improvement efforts Illustrate how SEL fits into what you are already

doing Outline a plan for implementing SEL in your

school Provide resources for on-going support.

What do we want for our students?

Visualize an ideal school - where optimal learning occurs - where the well-being of children is in balance with academic performance.

What would you see? What would you hear? How would you feel?

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The Goal of Washington State Education The goal of the Basic Education Act . . . shall be to provide

students with the opportunity to . . . become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives. To these ends, the goals of each school district, with the involvement of parents and community members, shall be to provide opportunities for all students to develop the required knowledge and skills...ESHB 1209, 7/25/93

Washington State Learning Goals• Read with comprehension, write with skill, and communicate effectively

and responsibly in a variety of ways and settings.• Know and apply the core concepts and principles of mathematics; social,

physical, and life sciences; civics and history; geography; arts; and health and fitness.

• Think analytically, logically, and creatively, and to integrate experience and knowledge to form reasoned judgments and solve problems.

Understand the importance of work and how performance, effort, and decisions directly affect future career and educational opportunities.

RCW 28A.150.210

Education Goals

RAISE ACADEMIC

PERFORMANCE and IMPROVE CHILDREN’SWELL-BEING

How Well Are We Meeting Our Goals? What are you currently doing (within the

classroom/ school) to assure that both of these goals are being met?

Where is your classroom/school falling short?

What Students Tell Us: 2006 WA State Healthy Youth Survey (6th-12th)

25-30% of youth (8,10 &12th grades) felt so sad and hopeless for 2 or more weeks in a row that they stopped their usual activities.

16-32% (6,8,10,12th grades) had been bullied in the past 30 days

8-12% (8,10,12th grades)attempted or made a plan for suicide

9-26% of youth 13-17 engaged in binge drinking

2005 Youth Risk Behavior Survey2003 Search Institute 6% of U.S. youth 14-17 years old did not attend

school on one or more of the previous 30 days because they felt unsafe

Only 29% of students in 6-12 grade thought school was caring & encouraging

7.9% were threatened or injured with a weapon on school property

Impact of Trauma on Learning

Academic Performance Classroom Behavior Relationships

Academic Performance Ability to process oral and written information Memory Understanding cause/effect relationships Identification of emotion Ability to feel empathy Setting goals, developing a plan, and reflecting Transitions Engagement in learning

Classroom Behavior Aggression Defiance Withdrawal Perfectionism Hyperactivity and impulsiveness Rapid and unexpected emotional shifts

Relationships

Lack of trust Difficulty interpreting verbal and non-

verbal information Poor sense of self and perspective taking Difficulty identifying emotions Decreased motivation to relate to others

Essentials for Learning

School Environment

+

Specific Skill Development

Alignment for Success

RAISE ACADEMIC

PERFORMANCE

IMPROVE CHILDREN’SWELL-BEING

Improving academic

performance byincreasingwell-being

What can schools do?

What role can schools play in helping students address issues related to the well-being of students?

Discussion

What is a Compassionate School?

A compassionate school enables children to build caring relationships with adults and peers, self-regulate their emotions and behaviors, achieve in academic and non-academic areas, and be physically and emotionally healthy.

Social and Emotional Learning (SEL)

Climate & Connectedness Skills & Competence

Recognize and manage emotions

Care about and respect others

Establish positive relationships

Behave responsibly and ethically

Handle challenging situations constructively.

What is Social & Emotional Learning?

social & emotional learning

Self- awareness

Social awareness

Relationship Skills

Responsible decision-making

Self-management

Recognizing one’s emotions and values as well as one’s strengths

and limitations

Making ethical, constructive

choices about personal

and social behavior

Forming positive relationships, working in teams, dealing

effectively with conflict

Showing understanding and empathy for others

Managing emotions andbehaviors to

achieve one’s goals

SEL Conceptual Framework for Improved Behavior and Academic Performance

• SEL Instruction

• Safe, supportive, participatory, environment

• SEL Skills

• Attitudes

• Climate

Positive Social Behavior

Conduct Problems

Emotional Distress

Academic Performance

Skill Development Inter- Intrapersonal communication Self-regulation Risk assessment Consequential thinking (if-then) Assertiveness Empathy Perspective taking Emotion knowledge

Skill Development continued: Attention regulation Goal setting Conflict resolution/ respectful disagreement Negotiation Specific and general social problem-solving Emotion management/ coping Friendship

Why Does SEL Matter? Emotions affect how and what we learn

Schools are social places - relationships provide foundation for learning

Reduces barriers to learning such as stress

Increases school connectedness and essential skills

Aligns with the academic agenda of schools

Critical to success in school and life

Social Interaction“Our social interactions play a role in reshaping our brain, through

“neuroplasticity”, which means that repeated experiences sculpt the shape, size, and number of neurons and their synaptic connection.

By repeatedly driving our brain into a given register, our key relationships can gradually mold certain neural circuitry. In effect, being chronically hurt and angered, or being emotionally nourished by someone we spend time with daily over the course of years can refashion the brain.”

Daniel Goleman

Stress and Learning Strong emotions affect learning and memory

Acute or prolonged stress releases hormones that disrupt learning and memory processes

High cortisol levels affect the hippocampus-a key learning center in the brain suppress electrical activity decrease efficiency reduce new cell growth.

Amygdala over function (acute emotions) can hijack Hippocampus function (memory)

Neuroplasticity and Learning The brain responds to environmental factors and

produces experience-dependent changes in brain structure and function.

The prefrontal cortex acts as a convergence zone for integration of affective and cognitive processes.

Qualities such as patience, calmness, cooperation, and kindness are all regarded as skills that can be trained.

Richard J. Davidson, University of Wisconsin Waisman Center and Laboratory forAffective Neuroscience

Positive Learning Environments Challenging and engaging curriculum Safe, supportive learning community with respectful

relationships and trust Evidence-based SEL classroom instruction 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 Involvement of families and surrounding community

What Does Research Say?

Improvement in:

Attitudes (motivation, commitment)

Behaviors (participation, study habits)

Performance (grades, subject matter)

What Does Research Say?Attitudes: Stronger sense of community

Higher academic motivation and educational aspirations

Better understanding of consequences of behavior

Better ability to cope with school stressors

Increased positive attitudes toward school and learning

What Does Research Say?Behaviors:Participate in class more

Demonstrate more pro-social behavior

Have fewer absences and improved attendance

Show reductions in aggression and disruptions

Are on track to graduate and are less likely to drop out

Are more likely to work out their own way of learning

What Does Research Say?School Performance:Improved math, literacy, and social studies skills

Higher achievement test scores (+14%) and grades (+11%)

Improved learning-to-learn skills

Better problem solving and planning ability

Use of higher level reasoning strategies

Improvements in reading comprehension

Meta-analysis Results 9% decrease in conduct problems, such as

classroom misbehavior and aggression 10% decrease in emotional distress, such as

anxiety and depression 9% improvement in attitudes about self, others,

and school 23% improvement in social and emotional skills 9% improvement in classroom behavior 11% improvement in achievement test scores

Results Dependent Upon

Full, high quality implementation according to how the program was designed

Classroom teachers were the primary implementers (as opposed to researchers)

Programs were S.A.F.E.

S.A.F.E. S= Sequenced set of activities: step-by-

step A= Active forms of learning such as role

play and behavioral skill rehearsal F= Focused attention on SEL - at least 8

sessions on skill development E= Explicitly targeted lessons to address

clear outcomes

Key Components of School-wide SEL

Learning Environments Opportunities for participation, collaboration, and

service

Safe, supportive learning community with respectful relationships and trust

Support and validate individual strengths

Opportunities for bonding and connectedness

Schoolwide SEL continued

Emotionally safe and motivating

Hold common expectations for adults and students

Encourage coaching and mentoring

Model empathy and perspective taking

Schoolwide SEL continued

Curriculum Evidence-based SEL classroom instruction

Challenging and engaging curriculum

Infusing SEL concepts throughout the regular academic curriculum

Involvement of Families and Surrounding Community

Integrating SEL into the Regular Academic Curriculum

Reading Math Social Studies Science Health Art

What Does Schoolwide SEL Look Like?

SEL School

Classrooms

Lunchroom

Hallways

Teacher’s Lounge

Afterschool/Extracurriculars

Playground

Bus

Bathrooms

Sporting Events

Parent/teacher conferences

Front Office

SEL in Action

In what ways is Ben Franklin Middle School preparing students for school and life success through SEL? Learning Environment Curriculum Community Connections

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Resources CASEL - Collaborative for Academic, Social

and Emotional Learning Safe and Sound - CASEL casel.org Building Academic Success on Social and

Emotional Learning - Teacher’s College Press Committee for Children - cfchildren.org CASEL Implementation Training -

Sustainable Schoolwide Social and Emotional Learning (SEL) - (Toolkit)

SEL Implementation and Sustainability Process

E. Nurturepartnerships

with families &communities

A. Provide ongoing

professionaldevelopment

B. Monitor and

evaluate for continuous

improvement

C. Develop infrastructure

to support SEL

D. Integrate SEL

framework school-wide

5. Develop action plan

6. Select evidence-

basedprogram

4. Conduct needs and resources

assessment

3. Develop and articulateshared vision

7. Conduct initial staff

development

8. Launch SEL instruction in classrooms

9. Expand instruction

and integrate SEL school-

wide

10. Continue cycle of

implementing and improving

2. Engage stakeholders

and form steering

committee

1. Principal commits

to school-wide SEL

F. Communicatew/stakeholders

(marketing)

Leadership

SEL School-wide

Planning for Schoolwide SEL

Learning environments

Professional development

Curriculum

Involvement of families and community

What is Happening with SEL Nationally?

Anchorage Texas New York Illinois

No Child Left Behind Under NCLB, schools must establish

plans for: Being safe and drug-free Closing the achievement gap Preventing at-risk students from dropping

out of school Implementing programs that are research

and evidence-based

What Employers WantU.S. Dept. of Labor, Employment, and Training Administration

Research Project-Skills employers most look for in potential employees:

1. Learning-to-learn skills2. Listening and oral communication3. Adaptability: creative thinking and problem-solving4. Personal management: self-esteem, goal-setting, self-motivation5. Group effectiveness: interpersonal skills, negotiation, teamwork6. Organizational effectiveness and leadership7. Competence in reading, writing, and computation.

The Illinois Social and Emotional Learning: What Students Should Know and Be Able to Do:

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

What is Happening with SEL in Washington State?

Representative Mary Lou Dickerson Legislative bills

Public-Private Partnership OSPI Compassionate Schools Mental Health Transformation Grant Individual classroom, schoolwide, and

district efforts