Bringing SEL to
Life in One
Illinois High
School
Adlai E. Stevenson High School
Imagine you are
a student at
Adlai E.
Stevenson High
School… It’s
August and time
for mandatory
orientation…
Turn to your neighbor and share
your thoughts.
SEL is the process of acquiring life
skills that include the ability to
recognize and manage emotions;
develop caring and concern for
others; establish positive
relationships; make responsible
decisions, and handle challenging
tasks effectively.
Collaborative for Academic, Social, and Emotional Learning (2005).
Social and Emotional Learning (SEL)
SEL is the process whereby children and adults develop essential
social and emotional skills, knowledge, and attitudes related to:
Recognizing one’s emotions and values as
well as one’s strengths and limitations
Managing emotions
and behaviors to
achieve one’s goals
Selfawareness
Selfmanagement
SEL
Showing
understanding and
empathy for others
Social
awareness
Making ethical,
constructive choices
about personal and social
behavior
Responsible
decisionmaking
Relationship
skills
Forming positive
relationships, working in
teams, dealing effectively
with conflict
Social and Emotional Learning in
Illinois
2001: Children’s Mental Health Task Force Convened
2003: IIllinois Children’s Mental Health Act Passed
Created Children’s Mental Health Partnership and required
all school districts to develop policies that incorporate social
and emotional development in their educational programs
2004: SEL Standards Created
2006: SEL Implementation Initiative
ISBE, ICMHP, CASEL and ROE.
2007: SEL Implementation Grants Provided
2009: SEL Assessment Project- Dr. Marzano
CORE COMPETENCIES &
THE ILLINOIS SOCIAL AND EMOTIONAL
LEARNING GOALS
SelfAwareness
Social Awareness
Self-Management
Relationship Skills
Goal 31:
Develop selfawareness and selfmanagement skills to
achieve school and
life success.
Goal 32:
Use social awareness
and interpersonal
skills to establish and
maintain positive
relationships.
Responsible
Decision-making
Goal 33: Demonstrate
decision-making
skills and responsible
behaviors in personal,
school and community
contexts.
THINK, PAIR, & SHARE
• With a partner, reflect on your understanding
of social emotional learning and discuss any
steps your state has taken toward SEL
implementation
Did You Know?
A number of other states have also developed K12 standards that address one of more
aspects of social and emotional development:
•
•
•
•
•
•
Kansas Standards for Communication
Oklahoma Rubric Describing School Climate
Pennsylvania School Climate Standards (Draft)
Pennsylvania Interpersonal Skills Standards (Draft)
Tennessee Service-Learning Standards
Vermont’s Vital Results Standards within its Framework of Standards and
Learning Opportunities
• Washington Communication Learning Standards
www.casel.org
Why Address Social and
Emotional Competencies?
• 29%-45% of students reported having social
competencies, such as empathy and conflict
resolution skills
• 29% of students reported that their school provided
a caring, encouraging environment
• 40%-60% become chronically disengaged from
school by high school level
• 30% of high school students engage in multiple highrisk behaviors that interfere with school performance
(Durlak, Weissberg, Dymnicki & Taylor, Schellinger, 2011)
SEL Research and Student
Outcomes
• 23% improvement in social and emotional
skills
• 9% improvement in attitudes about self,
others, and school
• 9% improvement in pro-social school and
classroom behavior
• 9% decrease in conduct problems
• 10% decrease in emotional distress
• 11 % improvement in academic performance
(Durlak, Weissberg, Dymnicki, Taylor, and Schellinger, 2011)
SEL Research and Student
Outcomes
• Provide a common language for what teachers already
recognize as critical for student success – (explicit
verses implicit).
• SEL skills can be learned
• SEL competencies are essential for academic
achievement
• Reduce barriers to learning (more time on task).
• Prepares students for workforce skills needed for the
21st century workforce (www.21stcenturyskills.org)
Our Journey… 2007-2008
• Formed SEL Steering Committee
• Engaged in planning and readiness
• Participated in intensive training through ROE
• Utilized EQ assessment instrument to examine
group data
2008-2009
• Formed SEL Curriculum Team
• Created SEL Vision Statement (www.d125.org/sel)
• Conducted needs assessment of students and
staff
• Implemented explicit SEL instruction in Mentor
Program
• Analyzed SEL work across curriculum
• Initial Staff Development Across Divisions
• Utilized EQ assessment instrument to examine
group data
2009-2010
• Provided professional development across
divisions- SEL SMART GOAL
• Expanded School-Connect SEL Curriculum in
Advisory
• Repeated Student Needs-Assessment
• Developed Life Management Course
• Created SEL Parent Sub-committee
• SEL Screening and RtI
District 125 Goal #4
• The percentage of students in each graduating
class who perform at the high level on the
district’s Social Emotional Learning instrument
will increase each year.
2010-2011
•
•
•
•
•
•
•
•
SEL learning targets action step
Inventory and Mapping
Content embedded in orientation
Marketing, marketing, marketing
Professional Development
SEL Screening- a new path?
SEL IEP Goals
Implicit and Explicit Instruction
Why Use Learning Targets?
• Create a vision for student learning
• Clearly articulate what we want students to know and be able to
do
• Are written in student friendly language
• Create common language for entire school community
• Can be classified as:
– Knowledge targets
– Reasoning targets
– Skill targets
– Product targets
(Stiggins, Arter, Chappius, & Chappius, 2006)
SEL Learning Targets- Self Awareness
As a member of the Stevenson High School
community, I will develop Self-Awareness.
3 Categories Under Self-Awareness
• Emotions
• Self-perception
• Strengths & Weaknesses
Self-Awareness: Emotions
• I can identify my emotions.
• I am able to describe how my feelings effect
my own actions.
• I am able to describe the underlying reasons
for my feelings.
• I can predict my emotions given a potential
event or series of events.
• I recognize when I am beginning to feel
stressed.
Self-Awareness: Self-Perceptions
• I recognize how others perceive me.
• I can identify the attitudes that I portray.
• I recognize when I need help.
Self-Awareness: Strengths & Weaknesses
• I can identify my strengths.
• I can predict conditions under which I am
likely to be successful.
• I can identify my areas for growth.
• I recognize that making mistakes is part of the
learning process.
Implicit vs. Explicit
What is implicit SEL
instruction?
What is explicit SEL
instruction?
Why do we need to explicitly teach SEL skills?
Why do we need to explicitly teach SEL skills?
“…there is broad agreement that programs are likely to
be effective if they use a sequenced step-by-step
training approach, use active forms of learning, focus
sufficient time on skills development, and have explicit
learning goals (Bond & Hauf, 2004; Durlak, 1997;
Dusenbury & Falco, 1995; Gresham, 1995). These four
recommended practices form the acronym SAFE (for
sequenced, active, focused, and explicit.”
(Durlak, Weissberg, Dymnicki, Taylor, Schellinger, 2011, p. 408)
Explicit SEL Instruction in Freshman EnglishMr. Joe Geocaris
Facing Challenges: How Does Adversity
Influence One’s Self-Concept?
Poetry Argument and Pre-Writing
School Connect – Advisory Lessons
Lindsay Perkins, Sarah Bowen, Allison Kulla, John Mortillaro, Hector Vazquez
• Program Overview
• SEL Screening (Bar-On EQ) in FMP
• Data Review by Freshman Team
School Connect – Advisory Lessons
Lindsay Perkins, Sarah Bowen, Allison Kulla, John Mortillaro, Hector Vazquez
September 8October 20November 3December 1January 19February 16March 16April 13May 11May 18-
Introduction to SEL
Developing Academic Support
Administer Bar-On EQ
Study Habits
Talking to Teachers
Reflecting on Grades
Problem-Solving Skills
Recognizing Character Strengths
Coping with Change and Uncertainty
Empathizing with Others
School Connect – Advisory Lessons
Lindsay Perkins, Sarah Bowen, Allison Kulla, John Mortillaro, Hector Vazquez
Lesson 1.6: Empathizing with Others
Curriculum provides detailed information related to:
Enduring understandings, essential questions, objectives, key
terms, lesson synopsis, background information, teaching
tips, preparation, recommended resources
I
N
D
I
V
TIER 3
SEL
Resource
Curriculum
SEL
Lessons in
Mentor
Program
Individual
Counseling
T
X
S
Review of BARON- EQ Data
TIER 2
Freshman
Mentor
Program
Doubleperiod
Algebra
AYD
SEL
Lessons in
Advisory
SEL
Embedded
in Group
Counseling
Life
Managemen
t Course
T
X
S
SEL Embedded in Core Curriculum
TIER 1
AESHS
Standard
Curriculum
Math
AESHS
Standard
Curriculum
Science
AESHS
Standard
Curriculum
English
AESHS
Standard
Curriculum
Social Sci
Sample of AESHS Pyramid of Interventions
G
R
O
U
P
Triangle format
adapted from D211
Problem-Solving Chart
IEP Goals
• SHORT TERM OBJECTIVE MODEL
• In the area of [NAME SEL COMPETENCY], [NAME
THE STUDENT] will demonstrate at least one
strategy to [NAME THE VERB i.e. improve,
employ, display, express, acknowledge etc.)
[NAME SKILL UNDER THE COMPETENCY] during
[#] out 6 group sessions/classroom interactions
as evidenced by [GIVE EXAMPLES OF ACTIONS]
IEP Goals
• SHORT TERM OBJECTIVE MODEL
• In the area of [Self-Awareness], [Johnny] will
demonstrate at least one strategy to (improve)
[Self-Perception Skills] during [4] out 6 group
sessions/classroom interactions as evidenced by
[recognizing how others perceive him] and
[recognizing the attitudes he portrays] .
Future Work
Formative Assessment of SEL
• CASEL & ISBE teamed up with the Marzano
Research Laboratory to create rubrics for
assessing Illinois State Learning Standard SEL
skills
• The rubrics will be based on Marzano’s 4.0
scoring scale
4.0
In addition to Score 3.0, in-depth inferences and applications that go
beyond what was taught.
3.0
No major errors or omissions regarding any of the information and/or
processes (simple or complex) that were explicitly taught
2.0
No major errors or omissions regarding the simpler details and processes
but major errors or omissions regarding the more complex ideas and
processes.
1.0
With help, a partial understanding of some of the simpler details and
processes and some of the more complex ideas and processes.
0.0
Even with help, no understanding or skill demonstrated.
Marzano, Robert. Classroom Assessment and Grading That Work. Alexandria:
ASCD, 2006.
Future Work
Formative Assessment of SEL
THINK, PAIR, & SHARE
What might be some barriers to school-wide
teacher assessment of, and feedback about
their students’ social-emotional competence?
Create Your 1-minute Elevator Speech
Professional Development
Issues Facing GLBTQ Youth:
2-Part Lunch N Learn Series
• Rationale
• Learning Targets
• Connection to SEL Competencies
References
Bar-On, R. (1997). The Emotional Quotient Inventory: technical manual. Toronto, ON:
Multi Health Systems.
Beland, K., & Douglass, J. (2009). School-Connect: Optimizing the high school experience.
Bethesda: School-Connect.
Devaney, E., O’Brien, M. U., Resnik, H., Keister, S., & Weissberg, R. P. (2006). Sustainable
Schoolwide Social and Emotional Learning (SEL): Implementation Guide. The University
of Illinois Chicago: The Collaborative for Academic, Social, and Emotional Learning.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The
impact of enhancing students’ social and emotional learning: A meta-analysis of schoolbased universal interventions. Child Development, 82 (1), 405-432.
Marzano, R. J. (2006). Classroom assessment & grading that work. Alexandria, VA: ASCD.
Payton, J. W., Weissberg, R. P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., &
Pachan, M. (2008). Positive impact of social and emotional learning for kindergarten to
eighth-grade students: Findings from three scientific reviews. Chicago, IL: CASEL.
Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student
learning: Doing it right- using it well. Educational Testing Center.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.), (2004). Building academic
success through social and motional learning: What does the research say? New York:
Teachers College Press.
Contact Information
• Amy Altschuler, Student Support Team Coordinator
[email protected]
• Kim Lechner, Student Support Team Coordinator
[email protected]
• David Saxe, Assistant Principal
[email protected]
• Andy Schroeder, Student Support Team Coordinator
[email protected]
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