UIC University of Illinoi at Chicago 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
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UIC University of Illinois at Chicago Education That Gets Results: Social and Emotional Learning for School and Life Success Roger P. Weissberg Professor.
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UIC University of Illinoisat Chicago
Education That Gets Results: Social and Emotional Learning for School and Life Success
Roger P. WeissbergProfessor of Psychology and Education
President, Collaborative for Academic, Social, and Emotional LearningUniversity of Illinois at Chicago
Invited Keynote Presentation at the Safe and Healthy Learner ConferenceSponsored by the Minnesota Department of Education, St. Cloud, MN.
November 8, 2006
CASEL at UIC
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:
1. Teach basic reading, writing, and arithmetic skills2. 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
1. What do we want our children to know and be able to do when they graduate?
2. How can the entire community be organized to ensure that all students reach the stated goals?
CASEL at UIC
Pull the Weeds Before YouPlant the Flowers (Reeves, 2006)
1. List the initiatives/programs your school has started in the past 5 years.
2. List the initiatives/programs that have been discontinued as a result of careful evaluation and weeding.
3. Which list is longer?
Pledge: “I will not ask you to implement one more initiative until we first take some things off the table.”
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)
Asset
category Asset
% 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
Coordinated School, Family, and Community Programming
Social, Emotional, and
Academic Learning
Academically Successful
CASEL at UIC
Coordinated School, Family, and Community Programming
Social, Emotional, and
Academic Learning
Academically Successful
Healthy
Character Development
Engaged Citizens
SEL Conceptual Framework for Positive Youth Development
CASEL at UIC
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
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., 1997)
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
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
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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)
Opportunities
Bonding:Attachment
Commitment
Healthy Behaviors, Character, and Academic Success
Skills Recognition
Healthy Beliefs and Clear Standards
Individual Characteristics
A Model for Student Success
CASEL at UIC
A Classic SELMeta-cognitive Model
THINK
GO
• 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
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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
Reflection Question
Informing a Colleague:
What did I miss?
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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)_______________________________ Behavioral conduct Pre 14.14 4.02 12.95 3.29 Post 14.62 4.27 12.59 3.73 6.46* .19 Social acceptance 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
2.75
3
3.25
3.5
3.75
4
4.25
PREPOST
Program Control
( n= 164) ( n = 121)
SELF-REPORTED DELINQUENT
ACTS(TOTAL SCALE
SCORE)
C - % Increase = 36.8
E- % Increase = 2.8
CASEL at UIC
Effects of SEL Participation on Teachers: Self-reported Survey Responses
96 96 10079
88 83
0
20
40
60
80
100
% of 6th gradeteachers reportingimprovement% of 9th gradeteachers reportingimprovement
Zins, Weissberg, Wang, and Walberg (2004) summarized growing evidence-based support for improvements in:
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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
School Universal: SEL AssetsN = 270 Outcome Studies
SEL Assets 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* .10
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* .12
Substance Use 36 .24 .095
Emotional Distress 71 .34* .13
Grades 16 .25 .10
Achievement Tests 27 .47* .14
Disciplinary Referrals 26 .32* .125
CASEL at UIC
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