Districtwide Social and Emotional Learning CASELs Theory of

Districtwide Social and Emotional Learning: CASEL’s Theory of Action Melissa Schlinger Vice President of Practice and Programs June 21, 2018 Presenter: Melissa Schlinger Vice President of Practice

Connecting What comes to mind when you think of districtwide SEL?

Presentation Overview • Background on CASEL and SEL • Systemic SEL and the School and District Level • Learnings from CASEL’s District Partnerships • Q&A

Who is CASEL? The Collaborative for Academic, Social, and Emotional Learning (CASEL) was founded in 1994 to help make social and emotional learning (SEL) an essential part of education by: • Improving state and federal policies. • Advancing the science of SEL. • Expanding effective SEL practice.

Landmark 2011 study documented multiple benefits of SEL 2011 meta-analysis of 213 studies involving school-based, universal SEL programs including over 270, 000 students in K-12 revealed: Science Links SEL to Student Gains: • Social-emotional skills • Improved attitudes about self, others, and school And Reduced Risks for Failure: • Conduct problems • Emotional distress • Positive classroom behavior • 11 percentile-point gain on standardized achievement tests Source: Durlak, J. A. , Weissberg, R. P. , Dymnicki, A. B. , Taylor, R. D. , & Schellinger, K. (2011) The impact of enhancing students’ social and emotional learning: A metaanalysis of school-based universal interventions. Child Development: 82 (1), 405 -432.

Impact of SEL is long-lasting and global A major new research study finds that social and emotional learning (SEL) programs benefit children for months and even years. 82 Effects assessed 97, 000+ 6 mo – 18 yrs Students involved, kindergarten through middle school different programs reviewed (38 outside U. S. ) after programs completed SEL Students Benefit in Many Areas Academic performance HIGHER… LOWER… Conduct problems SEL skills Emotional distress Attitudes Drug use Positive social behaviors Higher social and emotional competencies among SEL students at the end of the initial intervention was the best predictor of long-term benefits. Benefits were the same regardless of socioeconomic background, students’ race, or school location. Source: Child Development (July 2017). “Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects”

SEL as a predictor of future wellness 2015 study showed statistically significant associations between kindergartener’s SEL skills and key young adult outcomes across multiple domains Kindergartners who were stronger in SEL competence were more likely to: § graduate from high school § complete a college degree § obtain stable employment in young adulthood And less likely to be: § living in public housing § receiving public assistance § involved with police § in a detention facility Jones, Damon E. , Greenberg, Mark and Crowley, Max (2015). Early Social-Emotional Functioning and Public Health: The Relationship between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, Vol. 105, No. 11, pp. 2283 -2290.

SEL is a good investment “The aggregate result also shows considerable benefits relative to costs, with an average cost-ratio of about 11 to 1 among the six interventions. This means that, on average, for every dollar invested equally across the six SEL interventions, there is a return of eleven dollars, a substantial economic return. ” Belfield, C. , Bowden, B. , Klapp, A. , Levin, H. , Shand, R. , & Zander, S. (2015). The Economic Value of Social and Emotional Learning. New York: Center for Benefit-Cost Studies in Education.

public Most important factor in school quality: teach cooperation, respect, problem solving PDK Poll, 2017 employers Demand is at an all time high in every sector growth in jobs that require mastery of SEL skills outpaced growth of all other jobs National Bureau of Economic Research, 2015 district personnel strong consensus among school/district administrators: SEL skills are important & should be taught in schools to all students principals Principal survey, 2017 are committed to developing students’ social and emotional skills in their schools. Principal survey, 2017 schools/teachers 93% of teachers want a greater focus on social and emotional learning Missing Piece, 2013 parents 3 out of 5 give greater importance to their children being happy & not overly stressed, than doing well in school Learning Heroes Parent Survey, 2017

SEL is… The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Social and Emotional Learning SEL • • • • Identifying emotions Self-perception Cultural identity Recognizing strengths Sense of self-confidence Self-efficacy Growth mindset SELFAWARENESS • • Perspective-taking Empathy Appreciating diversity Respect for others SOCIAL AWARENESS SELFMANAGEMENT Social and Emotional Learning RESPONSIBLE (SEL) DECISION- MAKING RELATIONSHIP SKILLS • • • Impulse control Stress management Self-discipline Self-motivation Perseverance Goal-setting Organizational skills Communication Social engagement Building relationships Working cooperatively Resolving conflicts Helping/Seeking help • • • Identifying problems Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility

What does systemic SEL look like in a classroom, school, community? SELFAWARENESS SELFMANAGEMENT Social and SEL CURRICULUM Emotional Learning RESPONSIBLE SOCIAL & INSTRUCTION (SEL) DECISIONAWARENESS MAKING RELATIONSHIP SKILLS

Framework for Systemic School and District SEL Why? STUDENT OUTCOMES Short-Term Social and Emotional Skills • Improved Attitudes about Self, Others, and Tasks • Perceived Classroom and School Climate • • Intermediate Positive Social Behaviors and Relationships Academic Success Fewer Conduct Problems Less Emotional Distress Less Drug Use • • Long-Term High School Graduation College/Career Readiness Safe Sexual Behaviors Healthy Relationships Mental Health Reduced Criminal Behavior Engaged Citizenship •

Framework for Systemic School and District SEL Why? What? and Where? STUDENT OUTCOMES SELFAWARENESS MANAGEMENT Short-Term Social and Emotional Skills • Improved Attitudes about Self, Others, and Tasks • Perceived Classroom and School Climate • • Intermediate Positive Social Behaviors and Relationships Academic Success Fewer Conduct Problems Less Emotional Distress Less Drug Use • • Long-Term High School Graduation College/Career Readiness Safe Sexual Behaviors Healthy Relationships Mental Health Reduced Criminal Behavior Engaged Citizenship • Social and Emotional Learning RESPONSIBLE DECISION(SEL) SEL CURRICULUM & SOCIALINSTRUCTION AWARENESS RELATIONSHIP SKILLS MAKING

Framework for Systemic School and District SEL How? DISTRICT AND SCHOOL THEORIES OF ACTION Build Foundational Support and Plan for SEL Build Adult SEL Knowledge, Competencies, & Capacity Promote SEL for Students Use Data for Continuous Improvement Why? What? and Where? STUDENT OUTCOMES SELFAWARENESS MANAGEMENT Short-Term Social and Emotional Skills • Improved Attitudes about Self, Others, and Tasks • Perceived Classroom and School Climate • • Intermediate Positive Social Behaviors and Relationships Academic Success Fewer Conduct Problems Less Emotional Distress Less Drug Use • • Long-Term High School Graduation College/Career Readiness Safe Sexual Behaviors Healthy Relationships Mental Health Reduced Criminal Behavior Engaged Citizenship • Social and Emotional Learning RESPONSIBLE DECISION(SEL) SEL CURRICULUM & SOCIALINSTRUCTION AWARENESS RELATIONSHIP SKILLS MAKING

Framework for Systemic School and District SEL How? DISTRICT THEORY OF ACTION Build Foundational Support and Plan for SEL Strengthen Adult SEL Knowledge, Competencies, & Capacity Promote SEL for Students Use Data for Continuous Improvement • • Develop a districtwide vision and plan Promote collaboration Communicate SEL as a district priority Align financial and human resources to support SEL • • Strengthen central office SEL expertise Implement a comprehensive system for SEL professional learning Cultivate Adult SEL Promote Equity-oriented learning environments • • Adopt and implement pre K-12 SEL standards or guidelines Adopt and implement evidence-based programs and practices Develop and strengthen family and community partnerships Integrate SEL into district priorities and initiatives • Establish systems for continuous improvement

Which key activity is most relevant to your work right now? Why? Turn to a partner and share. How? DISTRICT THEORY OF ACTION Build Foundational Support and Plan for SEL Strengthen Adult SEL Knowledge, Competencies, & Capacity Promote SEL for Students Use Data for Continuous Improvement • • Develop a districtwide vision and plan Promote collaboration Communicate SEL as a district priority Align financial and human resources to support SEL • • Strengthen central office SEL expertise Implement a comprehensive system for SEL professional learning Cultivate Adult SEL Promote Equity-oriented learning environments • • Adopt and implement pre K-12 SEL standards or guidelines Adopt and implement evidence-based programs and practices Develop and strengthen family and community partnerships Integrate SEL into district priorities and initiatives • Establish systems for continuous improvement

What is the Collaborating Districts Initiative? • A national collaboration launched in 2011 aimed at supporting school districts’ 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?

What is the Collaborating Districts Initiative? Began with 8 large urban districts: • • Anchorage, AK Austin ISD, TX Chicago, IL Cleveland, OH • • Nashville, TN Oakland, CA Sacramento, CA Washoe County, NV CASEL partnership provides: • Technical assistance in SEL strategy and execution based on District and School Theory of Action • Co-developed tools to support implementation • Convenings and facilitation for sharing of practices

2011 Anchorage, AK Austin, TX Cleveland, OH 2012 Chicago, IL Du. Page Co. , IL Nashville, TN Oakland, CA Sacramento City, CA Washoe County, NV Warren City, OH Youngstown, OH 2015 Atlanta, GA 2016 El Paso, TX 2017 Boston, MA Dallas, TX Denver, CO Palm Beach, FL Tulsa, OK 2018 Baltimore, MD Minneapolis, MN Washington, DC Directly serving 1. 6 M students

Collaborating Districts Initiative: What have we learned? CASEL’s partner districts have experienced: • Positive growth in both district and school SEL implementation. • Improvements in climate as reported by students. • Improvements in social and emotional competence, most notably in third grade.

Collaborating Districts Initiative: What have we learned? And improvements in: • Academic outcomes. • 5 -10 percentile point increase in reading and math test scores. • Significant and positive gains in GPA. • Attendance in elementary, middle, and/or high school. • Reduced suspensions in elementary, middle, and high school.

Collaborating Districts Initiative: Key Implementation insights 2011 -2017 01 Systemic SEL is possible INSIGHT SEL is ideally 02 integrated throughout the district Districts 07 benefit from collaborating with each other. INSIGHT SEL is ideally 03 integrated throughout the school Data for 06 continuous improvement are essential. INSIGHT Adult SEL matters, 05 too. INSIGHT 04 Successful implementation can follow multiple pathways. INSIGHT 23

Collaborating Districts Initiative: Key Implementation insights 2011 -2017 01 Systemic SEL is possible INSIGHT SEL is ideally 02 integrated throughout the district Districts 07 benefit from collaborating with each other. INSIGHT SEL is ideally 03 integrated throughout the school Data for 06 continuous improvement are essential. INSIGHT Adult SEL matters, 05 too. INSIGHT 04 Successful implementation can follow multiple pathways. INSIGHT 24

Collaborating Districts Initiative: Key Implementation insights 2011 -2017 01 Systemic SEL is possible INSIGHT SEL is ideally 02 integrated throughout the district Districts 07 benefit from collaborating with each other. INSIGHT SEL is ideally 03 integrated throughout the school Data for 06 continuous improvement are essential. INSIGHT Adult SEL matters, 05 too. INSIGHT Successful 04 implementation can follow multiple pathways. INSIGHT

Collaborating Districts Initiative: Key Implementation insights 2011 -2017 01 Systemic SEL is possible INSIGHT SEL is ideally 02 integrated throughout the district Districts 07 benefit from collaborating with each other. INSIGHT SEL is ideally 03 integrated throughout the school Data for 06 continuous improvement are essential. INSIGHT Adult SEL matters, 05 too. INSIGHT 04 Successful implementation can follow multiple pathways. INSIGHT 26

Collaborating Districts Initiative: Key Implementation insights 2011 -2017 01 Systemic SEL is possible INSIGHT SEL is ideally 02 integrated throughout the district Districts 07 benefit from collaborating with each other. INSIGHT SEL is ideally 03 integrated throughout the school Data for 06 continuous improvement are essential. INSIGHT Adult SEL matters, 05 too. INSIGHT Successful 04 implementation can follow multiple pathways. INSIGHT

Collaborating Districts Initiative: Key Implementation insights 2011 -2017 01 Systemic SEL is possible INSIGHT SEL is ideally 02 integrated throughout the district Districts 07 benefit from collaborating with each other. INSIGHT SEL is ideally 03 integrated throughout the school Data for 06 continuous improvement are essential. INSIGHT Adult SEL matters, 05 too. INSIGHT 04 Successful implementation can follow multiple pathways. INSIGHT 28

Collaborating Districts Initiative: Key Implementation insights 2011 -2017 01 Systemic SEL is possible INSIGHT SEL is ideally 02 integrated throughout the district Districts 07 benefit from collaborating with each other. INSIGHT SEL is ideally 03 integrated throughout the school Data for 06 continuous improvement are essential. INSIGHT Adult SEL matters, 05 too. INSIGHT Successful 04 implementation can follow multiple pathways. INSIGHT

Collaborating Districts Initiative: Key Implementation insights 2011 -2017 01 Systemic SEL is possible INSIGHT SEL is ideally 02 integrated throughout the district Districts 07 benefit from collaborating with each other. INSIGHT SEL is ideally 03 integrated throughout the school Data for 06 continuous improvement are essential. INSIGHT Adult SEL matters, 05 too. INSIGHT 04 Successful implementation can follow multiple pathways. INSIGHT 30

Collaborating Districts Initiative: How did they do it? While all districts have advanced in their implementations in all areas of CASEL’s Theory of Action, they have approached the work in different ways. The learnings, resources and artifacts years have been synthesized and curated into the SEL District Resource Center at https: //drc. casel. org/

DISTRICT RESOURCE CENTER launched May 2017 https: //drc. casel. org/ • Synthesis of learnings, artifacts from the CDI organized by CASEL Theory of Action • Address the “how-to” of implementation • Support districts nationwide with systemic SEL implementation by providing 500+ resources and guidance • Highlight the work in the CDI

Q&A

Reflecting Was there anything you heard today that surprised you? Was there something you heard that may change how you think about this work, or what you do?

Thank you! Melissa Schlinger Vice President for Practice and Programs mschlinger@casel. org