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SEL Competencies Across the Content Areas

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1. 1. SOCIAL AND EMOTIONAL LEARNING 1 Transforming Students' Lives with Social and Emotional Learning To appear in the Handbook of Emotions in Education Marc A. Brackett & Susan E. Rivers Yale Center for Emotional Intelligence Yale University Address correspondence to: Marc A. Brackett Yale Center for Emotional Intelligence 340 Edwards Street P.O. Box 208376 New Haven, CT 06520-8376 marc.brackett@yale.edu

2. 2. SOCIAL AND EMOTIONAL LEARNING 2

3. 3. SOCIAL AND EMOTIONAL LEARNING 3 Transforming Students' Lives with Social and Emotional Learning How educators and students process and respond to emotions influences children's education in ways that affect their social, emotional, and cognitive development. A recent meta- analysis of research on programs focused on social and emotional learning (SEL) shows that a systematic process for promoting students' social and emotional development is the common element among schools that report an increase in academic success, improved quality of relationships between teachers and students, and a decrease in problem behavior (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). SEL can be especially powerful when grounded in theory and empirical evidence, and when adult stakeholders in children's education are actively involved in cultivating and modeling their own social and emotional competencies (Brackett et al. 2009). As this chapter illustrates, SEL programming results in significant shifts in social, emotional, and academic competencies as well as improvements in the quality of learning environments. There is growing recognition at the local, state, and federal levels in the United States (US) and around the world that schools must meet the social and emotional developmental needs of students for effective teaching and learning to take place and for students to reach their full potential (http://casel.org/research/sel-in-your-state/). Efforts to promote SEL in schools align with the views of leading economists who have been calling for a greater focus on what have been traditionally referred to as "soft" skills. Nobel Laureate, James Heckman, has written that the greatest returns on education investments are "from nurturing children's non-cognitive skills, giving them social, emotional and behavioral benefits that lead to success later in life..." (Heckman & Masterov, 2004). Heckman argues that investing in emotion skills is a cost- effective approach to increasing the quality and productivity of the workforce through fostering workers' motivation, perseverance, and self-control. As increasing efforts move toward better preparing youth to enter and contribute to a competitive and global workforce, epidemiological evidence suggests that the basic needs of youth still are not being met. For example, the incidence of emotional disturbances among youth in the US is widespread. Approximately one in five American adolescents experience problems with anxiety or depression (e.g., Benjamin, Costell, & Warren, 1990; Kessler & Walters, 1998) and prescribed antidepressants are being used at exceedingly high rates (Delate, Gelenberg, Simmons, & Motheral, 2004; Olfson & Marcus, 2009). Adolescents with a history of anxiety and depression are more likely to engage in risky and maladaptive behaviors such as using illicit drugs, withdrawing from friends, disconnecting from school, and bullying classmates (Substance Abuse and Mental Health Services Administration [SAMHSA], 2005). Youth in the U.S. are more likely to experience intimidation or verbal abuse from peers at school compared to those in other developed countries (e.g., England, Italy, Japan; Miller, Malley, & Owen, 2009), and recent trends show that 28% of students aged 12-18 years report being victims of bullying (DeVoe & Murphy, 2011). These behaviors are problematic, threatening the physical and psychological health of youth, diminishing their ability to engage in learning and in society, and underscoring the need for SEL programming. In this chapter, we describe the objectives and theoretical underpinnings of SEL, highlight research findings demonstrating the evidence supporting SEL programming, and advocate for comprehensive and systematic implementation of SEL programming in schools. We also provide overviews of several SEL programs with evidence of success, and present one program in particular, The RULER Approach to SEL (RULER), that incorporates both the science of emotions and ecological systems theory into its theory of change, content, and methods of implementation and sustainability.

4. 4. SOCIAL AND EMOTIONAL LEARNING 4 What is SEL? SEL refers to the process of integrating thinking, feeling, and behaving in order to become aware of the self and of others, make responsible decisions, and manage one's own behaviors and those of others (Elias et al., 1997). Intervention programs focused on SEL are designed to facilitate this process in systematic and comprehensive ways within schools and districts. The SEL movement stems, in part, from scientific research on emotional intelligence (EI; Salovey & Mayer, 1990), which was later popularized by Daniel Goleman (1995). EI refers to the mental abilities associated with processing and responding to emotions, including recognizing the expression of emotions in others, using emotions to enhance thinking, and regulating emotions to drive effective behaviors (Mayer & Salovey, 1997; Salovey & Mayer, 1990). These abilities are likely to be associated with social competence, adaptation, and academic success (see review by Mayer, Roberts, & Barsade, 2008). Also, see Roberts (this volume). Schools increasingly are implementing school-wide SEL policies and curricula in order to foster caring relationships between teachers and students, cooperation and conflict reduction among students, a greater sense of school safety, and the development of social and emotional skills in students, teachers, and school leaders (Greenberg et al., 2003; Zins, Weissberg, Wang, & Walberg, 2004). However, some of these efforts have been limited in that they (1) focus too narrowly on specific social or emotional variables, such as preventing bullying, substance abuse, unhealthy sexual practices, delinquency, or violence; or promoting character development, career preparation, family life, community service, or physical or mental health or (2) are introduced in a piecemeal, unsystematic fashion. These, often disjointed, efforts do not fall under the umbrella of SEL programming (Devaney et al., 2006). SEL programming offers a more unified and coordinated approach that targets a broader spectrum of positive youth outcomes that extend into lifelong success, including enhancing the social-emotional climates of classrooms, schools, and districts (Greenberg et al., 2003). Specifically, SEL programs are designed to create learning environments that meet the developmental needs of students, including feelings of belonging, safety, and community, and thus provide ideal conditions for success across the domains of their lives - academics, relationships, personal, and ultimately in the workforce (Becker & Luthar, 2002; Catalano, Berglund, Ryan, Lonczek, & Hawkins, 2004). The Collaborative for Academic, Social, and Emotional Learning (CASEL), a nonprofit entity that advocates and provides leadership for high quality SEL programming and learning standards, identifies five core competencies associated with SEL: self-awareness, self- management, social awareness, relationship management, and responsible decision making (Zins, Weissberg, et al., 2004). Figure 1 illustrates and describes these competencies.

5. 5. SOCIAL AND EMOTIONAL LEARNING 5 Figure 1. CASEL SEL Competencies Self-awareness Accurately assessing one's feelings, interests, values, and strengths; maintaining a well-grounded sense of self-confidence Self-management Regulating one's emotions to handle stress, control impulses, and persevere in overcoming obstacles; setting and monitoring progress toward personal and academic goals; expressing emotions appropriately Social awareness Taking the perspective of and empathizing with others; recognizing and appreciating individual and group similarities and differences; recognizing and using family, school, and community resources Relationship management Establishing and maintaining healthy and rewarding cooperative relationships; resisting inappropriate social pressure; preventing, managing, and resolving interpersonal conflict; seeking help when needed Responsible decision making Making decisions based on consideration of ethical standards, safety concerns, appropriate social norms, respect for others, and probable consequences of various actions; applying decision-making skills to academic and social situations; contributing to the well-being of one's school and community The design of SEL programs helps schools use curricular tools and strategies to develop in students the competencies delineated in Figure 1 (Zins, Bloodworth, Weissberg, & Walberg, 2004). Thus, SEL is one entryway for educators to influence student outcomes by teaching competencies that contribute to optimal outcomes. Although limited research shows that changing a student's IQ may be possible (Becker, Ludtke, Trautwein, Koller, & Baumert, 2012; Brinch & Galloway, 2011), copious research shows that students can learn how to use their emotions to make healthy decisions and to manage behavior effectively (Durlak et al., 2011; Durlak & Weissberg, 2011). For example, self-management, which includes controlling one's impulses, is a critical component of success in school and in life. Children who are better able to self regulate have greater impulse control and pay more attention in school (Lane, Pierson, & Givner, 2003; McClelland et al., 2007). Self-regulation in childhood is related to better concentration during adolescence, which leads to higher academic grades as well as better

6. 6. SOCIAL AND EMOTIONAL LEARNING 6 performance on standardized tests (Eigsti et al., 2006; Mischel, Shoda, & Rodriguez, 1989). There also is some evidence that children who are poor at self-regulation are more likely to spend time in prison later in life compared to their peers who are better at self-regulation (Mischel & Ayduk, 2004). A number of investigations, including large-scale experiments, support the notion that targeted SEL interventions can both improve the social-emotional attributes of classrooms and facilitate students' social-emotional and academic well-being (e.g., Brackett, Rivers, Reyes, & Salovey, 2012; Brown, Jones, LaRusso, & Aber, 2010; Raver et al., 2011). For example, a meta- analysis of 213 studies evaluating SEL programming efforts demonstrates its benefits to youth from elementary through high school and across urban, suburban and rural schools in the U.S. (Durlak et al., 2011). Almost half (47%) of the reviewed interventions were tested by randomizing students or classrooms to either receiving the SEL program or to functioning as a control group. Primary outcomes were increases in students' social and emotional skills, improvements in students' prosocial attitudes and behavior, better mental health, and improved academic performance, including an 11-percentile-point gain in achievement assessed through report card grades and test scores. Theoretical Foundations of SEL The concept of SEL is grounded in the field of positive youth development which upholds that the needs of youth must be addressed by creating environments or settings that promote outcomes like school achievement, mutually supportive relationships with adults and peers, problem solving, and civic engagement (Catalano et al., 2004; Greenberg et al., 2003). Efforts to promote positive youth development differ from those aimed at reducing risk factors in that they are focused on enhancing skills, building assets, and promoting resilience to achieve positive outcomes (Catalano, Hawkins, Berglund, Pollard, & Arthur, 2002). Positive youth development interventions like SEL programming typically utilize a skill-building, whole-child approach that is focused on cultivating assets, not on preventing problems. Schools are predominant settings that serve the educational and developmental needs of youth, and thus are compelling targets for universal efforts to promote positive youth development. To accomplish this broader educational agenda, school-based programming needs to meet two standards: (1) enhance the social and emotional assets and learning of students across the curriculum, and (2) improve the quality of the environments in which academic, social, and emotional learning occurs (Greenberg et al., 2003; Zigler & Bishop-Josef, 2006; Zins, Elias, Greenberg, & Weissberg, 2000). Thus, the success of any attempt to educate the whole child is dependent upon the extent to which learning occurs in caring, supportive, safe, and empowering settings. This premise has roots in ecological systems theory and self-determination theory. Ecological systems theory posits that the settings youth inhabit, like school, shape their development (Bronfenbrenner, 1979). Features of school settings that are related to positive youth development include opportunities for empowerment and skill building, the presence of supportive adults and peers, and being safe and orderly (Catalano et al., 2004). According to self- determination theory, youth are more likely to flourish when in settings that address their social and emotional needs, such as experiencing meaningful relationships, having confidence in their abilities, and feeling autonomous (Deci & Ryan, 1985). Students are more likely to thrive in classrooms that foster meaningful, caring, safe, and empowering interactions (e.g., Battistich, Solomon, Watson, & Schaps, 1997; McNeely, Nonnemaker, & Blum, 2002; Osterman, 2000). It is the responsibility of schools to provide enriching environments for young people to assimilate into and contribute to society. Convincing empirical evidence indicates that schools can be highly effective in promoting positive youth development even in (and perhaps especially

7. 7. SOCIAL AND EMOTIONAL LEARNING 7 in) the presence of other contextual variables such as low family socioeconomic status and segregated, economically depressed neighborhoods (McEvoy & Welker, 2000; Solomon, Battistich, Kim, & Watson, 1997). Learning climates also can thwart development if they are not well designed (Bronfenbrenner, 1979; Moos, 1979). A powerful example comes from the high- stakes testing environment prevalent in the No Child Left Behind (NCLB) era. This climate may very well have damaged the protective emotional connection many youth have with school and teachers (Mulvenon, Stegman, & Ritter, 2005). When youth do not feel connected to school, their grades slip, they become disruptive in class, and they are unlikely to aspire to higher educational goals. Struggling students are most vulnerable to the anxiety and frustrations accompanying standardized tests, and over time they are more likely to give only token efforts in school (Paris, 1993). Such environments pose real threats to the availability of school resources like caring relationships and empowerment-building opportunities (Ravitch, 2010). Teachers, as the primary actors in classroom settings, have a significant opportunity to affect the positive development of youth not only through the content of their instruction but also through the quality of their social interactions and relationships with youth, including how they both manage behavior in the classroom and model social and emotional processes (e.g., Hamre & Pianta, 2001; Jennings & Greenberg, 2009). However, few professional development opportunities exist that help teachers improve their interactions with youth along these lines (Hargreaves, 1998). In the next section, we describe examples of SEL programming efforts as a promising approach for fostering positive youth development. Examples of SEL Programs CASEL's best practices guidelines for SEL programming include the development of a specific set of skills related to social and emotional development using active learning techniques that are connected and coordinated (CASEL, 2003). CASEL further advocates that quality SEL programming needs to include a comprehensive and systematic approach, one that involves all the stakeholders involved in the students' education (Devaney, O'Brien, Resnik, Keister, & Weissberg, 2006). By definition, programs that can be classified as addressing SEL integrate emotions in some way, such as helping students identify, talk about, and regulate feelings. Here we briefly review four SEL programs that provide emotion skill-building opportunities for students. One program will be explored in depth in the final section of the chapter to more fully illustrate how quality SEL programming is grounded in emotions theory, has an articulated theory of change that is supported empirical evidence, has a detailed implementation plan that includes children and the adult stakeholders in their education, and has in place practices for sustainability. Information on other programs can be found in reviews by CASEL (2003). Promoting Alternative Thinking Strategies (PATHS). PATHS is an SEL program for preschool and elementary school designed to increase social and emotional competence; prevent violence, aggression, and other behavior problems; improve critical thinking skills, and enhance classroom climate (Greenberg, Kische, & Mihalic, 1998). PATHS derives from the affective- behavioral-cognitive dynamic (ABCD) model of development which postulates that social competence is achieved when affect, behavior, and cognition work together (Greenberg, Kusche, & Riggs, 2004). This collaborative networking of emotional, behavioral, and cognitive systems occurs over the course of development as emotional responses begin to be verbalized and processed cognitively so that behavior can be controlled. Teachers trained on PATHS teach lessons on self-control, social problem solving, and emotional awareness and understanding. PATHS also includes lessons on labeling and expressing feelings using drawings of faces expressing different feelings and through conversations about feelings (Greenberg, Kusche,

8. 8. SOCIAL AND EMOTIONAL LEARNING 8 Cook, & Quamma, 1995). Teachers using PATHS typically teach three 20-30 minute lessons per week. PATHS for the elementary level has been shown to: improve children's feelings vocabulary, and their understanding of their own feelings and those of others (Greenberg et al., 1995); increase children's inhibitory control and their verbal fluency; and reduce behavioral problems (Riggs, Greenberg, Kusche, & Pentz, 2006). Among high-risk children, PATHS has positive effects on academic, social, and emotional skills; peer interactions, and engagement in problem behaviors (Conduct Problems Prevention Research Group [CPPRG], 1999). Preschool PATHS has been shown to increase social competence and reduce social withdrawal (Domitrovich, Cortes, & Greenberg, 2007). The Responsive Classroom (RC) Approach. The RC approach is a way of teaching that integrates the social, emotional, and academic needs of children. RC includes ten classroom practices designed for both optimal learning and creating a classroom where children feel "safe, challenged, and joyful" (www.responsiveclassroom.org). Examples of classroom practices include: 1) the morning meeting wherein children and teachers greet each other, share the day's news, and prepare for the day ahead; and 2) use of teacher-led collaborative problem-solving strategies such as role-playing and conferencing. Central to these classroom practices are a balanced emphasis on children's academic and social learning, as well as creating an environment that is academically challenging and building social skills (Rimm-Kaufman, Fan, Chiu, & You, 2007). RC offers myriad resources and training supports to help with implementation and sustainability. Once classroom practices are in place, extensions to the larger school and family community are made. Emerging evidence suggests that RC impacts the social and emotional climate of the classroom, as well as student outcomes. Students in third to fifth grade classrooms that adopt RC report liking their school more and having more positive feelings toward learning, their teachers, and their classmates (Brock, Nishida, Chiong, Grimm, & Rimm-Kaufman, 2008). Results from quasi-experimental studies have shown an increase in reading and math scores as well as closer relationships with teachers, more pro-social skills, more assertive behavior, and less fear among children in RC classrooms compared to those in comparison classrooms after multiples years of exposure to the RC approach (Rimm-Kaufman et al., 2007; Rimm-Kaufman & Chiu, 2007). Teachers using the RC approach also report engaging in more collaboration with other teachers and having more positive perceptions of the school (Sawyer & Rimm Kaufman, 2007). The Reading, Writing, Respect, and Resolution (4Rs) Program. 4Rs trains teachers to use a literacy-based curriculum that includes lessons on conflict resolution, cultural difference, and cooperation (Jones, Brown, & Aber, 2008). 4Rs is designed to combine specific instructional, skill-building techniques and also model positive social norms. A randomized control trial of 18 schools with 82 third grade classrooms showed evidence that 4Rs impacts the social and emotional climate of the classroom, which reflects the extent to which the interactions between teachers and students reflect warmth and support, a lack of anger and hostility, consistent response from teachers to the needs of students, and teacher integration of students' ideas and interests into learning activities (Brown et al., 2010). Encouraging effects have been found (Aber, Jones, Brown, Chaudry, & Samples, 1998). After the first year, trained, independent observers, rated 4Rs classrooms higher in quality of student-teacher interactions and teacher's sensitivity to student needs (Brown et al., 2010). After two years in the program, children were rated as more socially competent, more attentive, and less aggressive than their peers in comparison classrooms (Jones, Brown, & Aber, 2011). The RULER Approach to SEL. RULER is anchored in the achievement model of emotional literacy, which states that acquiring and valuing the knowledge and skills of

9. 9. SOCIAL AND EMOTIONAL LEARNING 9 recognizing, understanding, labeling, expressing, and regulating emotion (i.e., the RULER skills) is critical to youth development, academic engagement and achievement, and life success (Rivers & Brackett, 2011). RULER's sustainability model includes systematic professional development for the adults involved in the education of children, including teachers, support staff, school and district leaders, and parents. RULER provides opportunities for adults and students to practice applying and modeling their RULER skills in ways that make emotions central to learning, teaching, and leading. Learning tools and lessons are integrated into the standard academic curriculum from preschool through high school. RULER is the focus of the case study included in the next section. Case Study: The RULER Approach to SEL RULER is a multi-year, structured program that combines an emotional literacy curriculum for students with comprehensive professional development for school leaders, teachers, and support staff, as well as training for families (Brackett et al., 2009; Brackett, Rivers, & Salovey, 2011; Maurer & Brackett, 2004). Emotional literacy refers to an individual's attitudes, knowledge, and expertise regarding five key emotion skills: recognizing emotions in the self and others, understanding the causes and consequences of emotions, labeling emotional experiences with an accurate and diverse vocabulary, and expressing and regulating emotions in ways that promote both intra- and interpersonal growth (Brackett et al., 2009; Brackett, Rivers, Maurer, Elbertson, & Kremenitzer, 2011). These RULER skills are important for effective teaching and learning, decision making, relationship quality, and both health and well-being for children and adults (e.g., Mayer et al., 2008). The achievement model of emotional literacy, on which RULER is based, is an outgrowth of the ability model of EI (Mayer & Salovey, 1997; Salovey & Mayer, 1990) and is anchored in research on emotional development (e.g., Denham, 1998) and emotional competence (e.g., Saarni, 1999). EI theory proposes that the ability to reason about and leverage emotion enhances thinking, problem solving, relationships, and personal growth (Mayer & Salovey, 1997; Salovey & Mayer, 1990). Indeed, individuals with higher EI tend to perform better in school (Gil-Olarte Marquez, Palomera Martin, & Brackett, 2006; Rivers, Brackett, & Salovey, 2008), have better quality relationships (Brackett, Warner, & Bosco, 2005; Lopes et al., 2004), resolve conflict in more constructive ways (Brackett, Rivers, Shiffman, Lerner, & Salovey, 2006), solve social reasoning problems more effectively (Reis et al., 2007), and engage less frequently in unhealthy behaviors (Brackett, Mayer, & Warner, 2004; Trinidad & Johnson, 2002). The achievement model conceptualizes emotional literacy as distinct from the conceptualization of EI: whereas EI refers to an individual's fixed capacity or ability to reason with and about emotion-related information, emotional literacy focuses on the malleable aspects of emotion-related information, the knowledge and strategies that are acquired through experience and formal instruction. In other words, emotional literacy results from the acquisition and utilization of essential emotion skills, similar to how children learn how to write and communicate effectively. Developmental literature on emotion-related abilities has informed the achievement model of emotional literacy in myriad ways. Based on the idea that emotion-related skills emerge in infancy, grow in preschool, continue to develop through the school-age years, and parallel the increase in cognitive capacities over the life course (Eccles, 1999), emotional literacy provides a framework for tailoring lessons to age, in order to match the levels of cognitive, social, and emotional development necessary to learn important emotion-related skills. For instance, Saarni (1999) found that five year olds can only describe situations that lead to the expression of basic emotions, whereas seven year olds can describe situations that lead to the expression of more

10. 10. SOCIAL AND EMOTIONAL LEARNING 10 complicated emotions of pride, worry, and guilt. However, only by age 10, can children describe situations that elicit relief or disappointment. These increases in emotional understanding over time inform the scaffolded approach that the achievement model of emotional literacy supports. According to the achievement model, emotional literacy develops through: 1) an appreciation of the significance of emotions in learning, relationships, and personal growth; 2) the acquisition of knowledge and skills related to the full range of emotions; 3) being in environments that are safe and supportive for experiencing a wide range of emotions and practicing RULER skills; 4) frequent exposure to adults and peers expressing a range of emotions and modeling RULER skills; and 5) consistent opportunities to practice using RULER skills in social interactions with accompanied feedback on their application so that their use becomes refined and more automatic. The RULER Skills "RULER" represents each of the five interrelated emotional literacy skills. The acronym is not intended to reflect a hierarchy in which one skill precedes another in a progressive chain as the development of one RULER skill likely influences another. For example, as a young boy's emotion vocabulary (labeling emotion) becomes more sophisticated, he likely will become more skilled at reading a friend's facial expression (recognizing emotion), because language helps to shape the sensory processing involved in seeing another person's face (Feldman Barrett, Lindquist, & Gendron, 2007). Here, for simplicity, we describe briefly each skill separately. Recognizing emotion. Recognizing the occurrence of an emotion - by noticing a change in one's own thoughts or body, or in someone else's facial expression or voice - is the first clue that something important is happening in the environment. Students who accurately recognize emotional cues, both their own and those expressed by others, are able to modify their own behavior and respond in ways that are socially appropriate and helpful (Ekman, 2003). For example, the student skilled at recognizing emotions likely would behave differently toward a friend who is smiling than toward a classmate with pressed lips and furrowed brows. The smile reveals joy and invites the student to approach, whereas the latter cues represent anger and inform the student to stay away or approach with caution. Understanding emotion. Emotions are triggered by appraisals of events and lead to relatively distinct patterns of physiology, thoughts, and behaviors. Students with a deeper understanding of emotion know the causes and consequences of different emotions, as well as how discrete emotions like disappointment, excitement, and anger may influence their attention, thoughts, decisions, and behavior. This skill helps students to interpret situations more readily from others' perspectives and to develop empathy (Denham, 1998). For instance, a teenager who understands that his friend's unusual angry outburst is likely related to the divorce of his parents, might empathize with him, and encourage him to talk about his feelings. Labeling emotion. Labeling emotion refers to making connections between an emotional experience and emotion words. Students with a mature "feelings vocabulary" can differentiate among related emotions like peeved, annoyed, angry, and enraged. Labeling emotions accurately helps students communicate effectively, reducing misunderstanding in social interactions. Indeed, students who can label emotions properly have more positive social interactions and perform better in school, whereas students with deficits in labeling emotions are known to have behavioral and learning problems (Rivers, Brackett, Reyes, Mayer, et al., 2012). Expressing emotion. Expressing emotion refers to knowledge about how and when to express diverse emotions with different people and in multiple contexts. Children who are skilled in this area understand that unspoken rules for emotional expression, also called "display rules," often direct how emotions are expressed and tend to modify their behavior accordingly. Display

11. 11. SOCIAL AND EMOTIONAL LEARNING 11 rules, often codified in childhood as "manners," vary across contexts (home and school) and often are culturally specific. For example, it is generally less acceptable in Asian cultures to express negative emotions like anger to others than in Western cultures (Argyle, 1986). For many emotions, there also are gender-specific norms for expression (Shields, 2002); expressing anger is generally considered acceptable for boys, but not for girls, while expressing sadness is more acceptable for girls than for boys. Regulating emotion. Regulating emotion refers to the strategies used to manage the thoughts, feelings, and behaviors related to an emotional experience (Eisenberg, Fabes, Guthrie, & Reiser, 2000). Emotions can be prevented (test anxiety can be avoided), reduced (frustration toward someone can be lessened), initiated (inspiration can be generated to motivate a group), maintained (tranquility can be preserved to stay relaxed), or enhanced (joy can be increased to excitement when sharing important news) (Brackett et al., 2011). Students who know and use a wide range of emotion regulation strategies are able to meet different goals, such as concentrating on a difficult test and dealing with disappointing news, and managing challenging relationships. For a more detailed review of the emotion regulation literature see Jacobs and Gross (this volume). RULER Theory of Change. RULER's theory of change for student development and outcomes is rooted in both the achievement model of emotional literacy (Rivers & Brackett, 2011) and ecological systems theory (Bronfenbrenner, 1979). The theory specifies a set of pathways through which RULER influences emotional literacy skill development and positive shifts in school and home communities, as illustrated in Figure 2. Accordingly, RULER both integrates the teaching of emotional literacy into the academic curriculum and provides opportunities for students and all adult stakeholders - school leaders, teachers, staff, and family members - to learn and then apply these skills in their daily interactions. The integration into existing curriculum and training of both students and adults is the cornerstone of RULER. Moreover, the focus on both shifting the attitudes and developing the skills of the adults who create learning environments in addition to training them how to teach lessons to students makes RULER unique. The intervention strategy for RULER is to integrate it into both the classroom and system (school or district) in ways that sustain it (CASEL, 2003; Catalano et al., 2004). First, adult stakeholders participate in professional development and program training so that emotional literacy is being developed, modeled, and practiced regularly. This ensures RULER is embedded into all aspects of the school environment including social interactions, self-reflective activities, and teaching. Only then do teachers begin using the student-level curriculum in the classroom and involve family members in their own training.

12. 12. SOCIAL AND EMOTIONAL LEARNING 12 Figure 2. The RULER Approach theory of change for students. As Figure 2 illustrates, RULER has two proximal outcome targets: 1) enhanced emotional literacy (RULER) skills among students and all adult stakeholders, and 2) enhanced emotional climate (quality of social and emotional interactions) across settings, including the classroom, school, district, and home. These proximal outcomes mutually reinforce each other so that individual skill development enhances the emotional quality in each setting and vice versa. RULER also has three primary distal outcomes for students: 1) academic performance, 2) relationship quality, and 3) health and well-being. The simultaneous development of students' emotional literacy skills and enriched emotional climate are the bases for these distal outcomes (Brackett et al., 2012; Reyes, Brackett, Rivers, White, & Salovey, 2012). The theoretical rationale for this proposition is multifold. First, emotional literacy skills among youth and adolescents are associated positively with each of the distal outcomes. Accumulating empirical evidence shows that children and youth with more developed RULER skills have greater social competence, psychological well-being, and academic performance (Denham, 1998; Fine, Izard, Mostow, Trentacosta, & Ackerman, 2003; Rivers, Brackett, Reyes, Mayer, et al., 2012; Saarni, 1999). Those with less developed emotion skills are more likely to experience depression and anxiety, engage in violent behaviors such as bullying, use drugs and alcohol, destructive relationships, and have poor academic performance (e.g., Eisenberg et al., 2000; Halberstadt, Denham, & Dunsmore, 2001; Saarni, 1999). Thus becoming emotionally literate can be critical to developing into a healthy and productive adult. Second, as stated earlier in this chapter, a positive emotional climate in the classroom meets students' basic development needs for caring and supportive relationships, including the feeling that their opinions count and are respected (Deci & Ryan, 1985; Deci, Vallerand, Pellietier, & Ryan, 1991). There also are numerous plausible mediating variables between RULER's proximal and distal outcomes, among which may include student engagement, decision making, problem-solving ability, and enhanced mental health (Brackett, Reyes, Rivers, Elbertson, & Salovey, 2011; Reyes et al., 2012). Implementation of RULER. Initial implementation of RULER typically extends across a two-year period. By the third year, schools gradually become independent from the program developers, and sustainable, positive effects are expected. The comprehensive sustainability model is designed to build

13. 13. SOCIAL AND EMOTIONAL LEARNING 13 capacity within schools using a train-the-trainer approach to preserve the programs over time. Figure 3 depicts the action steps for the first year of implementation. Briefly, the first action step involves securing the commitment from key stakeholders, including the superintendent, school board, building-level administrators, teachers, and support staff (e.g., school counselors and psychologists). These stakeholders, who are more likely to champion the program if they are included in the early planning phase, need to: 1) understand the program's evidence base, 2) make explicit the links between the program's principles and the philosophy, policies, and current practices of the school, and 3) understand how the program can help the school enhance the social, emotional, and academic growth of students and staff. Figure 3. Year 1 Implementation Plan for RULER The second action step involves training for both district- and building-level administrators who learn how emotions impact relationships and organizational climate, as well as how they can harness the wisdom of emotions to both become more effective leaders and create optimal learning environments. Administrators hone their RULER skills, learn how to use program tools, and work toward developing a long-term sustainability plan. This training also gives leaders the credibility to promote the program. The creation of a district-wide steering committee and school-based implementation teams marks the third action step. The steering committee functions in an advisory and decision- making capacity to the implementation teams at each school and the district itself. Generally schools appoint a coordinator to manage the rollout and key contact for the program developers, steering committee, and implementation teams. School districts ultimately want to develop the internal capacity to sustain and enhance program implementation. Thus, the fourth action step involves the development of turnkey trainers, usually implementation team members, who learn about program concepts and tools in order to expedite and monitor the rollout at individual schools. Turnkey trainers should represent educators from different grade levels and areas of expertise (e.g., science, language arts, and pupil support personnel), and who are known for their social, emotional, and leadership skills and for being excellent presenters and group facilitators. Turnkey trainers attend a 30-hour

14. 14. SOCIAL AND EMOTIONAL LEARNING 14 institute led by RULER experts and then receive online support and coaching. Schools and districts with greater readiness for RULER often send a team of trainers to a RULER institute in advance of rolling out the program. These turnkey trainers can become the internal change agents that guide the school or district throughout the implementation process. Action Steps 5 and 6 involve training and support first for teachers and support staff and then for students and families. Adult educators first develop their own RULER skills and learn how emotions influence learning, relationships, and health before they begin teaching students about emotional literacy. Thus, in the initial rollout year, teachers first learn and use and then teach their students the "anchors" of emotional literacy, four tools that were designed to help both adults and children to develop their RULER skills, self-and social awareness, empathy, and perspective-taking ability, as well as to foster a healthy emotional climate. One the anchors are implemented with fidelity, teachers learn how to integrate the Feeling Words Curriculum, a language-based emotional literacy program for students. The next section includes descriptions of these components. The success of RULER is dependent, in part, on adult family members being active participants. Like educators and students, RULER includes training for family members on how to develop and apply each of the RULER skills at home in order to foster healthy relationships, greater bonding among family members, academic performance, and well- being. Mistakenly, some school leaders separate emotional literacy programming from the essential components of instruction, jeopardizing its perceived importance and sustainability. For this reason, Step 7 focuses on embedding RULER into the school's mission, overarching curriculum and instruction, and behavior support policies. For example, the anchor tools, described in the next section become part of each school's approach to managing conflict. Finally, because optimal professional development is on-going, collaborative, and reflective (National Staff Development Council [NSDC], 2001), turnkey trainers and other educators' learning continues after initial training. Advanced training includes skill-building modules, individualized coaching sessions, support from RULER staff, and online resources, including model lessons conducted by both the program developers and teachers in various grade levels as well as professional learning communities for teachers to share lesson plan ideas and examples of stellar student work. Components of RULER The Anchor Tools. The RULER Anchor Tools are designed to promote CASEL's competencies, RULER's proximal and distal outcomes, including the prevention of bullying, and also to align with common core state standards. They provide a common language and set of strategies that integrate into all aspects of learning at school and at home, including the standard curriculum and its physical spaces and learning environments. Table 1 briefly describes the four anchor tools. For example, morning meetings use tools such as the Charter and the Mood Meter to help teachers and students to identify the feelings they are bringing to the classroom, determine the best feelings and mood states for specific lessons and activities, and then to select effective strategies to modify or maintain these feelings and moods in order to achieve the learning goals for the day.

15. 15. SOCIAL AND EMOTIONAL LEARNING 15 Table 1. RULER Anchor Tools for Developing Emotional Literacy Skills and Fostering Supportive Learning Environments Charter A document with a mission statement at its core, developed collaboratively by all members of the learning community. Leaders and teachers create a faculty charter, teachers and students create individual classroom charters Critical components: § Feelings each stakeholder wants to have in the community, such as feeling valued, empowered, and respected § Identification of behaviors that foster those feelings § Guidelines for handling uncomfortable feelings and conflict Mood Meter A self-awareness tool to develop RULER skills. Help students and adult stakeholders to: § Identify their feelings accurately § Build self-and social awareness § Develop a sophisticated emotion vocabulary § Set daily goals for how they want to feel in school § Strategize effectively in order to achieve their goals Teachers use the tool to help: § Differentiate instruction § Enhance student memory and learning by considering the best mood states for different learning activities Meta-Moment A process to improve reflective practices and self-regulation. Helps students and adult stakeholders to: § Recognize "triggers" and respond to challenging emotional experiences with effective strategies § Cultivate one's "best self" to react more positively when triggered § Be more preventative than reactive when regulating emotions Blueprint A problem-solving tool for complex interpersonal situations. Helps students and adult stakeholders to: § Problem solve effectively about challenging situations § Build more empathy and understanding of others' perspectives. § Reduce conflict and bullying The Feeling Words Curriculum. The Feeling Words Curriculum includes units that each focus on exploring one feeling word in myriad ways (Brackett, Maurer, et al., 2011). The lessons that comprise each unit are calibrated for each grade level and are designed to integrate seamlessly into and across the core curriculum, including English language arts, social studies, humanities, math, and science. The feeling words in the program characterize the gamut of human emotions and were selected from a systematic review of research (e.g., Plutchik, 2003) on basic emotions (e.g., joy, fear), more complex, self-evaluative emotions (e.g., guilt, pride), and other, emotion-laden terms that describe motivational and relationship states (e.g., empowerment, alienation). Words are grouped into families that maintain continuity across grade levels and reflect the basic developmental needs of children (i.e., the need to feel connected to

16. 16. SOCIAL AND EMOTIONAL LEARNING 16 others, to feel competent in one's abilities, and to feel that one's behavior is self-directed; Deci & Ryan, 1985). Vocabulary plays a pivotal role in social and emotional development (e.g., Harre, 1986; Russell, 1990), and acquiring a sophisticated feelings vocabulary helps children to: become consciously aware of their own and others' emotions, communicate effectively about emotions, and better regulate emotions and their behavior (e.g., Feldman Barrett, Lindquist, & Gendron, 2007; Hesse & Cicchetti, 1982; Lieberman et al., 2007). The steps in the Feeling Words Curriculum encourage differentiation of instruction, address each student's unique thinking and learning style, and are aligned with common core state standards. The activities represented by the steps are highly interactive and engage students in a creative, multifaceted approach that incorporates personalized and integrated learning, divergent thinking, both teacher-student and parent-child bonding, creative writing, and collaborative problem-solving to develop strategies for regulating emotions. RULER is a spiraled curriculum; the complexity and number of steps in each program vary as a function of students' cognitive, emotional, and social development (Brackett, Kremenitzer, et al., 2011; Maurer & Brackett, 2004). RULER Impact Monitoring the progress and impact of an SEL program like RULER is an integral part of the implementation process. RULER has been adopted by hundreds of schools and is being evaluated rigorously. Thus far, research suggests that embedding RULER into a school or district fosters a range of behaviors and shifts in school climate that are essential to both positive development and academic achievement. Here we review some of the research findings. Results from numerous studies align with the program's theoretical model. In one study, students in middle school classrooms integrating RULER for one academic year had higher year- end grades and higher teacher ratings of social and emotional competence (e.g., leadership, social skills, and study skills) compared to students in the comparison group (Brackett et al., 2012). A randomized control trial in 62 schools tested the hypothesis that RULER improves the social and emotional climate of classrooms (Rivers, Brackett, Reyes, Elbertson, & Salovey, 2012). After one academic year, schools that had RULER as compared to those which used the standard curriculum were rated by independent observers as having higher degrees of warmth and connectedness between teachers and students, more autonomy and leadership and less bullying among students, and teachers who focused more on students' interests and motivations. Additional research examined the extent to which these first-year shifts in the emotional qualities of classrooms were followed by improvements in classroom organization and instruction at the end of the second year (Hagelskamp, Brackett, Rivers, & Salovey, 2012). The results supported RULER's theory of change. Compared to classrooms in the comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. Other research shows that, consistent with RULER's implementation plan, mere delivery of RULER lessons is not sufficient for cultivating benefits for students. In one study, students had more positive outcomes, including higher emotional literacy and more developed social problem-solving skills when they were in classrooms with teachers who had attended more training, taught more lessons, and were rated by independent observers as high-quality program implementers, as compared to their counterparts (Reyes, Brackett, Rivers, Elberston, & Salovey, 2012). Thus, SEL programs like RULER must be taught authentically, consistently, and with high quality in order to achieve intended outcomes. Though the proper implementation of RULER and other similar

17. 17. SOCIAL AND EMOTIONAL LEARNING 17 SEL programs comes with a price to schools as they must pay for instructional materials, trainings, and ongoing support, programs that target cognitive, behavioral, and academic changes are likely to generate large benefits that can be translated into savings to society in the short and long run in the form of enhanced educational attainment and achievement; reduced aggression, crime, and drug use; less welfare needs; reduced costs for social workers and counselors; and increases in earnings (Belfield et al., 2005; Karoly, 2010). Summary and Conclusions Over the last two decades, the field of SEL programming has come a long way. Numerous evidence-based programs have been developed, validated, refined, and disseminated across the U.S. and in other countries. Research that demonstrates the benefits of SEL training for both students and educators also is well documented (Durlak et al., 2011). Why, then, are SEL programs not a part of everyday practice in all schools? With ongoing changes in educational policy over the last decade, such as the No Child Left Behind act and initiatives like the Common Core State Standards in the United States - academic demands and pressure on teachers to raise test scores have become more stringent and schools have less time to integrate, nevertheless consider SEL programming. Major progress in SEL likely will not happen until legislation such as the reauthorization of the Elementary and Secondary Education Act is passed which holds schools accountable for the social and emotional development of students. Above all, educators, researchers, and parents must champion the SEL cause and the efforts toward enduring SEL programming in schools. As this chapter demonstrates, keeping SEL separate from academics is a disservice to educators, students, and families. The time has come to ensure that all children and adults develop skills to maximize their full potential - academically, socially, and emotionally.

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Transforming Students' Lives with Social and Emotional Learning

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Patient Access Representative at RWJ/Barnabas Health/Monmouth Medical Center Southern Campus (MMCSC) Published on 1. SOCIAL AND EMOTIONAL LEARNING 1 Transforming Students' Lives with Social and Emotional Learning To appear in the Handbook of Emotions in Education Marc A. Brackett & Susan E. Rivers Yale Center for Emotional Intelligence Yale University Address correspondence to: Marc A.

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In our previous post, Incorporating social-emotional learning (SEL) into everyday academic instruction: How do I do it?, we provided resources and strategies that can be used to incorporate SEL into everyday academic instruction. In this post, we are going to highlight another approach to building students' social-emotional skills: standalone SEL programs.

What are standalone SEL programs? Rather than incorporating SEL strategies into regular instruction, standalone SEL programs or curricula build students' social-emotional skills separately from main instructional time. To implement standalone SEL programs, typically teachers or other qualified school staff members, such as counselors or school social workers, receive training in the curriculum and allot time during the school day to teach a series of lessons. Standalone SEL programs are typically targeted toward specific age groups in order to support the development of age-appropriate social-emotional skills.

Standalone SEL programs are helpful tools for teachers who want to build students' social-emotional skills using uniform language and strategies in the classroom setting. Having a common language among teachers and students can help address, and even prevent, social-emotional challenges that arise in the classroom throughout children's development. Packaged programs can ease the burden of teachers having to create their own behavioral lesson plans on top of preparing for academics. However, it can be challenging to select among the numerous available programs and identify an appropriate, practical, and effective classroom-wide curriculum that will work for all students and address a range of needs and challenges.

Not to worry! We have simplified the process to help teachers and other practitioners make a well-informed decision when selecting a SEL program. Here's a helpful, specific checklist that teachers and can use to help identify an SEL program that meshes with existing classroom practices:

Another invaluable resource that can help educators select SEL programs based on priority characteristics is the Collaborative for Academic, Social, and Emotional Learning (CASEL). CASEL's website provides foundational knowledge on SEL for state, district, and school-level staff. Plus, the CASEL Program Guides provide detailed information for evaluating the quality of SEL programs at both the preschool and elementary school and middle and high school levels.
SEL programs should match the specific needs and contexts of the school or classroom. Using the list above along with the CASEL resources will increase the likelihood that the SEL program you choose will meet your needs, as well as the strengths and needs of your students. After putting careful consideration into selecting a standalone SEL program, it is important to make sure that program is having the intended consequences on students in your classroom. In our upcoming post, we will explore ways to measure the effectiveness of an SEL program!

More on SEL

Topics: Classroom-based intervention Emotional and behavioral outcomes

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When you really want to focus on social-emotional learning (SEL): Selecting a standalone SEL program

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In our previous post, Incorporating social-emotional learning (SEL) into everyday academic instruction: How do I do it? , we provided resources and strategies that can be used to incorporate SEL into everyday academic instruction.

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Action Plan for Learning
School Name: Hampton Park Elementary School
School Goal: SEL - Social Emotional Learning
School Year: 2015/2016
Goal / Inquiry
Student learning
Students will demonstrate an awareness of their emotions
Students will demonstrate a strong sense of self-awareness
Rationale
1-3 reasons for choosing
goal
Establish a common language for school community: staff, students, parents
Encourage and support a more empathetic and reflective learning environment for all
parties
Strong belief by all staff that self-awareness of emotions can help to lesson conflict. This
is supported by current research and literature.
There is a need to address cultural differences regarding the importance and role of SEL in
the family
References and sources to
support actions
CASEL.org
RULER.org
Backup Documentation
The attached document was discussed with SPC and school community - it remains
the same for the 2015/2016 school year.
Hampton Park SEL Goal - Communication to Community
Planned Actions
Continuing practices
working well (1-3)
 What will we do
differently? (1-3)
 How will we provide for
staff development and
collaboration?
 How will we involve
parents?
 How will we involve
students?
 How will we monitor
progress and adjust
actions?
Continuing practices working well (1-3)
1. Using RULER approach (Anchors of Emotional Intelligence) school wide to
directly teach awareness of emotions
2. Ongoing discussion using the Mood Meter (Anchor 2) in every classroom
3. Ongoing in-service for staff in the format of staff meetings and after school
sessions to continue learning about and sharing RULER ideas/materials
What will we do differently? (1-3)
1. We will begin this school year with a review of school goal and the use of RULER
approach
2. Staff will participate in the creation of a staff charter in September/October
3. Classes will each create a class charter in September/October
4. There will be ongoing support offered by principal and school counselor (team
teaching/co-teaching) to support implementation of the 4 Anchors of Emotional
Intelligence
How will we provide for staff development and collaboration?
1. All staff will continue to work with Miriam Miller/Tamara Banks
2. Monthly staff meetings and after school in-service opportunities
Page 1 of 5
3. Co-teaching model (counselor and principal supporting teachers/students)
How will we involve parents?
1. RULER parent engagement meetings - 4 meetings during the 2014/15 school year
2. Materials and articles will continue to be placed online and sent home to parents
3. Classroom teachers will continue to communicate elements of RULER that are
being practiced/implemented in the classroom
4. Family Charter evening scheduled for September 2015
How will we involve students?
1. Students will be directly involved in the day-to-day teachings of the Anchor
approach to SEL
2. Monthly assemblies will continue to be centered on SEL
3. Student Voice will be directly involved with initiatives to promote social emotional
health
4. Students will practice RULER
How will we monitor progress and adjust actions?
1. Anecdotal feedback from students and staff
2. Staff surveys
3. Progress will be monitored through regular SEL committee meetings
4. Progress will be monitored during monthly staff meeting
5. Feedback from staff/students/parents
Backup Documentation
This is the survey that was distributed to the parent community
file://localhost/Users/tbanks/Documents/Family Survey SEL.docx
Survey distributed with select students: students were asked to identify
particular emotions displayed in a picture; then were asked subsequent
questions
file://localhost/Users/tbanks/Documents/SEL Student Survey 2014.docx
This survey was completed with students in November 2014
Documentation of learning
Key evidence of change
 How did your actions
make a difference?
 Choose 1-3 pieces of
evidence to demonstrate
the impact your actions
have had on student
learning to meet your
goal.
 Documentation could
include video, survey
results, performance
standard data, anecdotal
evidence, work samples,
As this year was the first full year of RULER implementation, staff, students and
parents continued to learn about the RULER. As to be expected when working with
a school-wide initiative, teachers progressed at different rates, depending on
exposure to RULER, relevant course work that they, themselves, were engaged in,
and comfort level with the approach itself. Recognizing this as a natural part of
the school's and individual teacher's growth and development in this area,
evidence of change can be reported on anecdotally in the following ways:
 Conversations between staff became centered on the students' emotional
state when faced with conflict (i.e. what was happening at the time of the
incident? What happened before the incident? What time of day? Was
there something that happened earlier in the day that lead up to the
incident? Was this building or continuing from a prior situation?)
 Conversations with students began with these types of questions: How are
Page 2 of 5
etc.
Backup Documentation
you feeling about what happened? How were you feeling this
morning/before this happened/now? How can you or you and the other
student(s) make a mends? How can we (the adults) help you to work
through this? Encouragement of recognizing feelings first, in order for the
student to be able to work through the problem/conflict successfully.
Implementing aspects of the RULER approach in my classroom has made a
tremendous difference in my teaching practice.docx
Student Feedback:
Reflection Highlights
 Where are we now?
 What are some patterns
emerging?
 What surprised you?
 What conclusions /
inferences might you
draw?
 How does this inform
potential next steps?
We will begin the school year with a community-building week centered on RULER
Anchors of Emotional Intelligence. The staff charter will play an important role in setting
the tone for the remainder of the school year.
We will continue with the RULER approach. This remains a long-term goal that will
require a genuine commitment from all members in order to be successful. The RULER
approach compliments an already positive school culture, and supplies a common thread
and language to be used. The RULER approach is also only one program among many
various activities being done in classrooms to promote SEL.
This school year we will also develop our skills to embed RULER into curriculum, especially
in Literacy work. The Feeling Words Curriculum will be introduced this school year.
We are hoping that more involvement from the community (parents) through scheduled
Parent Engagement evenings will act to connect school and home in this area. We are
also hoping that parents will become more confident in speaking about SEL with their
children. The elements of RULER (Recognizing, Understanding, Labeling, Expressing)
emotions, ultimately leads to the final "R", Regulating. Self-regulation is key to academic
success and mental well-being.
Page 3 of 5
Backup Documentation
The Meta Moment (RULER Anchor 3) explained by a first grade student
CASEL.org; RULER.org
Page 4 of 5
Signatures
School Name: Hampton Park Elementary
School Goal: SEL - Social Emotional Learning
School Year: 2015/2016
Submitted by School Planning Council:
Title
Name
Principal
Tamara Banks
Parent
Laura Thomas
Parent
Carrie Coulter
Parent
Recommended by Assistant Superintendent:
Assistant Superintendent
Board and Superintendent Approval:
Board Chair
Superintendent
Patricia Gartland
Print this page, have it signed by
School Planning Council, scan it and
attach it here
Page 5 of 5
Signature

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Action Plan for Learning School Name: Hampton Park Elementary School School Goal: SEL - Social Emotional Learning School Year: 2015/2016 Goal / Inquiry Student learning Students will demonstrate an awareness of their emotions Students will demonstrate a strong sense of self-awareness Rationale 1-3 reasons for choosing goal Establish a common language for school community: staff, students, parents Encourage and support a more empathetic and reflective learning environment for all parties Strong belief by all staff that self-awareness of emotions can help to lesson conflict.

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Character Lab is a nonprofit organization that advances scientific insights to help kids thrive. We provide actionable advice for parents and educators.

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Heart-Mind Online is for all those who are searching for evidenced-informed resources that educate the hearts of children. The collection of resources builds capacity in individuals and communities to support the Heart-Mind well-being of children, and promotes their positive social and emotional development. This website was developed by the Dalai Lama Center for Peace and Education.

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PBIS World

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PBISWorld.com Tier 2 Positive Behavior Interventions And Supports | PBIS World

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Diana Browninng Writght - Tier 3 Details

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Diana Browninng Writght - Tier 3 Details

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emotional and behavioral services on a budget

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Providing Social, Emotional and Behavioral Services on a Budget - ppt download

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There are two approaches Behavioral Approach because the behavior is used to get something or reject/escape something Cognitive Behavioral Approach because the behavior is due to faulty "meaning-making" See handouts to differentiate which interventions go with which which model Diana Browning Wright, M.S., L.E.P.

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Good Generic Slides

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social and emotional learning (sel): for school and life success

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Social and Emotional Learning (SEL): For School and Life Success - ppt download

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Committed Partners Your CEO is committed to SEL implementation districtwide. The OSEL is a key collaborator. Network Chiefs identified schools for this project. Penn State provided PATHS materials and training. CASEL is supporting coaches and providing materials for the 14 schools implementing the SchoolKit.

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Tier 2 or 3

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social emotional learning: a model that works for essa

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Taylor, Selina Oliver, Elias et al, DiPerna, Volpe, Elliott, Almlund, Duckworth

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Social Emotional Learning: A Model that Works for ESSA - ppt download

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Progress Monitoring Academic and Behavior

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Progress Monitoring Academic and Behavior

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Behavior and Academic Intervention Matrix (Progress Monitoring)

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Behavior and Academic Intervention Matrix (Progress Monitoring)

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Why do we need Whole-Child Education?

The mission of the Office of Whole-Child Education is to initiate, facilitate, and evaluate systems and programming within the PGSD specifically designed to ensure that each child, in each school, in each community, is healthy, safe, engaged, supported, and challenged.
Goals of the PGSD Whole-Child Education Initiative
Goal 1 : Each child, in each school, in each community, is healthy, safe, engaged, supported, and challenged.

: Streamline, strengthen, and organize all of the district's current social, emotional, and behavioral support programming to focus on the Whole Child by using the Goal 2 MTSS Framework (e.g., simplify our process).

Facilitate the implementation of Positive Behavior Intervention Supports (PBIS) throughout the district in order to support/promote positive behaviors in all settings and improve student outcomes. All schools will emphasize teaching Respect, Responsibility, and Safety in all Settings.

: Facilitate consistent Goal 4 Social Emotional Learning (SEL) throughout the district in order to teach self-awareness, self-management, social awareness, relationship skills, and responsible decision-making to all students.

Whole-Child Education will support schools with regard to implementing evidence-based practices within the PGSD to address the social-emotional, behavioral, as well as the academic needs of all students. Our primary goal is to Build Capacity in PGSD Staff to support Student Behavior and Social/Emotional Well-being.

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Why do we need Whole-Child Education? The mission of the Office of Whole-Child Education is to initiate, facilitate, and evaluate systems and programming within the PGSD specifically designed to ensure that each child, in each school, in each community, is healthy, safe, engaged, supported, and challenged.

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NationHope Family and Caregiver Conversational Tool

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NationHope Family and Caregiver Conversational Tool

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Overview of RULER Rollout

RULER begins with staff personal and professional learning, continues with classroom instruction and family engagement, and becomes embedded seamlessly into policies and practices school-wide. RULER integration into a school or district includes 3 main components:

RULER Institute: Creating Emotionally Intelligent Schools: A small team, including one school administrator and at least two educators or mental health professionals from the school, attend a two-day training workshop led by a team from the Yale Center for Emotional Intelligence. The interactive training covers the RULER skills and Anchor tools of emotional intelligence. Trainings are held at Yale University in New Haven, Connecticut throughout the year. Regional trainings also are offered if 25 or more schools within a district or region show interest in adopting RULER.

RULER Implementation Coaching: A RULER Coach works remotely with the team of administrators and educators who attend the RULER Institute (the "RULER Implementation Team" at each school) to model Anchor tools, debrief the RULER implementation process, and provide overall guidance and support.

RULER Online Resources: All faculty and staff from each RULER-trained school have access to online resources, including videos, staff courses, activity guides, sample student lessons, and other resources to support the seamless integration of RULER into staff development, classroom instruction, family engagement, and policies and practices school-wide.

Make RULER An Integral and Enduring Part of Your School or District

RULER is a Self-Perpetuating Program
With the help of RULER coaches, sample timelines, and implementation self-assessments and checklists, RULER principles and tools are embedded into school and district policies and practices, including mission statements, curricula, staff/faculty professional development, school improvement plans, discipline policies, and behavioral support plans.

RULER Becomes an Enduring Part of Your School's Culture
By including all staff, faculty, administrators, students, and families, RULER becomes a normal part of everyday life at your school, not an add-on that is likely to fade away with time.

RULER Provides Ongoing Support
RULER coaches offer feedback tailored to your school's needs.

All faculty and staff from each RULER-trained school will have access to online resources including videos, staff courses, activity guides, sample student lessons, and other resources to support the seamless integration of RULER into staff development, classroom instruction, and family engagement.
Please visit our RULER website or email rulertraining@yale.edu to find out about trainings at Yale. Regional trainings also are offered if 25 or more schools within a district or region show interest in adopting RULER. You may contact us if you would like to discuss the possibility of bringing a RULER training to your district or region.
Testimonial

"I absolutely see it just as much a personal training as a professional training. As a school leader I think so many of the RULER tools are strategies that are going to help me think about my own strengths and how to capitalize on those strengths and help me name the areas that are harder for me."

-Elementary School Principal

Bullying Events

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How RULER Works - Yale Center for Emotional Intelligence

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Overview of RULER Rollout RULER begins with staff personal and professional learning, continues with classroom instruction and family engagement, and becomes embedded seamlessly into policies and practices school-wide. RULER integration into a school or district includes 3 main components: RULER Institute: Creating Emotionally Intelligent Schools: A small team, including one school administrator and at least two ...

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District Implementation Graphic

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Also language about SEL and Behavior

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Link To GANTT Chart for Five Year Implementation 

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Link To GANTT Chart for Five Year Implementation 

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Schoolwide SEL implementation takes a committed school leader and a dedicated team. SEL champions like yourself can help kick off the process! If you haven't already, we recommend you view the How it Works page and read Focus Area 1A to familiarize yourself with the basic components of schoolwide SEL.

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Educators want all students to achieve. They know that behind every test score is a student that is a developing person. Each student brings with them to school a story of their interests, their home life, their hopes, and their fears. And the healthy development of the student is a significant driver for how each learner is able to show their innate capacity in the classroom. Research has shown that the quality of the teacher matters, the quality of instructional materials matter, a well-organized and well-resourced school environment matters; but, the effectiveness of these factors is built on the foundation of the student's readiness and ability to focus on learning. Educators know that student presence and engagement precedes achievement.

Ensuring this healthy development of students has become a standard part of conversations in today's educational dialogue. Social-emotional learning (SEL) fills a significant amount of discussion time at school board meetings, is a regular session topic at educational conferences, and encompasses a growing sector of educational vendor products. Academic research, practitioner experience, and popular consensus agree that schools should organize themselves to ensure healthy, happy, and engaged students.

But, despite this growing attention, there has been an absence of clarity on best implementation practices for navigating the complexities of this endeavor. Schools struggle to clearly define the current baseline, desired future state, and the concrete steps of collaboration needed to ensure that schools are effectively addressing the healthy development of students. Schools have been doing the best they can to figure out the next, or even initial step, in the absence of an exemplar design and planning tool or standard.

The Collaborative for Academic, Social, and Emotional Learning (), a leading voice on the social-emotional health of students for over two decades, has recently published a comprehensive framework and toolset to help bring clarity on, and provide actionable steps for, how to proceed in this daunting, yet fundamentally important challenge. The CASEL Guide to Schoolwide SEL gives pragmatic and thoughtful guidance on how schools-principals, teachers, and staff-can create environments and cultures that simultaneously prioritize students' emotional development, social maturity, and academic achievement.

CASEL Guide to Schoolwide SEL

This free, online, interactive tool walks school stakeholders through CASEL's schoolwide implementation process, which has been used, field-tested, and refined for over a decade. The online Guide was informed by input from leading school districts that make up CASEL's Collaborating Districts Initiative.

The Guide takes a comprehensive and practical approach to the process of implementing SEL at the school level. It addresses the challenges, constraints, and calendars of school staffing, budgeting, scheduling, data analysis, improvement planning, parent engagement, and other real-world challenges. It provides frameworks for when and how to conduct collaborations with and among teachers, students, parents, and community organizations. It speaks to how and when to consider changes to school rituals, discipline policies, pedagogy, curriculum and so much more. And given the reality that many school leaders feel overwhelmed by the enormity and the complexity of realizing their ambition to have a healthier school culture through implementing an SEL program, it begins by responding to the question, " Where to Start? " This Guide provides a practical, high-quality response to this question and the series of subsequent questions that need to be addressed to have a sustainable, resourced, and responsive SEL culture in any school.

Where to Start?

The "Where to Start" section provides multiple on-ramps for school leaders that take into account where the school is in terms of current SEL awareness and implementation. From those just curious about SEL implementation to those who have already undertaken steps to promote SEL at a school site, the Guide gives tangible steps for moving forward. Once started, the Guide walks through three stages to move from ambition to sustainability: Organize, Implement, Improve. Throughout each section, the Guide provides explicit information for school leaders and administrators on action steps to promote SEL implementation across these areas.

Organize

Build a Foundational Support and : For those in the very beginning stages, the Guide walks school leaders through the steps of committing to SEL implementation, making a plan, and getting school stakeholders on board so they have ownership in the process. It advises leaders to create a diverse SEL team, ensure that all understand the importance of SEL learning to student success, and collaboratively develop a shared vision for schoolwide SEL that is effectively communicated to the entire school community. The Guide then walks school leaders through the steps of creating their plan for implementation. Schools must take an account of their needs and resources and develop a plan with "clear goals, action steps, and assigned ownership" for moving forward. For those further along in the implementation process, the Guide provides an interactive rubric to take stock of current practices and provide guidance on how to strengthen that implementation. Wherever schools are in the process, the Guide reminds that it is integral to "'lead from the center rather than the top'"-so that the vision truly is shared by the community and more likely to take hold.

Implement

Strengthening Adult SEL : Oftentimes, conversations around SEL implementation in schools center solely on students. This Guide draws on research findings and experiences from the field that show that it is "critically important that schoolwide SEL implementation intentionally nurtures a work environment in which staff feels supported, empowered, able to collaborate effectively and build relational trust, and also able to develop their social and emotional skills." And, this includes all staff members-from administrators to teachers to support staff to any adult in a school who interacts with kids. Therefore, a key piece of the implementation plan is to create an environment that provides school staff with opportunities for professional development and reflection on social-emotional learning; fosters collaboration among staff to develop and refine strategies for promoting schoolwide SEL; and encourages staff to model SEL skills and mindsets in interactions with one another, students, families, and the broader community.

Promote SEL for Students : The central goal of schoolwide SEL implementation is the healthy social and emotional development of students. And, a student's learning and development are affected by the many different interactions they have throughout a day. Therefore, the Guide notes that SEL implementation must span all the different settings from a student's life, and include strategies that address schools, classrooms, homes, and the broader community. The document includes guidance on how to address SEL implementation across these different contexts:

: "Align school climate, programs, and practices to promote SEL for students."

Classrooms: "Foster supportive classroom environments that provide opportunities for both explicit SEL skill instruction as well as integration of SEL throughout all instruction."

: "Create meaningful partnership opportunities and two-way communication that invite families to understand, experience, inform, and support the social and emotional development of their students."

: "Develop and leverage strategic and aligned community partnerships that ensure students receive consistent SEL supports, increase access to a broad range of community services, and expand the professional learning opportunities for SEL."

The Guide explains that these efforts to extend the social, emotional, and academic learning from the school to a student's extracurricular and home environments tremendously improve the overall development and practice of these skills and competencies. And, the practice at home and outside of school can serve to be mutually reinforcing to the work happening in the school. Encouraging SEL development across a students' support networks greatly improves the prospects of successful schoolwide SEL implementation.

Improve

Practice Continuous Improvement : The Guide notes that the implementation of schoolwide SEL is not a linear process; rather, an iterative cycle of reflection and adjustment is essential. The Guide recommends schools embark on two areas of work to ensure "a structured, ongoing process to collect, reflect on, and use implementation and outcome data to inform school-level decisions and drive improvements to SEL implementation":

Continuous improvement: a deliberate process of responding to problems and using that response and data to inform improvements and future decisions.

Testing out innovative practices: short continuous improvement cycles aimed to keep staff energized about the SEL programming.

This approach to SEL builds into the implementation plan a process for responding to needs and concerns that arise from the community. The Guide also includes additional tools and resources that allow schools to track progress, delve deeper into any of the steps in the Guide, and provide further guidance on questions and concerns surrounding this process that may emerge.

A Roadmap for Educating the Whole Child

Implementing schoolwide SEL can feel overwhelming for even the most well-intentioned educators, especially in a context where so much energy and attention is focused on standards-based instruction and high-stakes testing. This CASEL Guide to Schoolwide SEL acknowledges this burden and meets educators where they are. It provides tangible action steps to take what schools already do well and integrate deeper practices to move toward full SEL implementation. This Guidelifts a fog of uncertainty and reveals a roadmap for the journey.

In providing this tool, CASEL has continued its track record of making significant contributions to the challenges inherent in having schools nurture healthy development as a precursor to academic achievement. And this work naturally connects with the societal expectation that a high school diploma should indicate a broad definition of college and career readiness. A school culture that has a strong SEL foundation can realize the ambitions of rigor, relevance and relationships which schools strive to deliver. Questions of equity, diversity, disparity, and inclusion can be addressed by communities that have the social and emotional skills to engage in critical conversations. Educators have begun to see SEL as a way to re-align-by taking what many current practices are already accomplishing -and to create new connective practices to make sure they are seeing and addressing the entire picture of student development.

For more, see:
Stay in-the-know with innovations in learning by signing up for the weekly Smart Update .

Erin Gohl is a Getting Smart columnist, and an independent writer focusing on issues of equity, engagement, and technology in educational policy and practice. Connect with her on Twitter: @eringohl

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CASEL's New Guide Provides Actionable Steps for SEL Implementation | Getting Smart

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Educators want all students to achieve. They know that behind every test score is a student that is a developing person. Each student brings with them to school a story of their interests, their home life, their hopes, and their fears.

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Multi-Tiered System of Supports / SEL Standards English/Spanish

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CASEL District Resource Center - CASEL.org

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Putting research into action through collaboration with districts, refinement of knowledge, and development of powerful resources for the field.

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Since 2011, CASEL has been working closely with a wide range of school districts across the country to help them strategically embed social and emotional learning (SEL) into all aspects of their work. Today, we directly partner with 20 school districts, serving 1.7 million students.

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Since 2011, CASEL has been working closely with a wide range of school districts across the country to help them strategically embed social and emotional learning (SEL) into all aspects of their work. Today, we directly partner with 20 school districts, serving 1.7 million students.

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​​​​The Problem

A growing body of research, including a University of Chicago study, Foundations for Young Adult Success, has linked social and emotional learning (SEL)- which is also known by terms including non-cognitive skills, inter-/intrapersonal skills, soft skills and character development - to success later in life. However, it is not yet known how school and out-of-school time (OST) experiences can be strengthened, aligned and delivered in real-world, urban settings to help children develop these skills.

​​How We Are Tackling It

Wallace's six-year initiative aims to align and improve SEL practices across school and out-of-school settings, with benefits to children in six communities and to the broader field through the development of credible, useful knowledge.

In 2016, nine urban school districts and their out-of-school time partners were awarded grants to help the partners collaborate on creating a plan to support the development of children's social and emotional skills by improving adult practices and climate during the school day and afterschool.

Six communities were chosen to receive six-year implementation grants: Boston, MA; Dallas, TX; Denver, CO; Palm Beach County, FL; Tacoma, WA; and Tulsa, OK. Each of these communities had previously committed to including social and emotional learning in their services to children. Sites were chosen based on fit with the foundation's dual goals of helping local partners to strengthen their capacity and developing new knowledge that will be useful to the field.

In the first year of the initiative, each district/out-of-school-time intermediary pair share grants ranging from $1 million to $1.5 million. In addition, participating communities receive other non-monetary support, such as inclusion in a professional learning community, regular convenings with other cities in the initiative, supports to integrate and apply SEL data to continuous improvement systems, communications counsel, and other technical assistance provided by national experts such as the Collaborative for Academic, Social and Emotional Learning (CASEL), the Forum for Youth Investment, the David P. Weikart Center for Youth Program Quality, Crosby Marketing Communications and others.

Through an initial phase followed by expanded implementation, in-school and out-of-school time SEL programs will be provided to approximately 30,000 K-6th grade children in 76 schools over the six-year period.

As in all of its work, Wallace seeks to meet two goals: directly benefiting organizations that receive our grants and those they serve; and, gathering evidence that benefits the field as a whole, in this case on whether and how aligning school / afterschool practices on social and emotional learning helps students. Anticipated local benefits include:

increased opportunities for social and emotional learning;

improvements in adult practices, learning environments, and instruction; and

stronger partnerships between the school districts and out-of-school-time providers.

To identify relevant findings and create field benefits, the initiative includes a multi-year research study by the RAND Corporation that will produce public reports for policymakers and practitioners that shed light on:

what system-level supports are important for school districts and OST organizations to provide

what enables progress, and what impedes it

effective ways to enhance the social and emotional skills of adults in schools and afterschool programs

specific practices and factors that are key to improving children's outcomes

what roles partnerships play

outcome evidence on improvements in children's SEL and other measures of student success

The new initiative grew out of The Wallace Foundation's years of work in youth development, including a dozen-year effort to encourage citywide coordination for afterschool that yielded more than 40 publications and found, according to a study by RAND, "that organizations across cities could work together toward increasing access, quality, data-based decision making and sustainability."

In May, a new Wallace-commissioned guide to 25 evidence-based SEL programs was released, offering detailed information about curricular content and programmatic features that practitioners can use to make informed choices about what to use to develop key skills and competencies. Written by Harvard education researcher Stephanie Jones, Navigating SEL from the Inside Out: Looking Inside & Across 25 Leading SEL Programs: A Practical Resource for Schools and OST Providers also explains how the SEL programs can be adapted to out-of-school-time settings, such as afterschool and summer programs.

Additionally, Wallace also supported a special issue of the journal The Future of Children that examines the development of social and emotional learning in school and afterschool settings, finding that these skills are essential for children and that teachers and OST staff need professional development to help children acquire them.

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A growing body of research, including a University of Chicago study, Foundations for Young Adult Success , has linked social and emotional learning (SEL)- which is also known by terms including non-cognitive skills, inter-/intrapersonal skills, soft skills and character development - to success later in life.

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"I will be frank, that this year I was surprised by the depth of knowledge of my new co-teacher about growth mindset and ways of creating a physically and emotionally safe classroom environment. She immediately identified factors that contributed to a safe physical, social-emotional, and intellectual learning environment and noticed students who needed help in regulating their emotions, managing stress, controlling impulses, and persevering in overcoming obstacles." -Source: Cooperating Teacher Final Reflections, Spring 2016

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"I will be frank, that this year I was surprised by the depth of knowledge of my new co-teacher about growth mindset and ways of creating a physically and emotionally safe classroom environment. She immediately identified factors that contributed to a safe physical, social-emotional, and intellectual learning environment and noticed students who needed help in regulating their emotions, managing stress, controlling impulses, and persevering in overcoming obstacles."

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Sept - Best Practices in Social-Emotional Learning

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Researchers, educators, employers, and parents agree that social and emotional learning (SEL) and non-academic skills matter for success in school and life, but it can be difficult to decide which skills to focus on - let alone how best to promote and measure them. Learn More.

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Researchers, educators, employers, and parents agree that social and emotional learning (SEL) and non-academic skills matter for success in school and life, but it can be difficult to decide which skills to focus on - let alone how best to promote and measure them. Learn More.

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Ventura County

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Ventura County

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Ventura County