Instruction

Professional Capacity

Instructional Leadership

Learning Climate

Family & Community Involvement

Five Fundamental of School Success

Socially and Emotionally Rich Education

Social Emotional Learning

Self Awareness

Self Management

Social Awareness

Relationship Skills

Responsible Decision Making

SEL Leadership Team Guide for Program Analysis

Research finds that effective SEL programming requires a structured, curriculum-based approach that is developmentally appropriate and implemented and reinforced over a span of years (Kress, Norris and Schoenholz 71). Illinois State Board of Education has established the following three goals to integrate social and emotional learning into K-12 learning standards, each with explicit SEL competencies. ISBE SEL Goal 1: Develop self-awareness and self-management skills to achieve school and life success. ISBE SEL Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships. ISBE SEL Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. The following assessment tool aligns these goals with the five fundamentals of school success. This rubric gives school leadership teams a structure and comprehensive outline of all aspects of program implementation. Used alongside potential SEL curriculum, the leadership team can analyze how SEL products will satisfy the specific needs of their school environment, as well as identify the areas the SEL curriculum does not address, so that those specifics can be designed in-house to strengthen the overall impact of the effort. Identifying potential mismatches between SEL program and their unique community needs also encourages leadership team to modify or supplement program components for greater impact.

Adenia Linker

What instructional tools does SEL program offer? School-wide practices are Collaboration between different implemented at each grade classrooms, grade levels level, in all disciplines and with Engaging with nonteaching personnel all students Student-to student interactions Positive climate campaign School counselor and nurse training School wide activities Peer mediation training Training of non-teaching staff How does SEL program present materials and build skills? Developmentally appropriate and Sequenced set of activities to sequenced learning activities achieve skill objectives Explicit critical thinking skills Active forms of learning Real-life situations Focused on developing personal Role plays or social skills Explicitly target particular skill for Homework assignments Cooperative learning development groups/games Situation analysis skills Specific literature that reinforces SEL What tools does SEL program provide to measure progress? School staff utilizes multiple Pre-survey data sources including student Worksheets and quizzes and family feedback as well as Student portfolios and journals observations and student Student self-assessment portfolios Peer-assessment tools Peer-group conferences Moot courts, debates and other projects Video taping of role-plays with feedback Cholesterol and blood pressure testing Frequency checklist measuring teacher implementation Post-survey Data are collected regarding Documented behavioral impacts Academic, Social and Behavior ACAD = academic Improvements, Conduct and SAP = substance abuse prevention Emotional Distress Reductions VP = violence prevention HSD = healthy sexual development GHP = general health promotion SOC = other social behaviors

INSTRUCTION

Adenia Linker

Data-driven Improvement

Content and Pedagogy

Instructional Vision

What self awareness competencies are explored through SEL program? A. Identify and manage ones Expressing emotions emotions and behavior. Anger management Self-esteem and empathy Managing stress and anxiety B. Recognize personal Progressive relaxation exercises qualities and external Deep breathing and relaxation Develop emotional intelligence supports Managing criticism Career exploration C. Demonstrate skills related Personal responsibility to achieving personal and Cardiovascular disease risk academic goals. Health education and/or body awareness Mindfulness training What social awareness competencies are explored through SEL program? A. Recognize the feelings and Develop interpersonal relationships perspectives of others. Peer to peer communication Understanding conflict and violence B. Recognize individual and Conflict resolution/bully prevention group similarities and Peer pressure differences. Peer mediation Cooperative learning C. Use communication and Communication: listening, negotiating social skills to interact skills effectively with others. Confronting bias and stereotyping Social and/or cultural competency Peaceful climate building

Use social-awareness and interpersonal skills to establish and maintain positive relationships. Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

Goal 3

Goal 2

What decision-making competencies are explored through SEL program? A. Consider ethical, safety, Promote sound decision making skills and societal factors in Problem solving and goal setting making decisions. Substance abuse Refusal skills: tobacco, alcohol, violence B. Apply decision-making Critical thinking re: advertising and skills to deal responsibly media with daily academic and Peer mediation training social situations. Injury prevention Sexual development C. Contribute to the well Civic responsibility/good citizenship being of ones school and Participate in cooperative school community. environment Environmental problem solving Goals Sourced from http://www.isbe.state.il.us/ils/social_emotional/standards.htm 4

Adenia Linker

Develop self-awareness and self- management skills to achieve school and life success.

Goal 1

How does SEL program assist in leadership team goal setting? Leadership team sets high Administrators guide to support expectations and fosters and program reinforcement with staff environment where high Risk and needs assessment tools quality instruction occurs Pre-history data collection tools routinely School staff are involved in Guidelines for creating implementation planning and revising school team vision by considering school Helps teachers identify/support children climate and community dealing with alcoholism in their families context when applying best Sensitivity to diversity practices and research School wide coordination: initial curriculum or supplementary How will program be financed and maintained over years? Leadership team allocates Cost of materials resources according to school Grades served priorities and students needs; # of years program will be maintained decisions are aligned with The length and location of training SIPPA priorities # of staff members initially trained School community is Adaptable for after-school use empowered and encouraged to Guide for community involvement evaluate how best to maximize Community guides schools instructional program Parent materials Implementation guides Implementation tools Teacher manual Student workbooks Student learning checklists Scope and sequence charts Audio-visuals Sample parent letters Distinctive features African American history Lessons on Immigrant groups History and civics research Writing skills Map reading Language Arts skills and strategies Study skills and work habits Native American Circle traditions Integrates current and historical events Student drafted SEL Literacy List

INSTRUCTIONAL LEADERSHIP

Program tools Case situations Music Puppets Mock court trials Town meetings Student video production Student journals Movement based lessons Peer lead exercises Adenia Linker

Resource Management

Goal Setting

How extensive is SEL program training? Leadership team and school Pre-implementation training is: staff routinely set professional required, strongly recommended, and SIPAAA goals, and are optional or not available regularly afforded necessary training in order to maintained Planning and implementation support those goals Initial training Inclusion of paraprofessionals Types of on-site follow up services offered Classroom observation Consultation on planning What opportunities does SEL program offer to maintain staff engagement? School staff engage in ongoing Train the trainer dialogue regarding observations, Ongoing training climate adaptability and Standardized manuals improvement strategies, especially Lesson plans when supporting new staff and Needed supplies engaging with new community Technical assistance members Monthly meetings What tools does SEL program provide for ongoing learning? Quality implementation is maintained On-site follow up support services through continuous evaluation and Feedback and coaching coaching of leadership team and Teacher self report measures school staff Classroom observation tools

PROFESSIONAL CAPACITY

Adenia Linker

Continuous Learning

Peer Collaboration

Focused Professional Development

What tools will leadership team utilize to declare expectations? Support for positive student development is evident in all All-school council professional/student relationships as Bully Behavior surveys well as rules and policies School discipline policy Student surveys What environmental changes will be implemented? Physical as well as social and Classroom space for accessing self emotional safety is maintained and control experienced by school staff and Anti-bullying peace flags school community Peer mediation program Guided self-management techniques School or classroom rule/discipline policy modifications What steps will leadership team take to address diversity issues? Respect for diversity is exhibited by Intervention for parents of high- leadership team, school staff and risk students community to build trusting Students with special needs relationships with all peers Bi-lingual materials available Recruitment of family volunteers Culturally based teaching methods

LEARNING CLIMATE

Adenia Linker

School Wide Reinforcement

Environment

Expectations

What tools will leadership team employ to encourage communication? Effective two-way communication is Newsletter and Handouts maintained between leadership team, materials school staff and school community Surveys and student conducted family interviews Monthly family bulletins Grade level dinners/meetings Guest speakers Home visits by implementers Teacher to family phone calls Field trips Family math workshops, science nights, and movie nights Community centric resource directory How will leadership team build partnerships with families? Shared resources are utilized Required parent orientation session to benefit from combined SEL workshops for parents leadership team, school staff Family-focused competency building and school community programming strengths Parent support group Parent volunteering Parent representation on SEL leadership team Saturday workshops Engaging home learning activities Student-parent education sessions What tools will leadership team employ to engage community? School improvement efforts Suggestions for forming community are planned, maintained and advisory committee supported by school staff and Engage community members school community Community projects Local hero promotion Career seminars Community service projects School-community-university partnership

COMMUNITY & FAMILY INVOLVMENT

Adenia Linker

Community Investment

Partnerships

Communication

Additional leadership team considerations: What other core curriculum alignments are evident? What additional goals have been identified outside of the SEL programs scope? How can they be incorporated/addressed? What frequency and duration are the collaboration opportunities? How might the leadership team modify or supplement peer collaboration? What unique social and emotional support efforts would lower teacher stress during program implementation? How frequently will progress be measured, evaluated and modified? What form of community wide communication will be maintained and at what frequency? What additional environmental changes did leadership team identify? What unique populations that need specialized intervention has the leadership team identified? What family/school relationship barriers does leadership team identify? What is the explicit literacy component? How can it be enhanced to extend the SEL impact?

Adenia Linker

Adapted from:

Bipath, Keshni. "The Emotional Intelligence of the Principal is Essential in the Leadership of a Functional School." The International Journal of Learning 15.10 (2008): 57-63. Center for Social and Emotional Education. "School Climate Research Summary." n.d. Chavkin, Nancy Feyl. "Strategies for Preparing Educators To Enhance the Involvement of Diverse Families in Their Children's Education ." Multicultural Education Winter (2005): 16-20. Chicago Public Schools. "Alignment of the Five Fundamentals for School Success with Other Research." 24 May 2007. School Improvement Planning for Advancing Academic Achievement. 18 Nov. 2012 <www.stratplan.cps.k12.il.us/pdfs/5_fundamentals/research_alignment-6-4-07.pdf>. . "Five Fundamental of School Success." School Improvement Planning for Advancing Academic Achievement. 4 Feb. 2013 <www.stratplan.cps..k12.il.us/school_success.shtml>. . "Self-Assessment Toolkit." School Improvement Planning for Advancing Academic Achievement. 11 Feb. 2013 <www.stratplan.cps.k.12.il.us/school_success.shtml>. Christenson, Sandra L. "The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students." School Psychology Quarterly 18.4 (2003): 454-482. Collaborative for Academic, Social and Emotional Learning. Connecting Social and Emotional Learning with Mental Health. brief. University of Illinois Chicago. Chicago, 2008. . Effective Social and Emotional Learning Programs. University of Illinois Chicago. Chicago, 2013. . Program Descriptions: A companion to Safe and Sound. program listings. Washington, DC: Mid- Atlantic Regional Educational Laboratory, 2003. . Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning (SEL) Programs. Chicago: Mid-Atlantic Regional Educational Laboratory, The Laboratory for Student Success (LSS), 2003. Collie, Rebecca J., Jennifer D. Shapka and Nancy E. Perry. "Predicting Teacher Commitment: The Impact of School Climate and Social-Emotional Learning." Psychology in the Schools 48.10 (2011): 1034-1048. . "School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy." Journal of Educational Psychology 104.4 (2012): 1189-1204. Conduct Problems Prevention Research Group. "The Effects of a Multiyear Universal Social- Emotional Learning Program: The Role of Student and School Characteristics." Journal of Consulting and Clinical Psychology 78.2 (2010): 156-168. Elbertson, Nichole A., Marc A. Brackett and Roger P. Weissberg. "School-Based Social and Emotional Learning (SEL) Programming: Current Perspectives." Second International Handbook of Educational Change (2010): 1017-1032. Elias, Maurice J., et al. "Social-Emotional Learning and Character and Moral Education in Children." Journal of Research in Character Education 5.2 (2007): 167-181. Elias, Maurice J., et al. "Voices From the Field: Identifying and Overcoming Roadblocks to Carry Out Programs in Social and Emotional Learning/Emotional Intelligence." Journal of Educational and Psychological Consultation 11.2 (2000): 253-272. Adenia Linker 10

Elias, Maurice J., Sarah J. Parker and V. Megan Kash. "Social-Emotional Learning and Character and Moral Education in Children: Synergy or Fundamental Divergence in Our Schools?" Journal of Research in Character Education 5.2 (2007): 167-181. Greenberg, Mark T., et al. "Enhancing School-Based Prevention and Youth Development Through Coordinated Social, Emotional, and Academic Learning." American Psychologist 58.6/7 (2003): 466-474. Hymel, Shelley, Kimberly A. Schonert-Reichl and Lynn D. Miller. "Reading, "Riting, 'Rithmetic and Relationships: Considering the Social Side of Education." Exceptionality Education Canada 16.3 (2006): 149-192. Joint Committee on National Health Education Standards. National Health Education Standards: Achieving Health Literacy. Atlanta: American Cancer Society, 1997. Jones, Stephanie M. and Suzanne M. Bouffard. "Social and Emotional Learning in Schools: From Programs to Strategies." Sharing Child and Youth Development Knowledge 26.4 (2012): 1-33. Kress, Jeffrey S. and Maurice J. Elias. "School-Based Social and Emotional Learning Programs." Handbook of Child Psychology; Sixth Edition. Ed. William Damon. Vol. 4. Hoboken: John Wilye & Sons, Inc. , 2006. 592-618. Kress, Jeffrey S., et al. "Bringing Together Educational Standards and Social and Emotional Learning: Making the Case for Educators." American Journal of Education 111 (2004): 68-89. Massachesetts Department of Elementary and Secondary Education. "Guidelines of Implementing Social and Emotional Learning (SEL) Curricula." na na 2008. Massachsetts Department of Elementary and Secondary Education . 19 March 2012 <www.doe.mass/bullying/SELguide.doc>. National School Climate Council. "The School Climate Challenge: Narrowing the Gap Between School Climate Research and School Climate Policy, Practice Guidelines and Teacher Education Policy." white paper. 2007. Ransford, Carolyn R., et al. "The Role of Teachers' Psychological Experiences and Perceptions of Curriculum Supports on the Implmentation of a Social and Emotional Learning Curriculum." School Psychology Review 38.4 (2009): 510-532. Stoiber, Karen Callan. "Translating Knowledge of Social-Emotional Learning and Evidence-Based Practice Into Responsive School Innovations." Journal of Educational and Psychological Consultation 21 (2011): 46-55. Tanyu, Manolya. "Implementation of Prevention Programs: Lessons for Future Research and Practice: A Commentary on Social and Emotional Learning: Promoting the Development of All Students, a chapter by Joseph E. Zins and Maurice J. Elias." Journal of Educational and Psychological Consultation 17.@&# (2007): 157-262. Taylor, Betty. "Emotional Intelligence and Cultural Competency Implications for Pegagogy." The International Journal of Learning 16.9 (2009): 311-322.

Adenia Linker

11