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Social emotional learning the future of education
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Social emotional learning the future of education
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Content
Running head: SOCIAL EMOTIONAL LEARNING 1
Social Emotional Learning the Future of Education
by
Ben L. Clark, DSW, DCSW
Capstone Project
in partial fulfillment for the degree
Doctor of Social Work
Suzanne Dworak-Peck School of Social Work
University of Southern California
August 2020
SOCIAL EMOTIONAL LEARNING 2
Executive Summary
The current educational school system in America is in a state of crisis, creating a
pipeline to prison, driven by high school dropout rates. According to the U.S. National
Center for Education Statistics (NCES), every year, over 1.2 million students drop out of high
school in the United States, that is a student every 26 seconds or 7,000 a day. In addition, school
violence is a serious problem and students are more preoccupied and less focused on academic
achievement. The NCES data reports 25% of high school freshmen failed to graduate from high
school on time. Finally, in the United States, high school dropouts commit about 75% of reported
crimes.
The high incidents of school dropouts have created a pipeline to prison, which
demands a national commitment for change. According to the U.S. National Center
for Education Statistics, over 80% of the United States incarcerated population are high school
dropouts, making this a problem that impacts every member of the community. The societal
change which has occurred from 2000 to the present is influencing youth behaviors to
include, an increase in school dropout rates, gang violence and a national drug epidemic.
According to the Bureau of Justice Statistics and National Center for Education
Statistics, during the 2015-16 school year, 47% of schools reported one or more crime incidents
to police. According to Anna Aizer and Joseph Doyle (July 2013) the U.S. incarcerates juveniles
at a much higher rate than other nations. The U.S. spends some $6 billion per year on juvenile
corrections (Mendel 2011). United States Office of Juvenile Justice and Delinquency Prevention
(2011) reports on any given day, there are over 70,000 juveniles in custody with an average
(direct) cost of $88,000 per juvenile per year.
SOCIAL EMOTIONAL LEARNING 3
Educators know that social and emotional development improves student behavior,
classroom management, school climate, and even student health. They also know that social and
emotional learning improves grades and standardized test scores, boosts graduation rates and
postsecondary completion rates and leads to better employment outcomes. Given these
measurable benefits, there is great urgency to integrate social and emotional learning
innovation. This innovation demonstrates the enthusiasm parents, teachers, principals’ and
leaders’ have in realizing that developing the whole student is the key to creating the foundation
for success. Social Emotional Learning is fundamental in ensuring that teachers can be more
effective in an environment which minimize students’ barriers to learning.
Introducing Social Emotional Learning (SEL) into the IDEA school is consistent with the
grand challenge, Ensure the Healthy Development of All Youth by Unleashing the Power of
Prevention through widespread use of a proven approach. SEL is aligned with the grand
challenge goals to increase infrastructure and to support the high-quality implementation of
preventive interventions. The selection of SEL as the innovation is driven by the fact that it is a
proven evidence-based prevention program which helps youth to develop social and emotional
skills to better self- regulate their thoughts, emotions, and behaviors. The use of SEL as a
prevention strategy in the public-school system will reduce student dropout rates and behavioral
health problems leading to a reduction in youth incarceration. The core of SEL is to create a
culture of social and emotional health within the school system and community. The SEL
innovation has nationwide implications for reforming the educational system, reducing dropouts
and youth incarceration.
According to Darling-Hammond (2017) “the survival of the human race depends at least
as much on the cultivation of social and emotional intelligence as it does on the development of
SOCIAL EMOTIONAL LEARNING 4
technical knowledge and skills.” We can – and should – integrate academic learning with the
social, emotional, and cognitive dimensions of healthy human development, as well as retain
high standards for all our children”.
The Social Emotional Learning program in the IDEA school will provide the parents,
principal, teachers, and administrators with a roadmap to incorporate SEL practices into the
school culture. In addition, equipping teachers with emotional intelligence awareness training
will help them to relate to students SEL development. The teachers training will include 5 days
of Emotional Intelligence and SEL training prior to the school year and quarterly refresher
training throughout 2021-2022 as part of ongoing professional development.
The SEL innovation will utilize the Social & Emotional Learning Curriculum, Strong
Kids, by Dianna Carrizales-Engelmann, Laura L. Feuerborn, Barbara A. Gueldner and Oanh K.
Tran. The content of this curriculum has many uses for student’s daily life and utilization of all
the SEL core skills to include, Self-Awareness, Self-Management, Social-Awareness,
Relationship Skills and Responsible Decision Making. In this curriculum students are taught how
to confront their emotions in a proactive manner rather than as something to change or fix.
In the SEL curriculum are twelve lessons that are taught over the 2021-2022 school year.
The lessons include: 1) Learning about Emotions; 2) Understanding physical feelings associated
with Emotions, 3) Understanding thoughts and behaviors or actions associated with emotions; 4)
Understanding other people’s emotions and ways to show empathy; 5) Learn to identify and
manage angry emotions; 6) Learn when our thoughts get stuck in thinking traps; 7) Strategies to
use when thinking about others; 8) Ways to solve problems and get a along with others; 9)
Strategies to deal with stress in our lives; 10) Things to do to live a positive and healthy life; 11)
Setting goals and do things that will lead to a healthy life; and 12) Review information and
SOCIAL EMOTIONAL LEARNING 5
skills learned. The SEL fundamental truth is that learning is a relationship and the success of
education mostly depends on the strength of the social and emotional connection between
teacher and student.
The SEL program will begin as a pilot with one class of 8
th
graders in 2021-2022 with
projections to expand this requirement for all 6
th
through 8
th
graders by 2026. The modeling of
SEL elements by all IDEA teachers and staff throughout the school day are required. The SEL
research reveal that when taught and modeled well by adults in schools, bonding increase,
motivation to learn increases, problem behaviors decrease, and students test scores go up. In
recent years, some research reports that many students do not believe that the academic content
they are learning has relevance to their lives.
The coronavirus pandemic has upended America's K-12 education system, as most
schools in every state close their doors for extended periods to combat the spread of the virus.
Many schools across the country will likely reopen in the fall for the 2021-2022 school year.
States are currently reviewing potential models that maximize both learning – whether in-person
or continued remote instructions – and health and safety. Still, because of continued uncertainty
surrounding the coronavirus pandemic, “back to school” for many districts and college campuses
remains more of an “if” rather than a “when.” Emotions drive learning, decision-making,
creativity, relationships, and health.
Conceptual Framework
Introduction
According to Jeffrey M. Jenson and J. David Hawkins, preventing behavioral health
problems among young people is an urgent grand challenge for Ensure Healthy Development for
All Youth, by Unleashing the Power of Prevention. Evidence from the past three decades
SOCIAL EMOTIONAL LEARNING 6
indicates that behavioral health problems can be prevented before they emerge in young people’s
lives (Elliott & Fagan, 2017; Hawkins et al, 2015; Jenson & Bender, 2014). The goal of
Unleashing the Power of Prevention is to reduce the incidence and prevalence of behavioral
health problems by 20% over the next decade for young people from birth to 24 years.
Statement of the Problem
The high incidents of school dropouts have created a pipeline to incarceration, which
demands a national commitment for change. According to the U.S. National Center
for Education Statistics, over 80% of the United States incarcerated population are high school
dropouts, making this a problem that impacts every member of the community. The societal
change which has occurred from 2000 to the present is influencing youth behaviors to
include, an increase in school dropout rates, gang violence and a national drug epidemic.
SEL innovation is aligned with the grand challenge goals to increase infrastructure and to
support the high-quality implementation of preventive interventions. The selection of SEL as the
innovation is driven by the fact that it is a proven evidence-based prevention approach which
helps youth to become social and emotionally healthy. The use of SEL as a prevention strategy in
the public-school system will reduce students’ dropout rates and behavioral health problems
leading to a reduction in youth incarceration. The essence of this innovation is to create a culture
of social and emotional health within the school system and community. The SEL innovation has
nationwide implications for reforming the educational system, reducing dropouts and youth
incarceration.
What are the researchers saying about Social Emotional Learning?
In recent years, the importance of social and emotional learning has received
considerable attention among education stakeholders, policymakers, and the public.
Social and emotional learning (SEL) is defined as “a set of skills that individuals need to succeed
in schooling, the workplace, relationships, and citizenships” (Jones & Bouffard, 2012). Every
SOCIAL EMOTIONAL LEARNING 7
Student Succeeds Act (ESSA), which was signed into law in December 2015, encourages the use
of SEL in academic settings by requiring that schools be held accountable for measuring and
reporting on “at least one non-academic factor”. SEL refers to managing one’s emotions and
engaging with people in a positive and healthy manner.
A sizable body of research has found that social and emotional competence is critical for
academic performance, student well-being, and life success. American School Counselor
Association (ASCA) position is that school counselors play a role in creating an environment
that produces engagement vital to 41 students’ social/emotional development. When students
enter high school there is a 40 - 60 percent chance they will disengage from school (Blum
& Libbey, 2004; Klem & Connell, 2004). School performance can be negatively affected
when students demonstrate high-risk behaviors such as substance abuse, sex, violence,
depression and attempted suicide (Eaton et al., 2008). School counselors address the potential
of disengagement by addressing students’ social/emotional development.
The current research findings are causing educators to reconsider student education to
combine SEL with academics. By adopting an SEL approach, schools can serve and invest in
students more holistically. According to The Aspen Institute (2016) nurturing social and
emotional development has broad implications and long-lasting effects, such as reducing risky
behaviors, decreasing drop-out rates and reducing depression and anxiety in adulthood.
According to Pennsylvania State University and Robert Wood Johnson Foundation
(2015) Social Emotional Learning in Elementary School, “extensive research shows that SEL
programs can promote academic achievement and positive social behavior, and reduce conduct
problems, substance abuse, and emotional distress. The benefits of SEL in the elementary years
SOCIAL EMOTIONAL LEARNING 8
have been documented in reviews by independent research teams and through meta-analyses
which demonstrate the immediate and long-term positive outcomes of well-designed, well-
implemented SEL programming. Some key research findings concluded that Social and
Emotional Learning programs significantly improve students' academic performance. According
to Durlark (2010) additional research shows emotional intelligence is strongly linked to staying
in school, avoiding risk behaviors, and improving health, happiness, and life success. (Durlak &
Weissberg and, Petrides, Frederickson, and Furnham, 2010).
The Collaborative for Academic, Social, and Emotional Learning (CASEL) (2012)
completed extensive studies of the long-term impacts of SEL. The participants in studies
included Loyola University, the University of Illinois at Chicago, and the University of British
Columbia. Over 213 studies on the impacts of SEL were reviewed by the researchers. According
to CASEL findings, students who were in a SEL programs showed 11 percentile-point gains in
academic achievement over students who were not in such programs. The CASEL research
revealed that students participating in SEL programs also exhibited much improved classroom
behavior, an increased ability to manage stress and depression, better attitudes about themselves,
others, and school compared to students who did not participate in SEL programs. The students
gaining awareness combined with developing emotional intelligence abilities increased long-
term academic success.
At-risk students receiving SEL develop the skills needed to overcome difficulties and tap
into their education for long-term achievement. The American Journal of Public Health published
a study in 2015 which observed students 13 to 19 years after they received social skills training
through the Fast Track Project. The Fast Track Project operated in four locations, which included
SOCIAL EMOTIONAL LEARNING 9
Seattle, Durham, Nashville, and rural Pennsylvania. The project hypothesis was that
“improving child competencies, parenting effectiveness, school context, and school-home
communications will, over time, improve psychopathology from early childhood through
adulthood.” The research findings from Fast Track Project revealed that teaching social skills in
kindergarten leads to students being less likely to live in public housing, receive public
assistance, or to be involved in criminal activity. In addition, their findings suggest that SEL
early intervention improves outcomes which reduce life risks for disadvantaged and at-risk
students. According to Blum & Libbey (2004) SEL reduces aggressive behaviors in the
classroom, freeing teachers, and students to focus more on learning. The students who receive
SEL training are 42% less likely to be involved in physical aggression in schools.
Many students lack social-emotional competencies and become less connected to school
as they progress from elementary to middle to high school. The lack of connection negatively
affects the academic performance, behavior, and health. According to a SEL meta-analyses
studied outcome data from 356 research reports revealed short- and long-term effects for
hundreds of thousands of K-12 students in a range of SEL programs within and outside the
United States. In the meta-analyses study, three different research groups led this effort which
included the United States (Durlak et al., 2011; Taylor et al., 2017), United Kingdom
(Wiglesworth et al., 2016) and the Netherlands (Sklad et al., 2012). The general conclusions
from each country were universal, school based SEL programs produced positive benefits in
behavioral expressions to include attitudinal, emotional, and academic
outcomes. Results revealed evidence of success immediately after the intervention.
The current SEL research supports the need for innovative approaches to the national
SOCIAL EMOTIONAL LEARNING 10
student behavior problems. It has been clearly established that Social Emotional Learning is the
best integrated approach to reduce the growing national problems with youth. The introduction
of SEL at all levels of public education will ensure all students can gain essential life skills
leading to academic, social, and emotional success. The students experiencing SEL more often
have a positive attitude about school and learning. The SEL approach will focus on developing
students’ skills that promote responsible decision making. This method encourages integrating
thinking, feeling, and behaving to become aware of self and others which will lead to a
decrease in dropout rates. According to Darling-Hammond, the student-centered schools in urban
high schools with social emotional learning demonstrate higher level of academic achievement
and improved behavior problems. The students with SEL graduated from high school and later
have a higher success rate in college. (Darling-Hammond 2014)
The public and private school systems play a significant role in children social and
emotional development. School is an important environment where children develop social and
emotional skills. In classrooms and other school settings, children and adolescents need to have
skills such as managing negative emotions, being calm, focused, following directions and
navigating relationships with peers and adults. The current SEL research supports the need for
innovated approaches to the national student behavior problems. It has been clearly established
that Social Emotional Learning is the best integrated approach to reduce the growing national
problems with youth. The introduction of SEL at all levels of public education will ensure all
students can gain essential life skills leading to academic, social, and emotional success. The
students experiencing SEL more often have a positive attitude about school and learning.
SEL and Evidence-based research
The evidence-based practice of SEL has proven to be the integration of best research
SOCIAL EMOTIONAL LEARNING 11
evidence with professional educators and the significant impact on students’ behaviors resulting
in improved outcome. According to Darling-Hammond (2014), evidence-based research found
that students in urban high school’s experience social emotional learning in student centered
schools. The findings in Darling-Hammond’s research support the predictable impact and
outcomes SEL will have on students. The students in the SEL research study felt more positive
about school and learning, achieved at higher levels, had greater aspirations, were more likely to
graduate, and were more likely to succeed in college. The SEL evidence-based programs will
address the four most common child and adolescent behavior problems, substance abuse,
delinquency, violence, and school dropout. The evidence-based approach provides the most
effective assessment of student behavior in an academic environment. In addition, the evidence-
based research focus on seeking the best course of actions with the goal of improving students’
outcomes. The use of evidence-based research will ensure the best academic practice is available
while reviewing ongoing research and studies to safeguard students’ outcomes.
A wide net is cast because many youth behavioral health problems are predicted by
shared risk factors. For example, high levels of conflict in families predict substance use,
delinquency, teen pregnancy, school dropout, violence, depression, and anxiety. Behavioral
health problems in childhood and adolescence take a heavy toll over a lifetime, with significant
impacts on rates of economic independence, morbidity, and mortality (Hale and Viner, 2012).
According to Catalano (2012), our nation faces vastly different challenges than it did just
30 years ago. The increase in student’s behavioral health problems have created new challenges
for our schools and society today. Promoting health among young people requires us to refocus
to address behavioral health problems. The review of the literature on SEL innovation revealed
encouraging findings which consistently suggest SEL has positive outcomes for students both in
academic and personal growth.
Research reviews and meta-analyses found that well-designed, well-implemented SEL
SOCIAL EMOTIONAL LEARNING 12
programs are associated with positive social, emotional, behavioral, and academic outcomes for
children and adolescents (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). The
current research increasingly suggests that SEL matters a great deal for important life outcomes
like success in school, college entry and completion, and later earnings. The existing research
also tells us that SEL can be taught and nurtured in schools so that students can increase the
ability to integrate thinking, emotions, and behavior in ways that lead to positive school and life
outcomes.
The term social and emotional learning has been around for more than 20 years. Most
recently, a growing interest in SEL has increased among parents, educators, and policymakers.
In addition, current evidence suggests that SEL skills could be significant in understanding and
remediating persistent gaps in accomplishments as defined by income, racial and ethnic
differences. (Anne Gregory, 2016)
The Collaborative for Academic, Social, and Emotional Learning (CASEL) is supporting
10 large school districts and 45 smaller ones through its Collaborating Districts Initiative as they
begin to incorporate a variety of SEL programs and practices into the schools. CASEL also
recently launched a Collaborating States Initiative to support states as they develop policies,
standards, and guidelines for SEL in schools. All 50 states have SEL standards in place at the
preschool level, and four (Illinois, Kansas, West Virginia, and Pennsylvania) have SEL standards
for kindergarten through 12
th
. (Collaborative for Academic, Social, and Emotional Learning)
Evidence to consider in the coming year
Having over twenty years of evidence-based research supporting the use of SEL in the
school system is clearly the next step in ensuring our students’ academic, social, and emotional
future. It will be helpful to review research with cost analysis comparisons for implementing a
SEL program. In some research findings SEL is a cost savings effort, therefore focusing and
presenting a cost analysis with positive projections will certainly provide some motivation for
SOCIAL EMOTIONAL LEARNING 13
the school district to support this innovation. In addition, it will be helpful to review the research
about teacher’s response to SEL before and after implementation. Since the success of SEL rests
largely on teachers totally embracing and executing the program, it is important to review
responses from the research. Finally, reviewing research of the failed attempts to implement SEL
in a school would be invaluable in knowing the pitfalls to avoid.
Considering existing opportunities for innovation.
Growing support for SEL in the schools is prompting federal legislature to endorse this
innovation. The impact of the significant body of SEL research over the last three decades is
manifested within Every Student Succeeds Act (ESSA), signed into law December 2015.
ESSA mandates that states include at least one non-academic indicator within their system to
assess student outcomes.
According to Belfield, Bowden, Klapp, Levin, Shand, & Zander, (2015) evidenced-based
SEL interventions can easily pass a benefit cost test. In fact, the weighted average benefit-cost
ratio across all six interventions with prior evidence of effectiveness indicates that identified
benefits outweigh the costs by a factor of 11:1, with an average net present value per 100
participants of $618,380. According to Farinde-Wu, Glover, & Williams, (2017) Culturally
Responsive Practices (CRP) requires skill in all SEL competencies and has been shown to be
effective in improving student academic performance and life opportunities across content areas.
CRP means relating all aspects of teaching and learning within the context of a student’s cultural
identity and experience. Hurley (2017) suggest that CRP sees students from an assets-based
perspective and leverages their cultural context to make learning relevant and increase
engagement.
Socially significant
According to NCES the current public discourse is students’ behavior problems, is
SOCIAL EMOTIONAL LEARNING 14
estimated that 30% of high school students participate in high-risk behaviors which included
alcohol and drug use, violence, risky sexual activities, attempted suicide, and depression.
In addition, school violence is a serious problem. NCES reports school violence involves
an array of behaviors which includes physical, student-on-student fighting, corporal punishment,
psychological violence, including verbal abuse; sexual violence, including rape and sexual
harassment; many forms of bullying, including cyberbullying; and carrying weapons in school.
The major behavior problems among students clearly reveal why all efforts need to be
comprehensive in addressing this crisis. The failure to address youth emotional and behavior
health problems will only serve to under mind our society growth and advancement. According
to Blum & Libbey (2004), students lack social-emotional skills and are less connected to school
in their advancement from elementary to middle to high school, and this lack of association
negatively affects academic performance, behavior, and health. According to Gilliam the
behavior problems amongst students are driven by multiple factors, including accumulating
evidence that many young children are entering school without the social and behavioral skills
necessary to succeed. The current research of Dusenbury, Zadrazil, Mart, & Weissberg (2011)
recognize that children spend a significant percentage of their time in schools which is a major
context for social and emotional development, growing along with and connected to academics.
According to Osher (2012) four main factors are known to contribute to what is
commonly referred to as the school to-prison pipeline. 1) Racial Disparities - African American
students are three times more likely than white students to be suspended for behavioral offenses.
2) Failure to build the social emotional capacity of students, 3) The ability of teachers to develop
students’ social emotional skills such as managing emotions, self-regulation, establishing healthy
relationships, and maintaining self-awareness, is crucial for curbing disruptive student behavior.
SOCIAL EMOTIONAL LEARNING 15
Critical Conditions for Learning (CFL) suggests that all young people and their families
face obstacles and challenges making them potentially at-risk. To support young people across
all demographics, it is incumbent upon educators to provide them with a level playing field and
optimum conditions for learning. CFL includes physically and emotionally safe environments,
caring connections between students and teachers, activities and curricula that engage and
challenge students, and positive peer support. Without these conditions, students are more likely
to engage in negative behaviors, disengage from school, and drop out. 4) Family-School
Disconnection - A common trait of high-performing schools is a high level of engagement with
families and the community. Families of young people at risk are often estranged from schools,
especially if their children have behavioral problems. Establishing a healthy relationship between
schools and students’ families are vital for keeping youth motivated and engaged in the
classroom. Both research and practice show that trusting, supportive relationships between
students and educators are key to preventing conflict.
Aligning the logic model and theory of change with SEL
In the logic model, policy change and practice change are the inputs identified which will
guide the SEL innovation. Having the school board to approve the stated changes is important in
ensuring cooperation and success of the innovation. Once the SEL policy change is approved the
development of SEL practice can be fully developed and enforced. In the practice changes
teachers will be required to incorporate SEL into the school curriculum and classroom activities.
The logic model identifies the value of creating a learning environment within the school system
for students that nurture the development of behaviors and cognitive skills for success. The goal
of SEL is to increase student graduates which is in alignment with the logic model outcomes
projections of 20% increase. The reduction of student’s dropout is another goal of this innovation
SOCIAL EMOTIONAL LEARNING 16
which is in alignment with the logic model projection of 25%.
The Theory of change illustrates the process of the SEL phrases of changes which is in
alignment with the innovation goals of student’s behaviors and cognitive improvements leading
to successful academic outcomes. The foundation for theory of change rest with teachers and
school support staff at all levels receiving emotional intelligence training. By ensuring the
school staff are trained in emotional intelligence it creates a culture of emotional health in the
school system and align with the principles of SEL innovation. In the theory of change students
are introduced to SEL five pillars of learning which includes, Self -Awareness, Self-
Management, Social-Awareness, Relationship skills and Responsible Decision making at each
school level. The Theory of Change suggest that SEL students will continue to progress at
each level of education and demonstrate positive social and emotional skills which is in
alignment with the innovation. In addition, they will conduct themselves in appropriate manner
in and out of the classroom throughout their academic progress. Finally, students will
successfully graduate from high school with a pathway to a successful career and a balanced life.
The Logic Model (Appendix A)
In the Social Emotional Learning logic model, there are four elements which map the
implementation process that includes Input, Output, Outcome Short Term and Outcome Long
Term. The Input phase will include SEL presentation to the Independent School District board.
The presentation will seek an approval for a policy change to incorporate SEL in the school
curriculum. The second input will include a practice change requiring teachers to incorporate
SEL into classroom activities. The current SEL research suggests school environments are
important because this is where children’s social and emotional development will occur. In the
classrooms and other social settings, youth need to have skills such as self-awareness and self-
management to address negative emotions to remain calm and focused while following
instructions and managing relationships with peers and adults. To ensure we build and
support these skills in the school environment, this innovation will strongly encourage adopting
SOCIAL EMOTIONAL LEARNING 17
social and emotional learning.
In the output’s implementation phase, by the end of six months in the school year, five
school board members will approve a policy change to incorporate SEL into the curriculum
throughout the district. In addition, teachers will integrate SEL in classroom activities, requiring
students to practice SEL in and out of the classroom. The school district will establish Family-
School-Community Partnerships that will promote SEL. The teachers and staff will receive
Emotional Intelligence and SEL training prior to the beginning of the school year. Each grade
level will have an age appropriate curriculum to ensure students are educated within approved
school board guidelines. The Social Emotional Learning program will be presented at the
beginning of each class in all grade levels. Finally, by establishing Family-School-Community
Partnerships, children will continue to learn, live, and build SEL skills at home and in other out-
of-school settings.
In the outcome phase, by the end of the first year, 40% of the teaching staff will pass
“certification” on the SEL curriculum and 100% of the teaching staff will pass SEL certification
by the end of the third year. The students will embrace open communication, understanding
kindness, polite communication, and empathy which translates into respect for one another. In
addition, we will see a reduction of behavior problems and an increase in graduation rates.
Theory of Change
Theory of Change (Appendix B) is essentially a comprehensive description and
illustration of how and why a desired change is expected to happen in a context. The
implementation of a Social Emotional Learning curriculum within the school system will reduce
student dropout rates, behavior health problems and improve academic success. The reduction of
school dropout rates will yield fewer youth incarceration.
The Social Learning Theory will be used to establish fundamental beliefs of how children
learn. It is natural for children to learn behaviors from observing and imitating others which is
how SEL will impact change. According to Albert Bandura (2015) Social Learning Theory,
SOCIAL EMOTIONAL LEARNING 18
suggest that people learn from one another, through observation, imitation, and modeling. The
Social Learning theory has often been called a bridge between behaviorist and cognitive learning
theories because it includes attention, memory, and motivation all which are essential for SEL. In
viewing SEL through the lenses of Social Learning Theory, it is clear how the association with
student’s behavior and cognitive learning are correlated in academic outcomes. The environment
in which students learn is critical in implementing SEL. The System Theory approach will
identify and explain how the environment impact a child learning outcome. System theory is
based on the belief that individuals do not operate in isolation, but rather grow and develop in
interaction with their physical and social environment. (Teater, 2014). The dysfunction of the
current school system physical and social environment is the reason why SEL can make an
impact on student dropout. According to Duffell, (2016) by embedding SEL programs within the
framework of a formal school-family partnership will allow students to apply their developing
social and emotional skills in school, at home, and in the community. According to Jones &
Bouffard, (2012) implementing a whole-school approach by programming SEL into curriculum
throughout the school day rather than teaching it in short, targeted sessions will yield the best
student outcomes. The Jones & Bouffard (2012) approach to SEL implementation is consistent
with the current propose innovation. Implementing SEL effectively requires a substantial
investment on the part of the school, as “SEL should exist everywhere at school, across the
building with every adult in the building on board.
Problems of Practice and Solution (s)/Innovation
A problem of practice is an area that a school or school district identifies that focuses on
the instructional core, is directly observable, is actionable, and connects to a broader strategy of
improvement. Identifying a problem of practice is the first step and element of instructional
rounds. After the problem of practice is identified, the theory of action, or the tentative solution
SOCIAL EMOTIONAL LEARNING 19
to the issue, can be applied to begin addressing the problem.
The Factory Model concept of education is the problem of practice in the educational
school system. Social Emotional Learning is the tentative solution to advancing institutional of
learning beyond its current approach. It is important to establish SEL at all levels of the
educational school system. The introduction of SEL at all levels of public education will ensure
all students can gain essential life skills leading to academic, social, and emotional success. SEL
evidence-based research is recognized as the best integrated approach to reduce the growing
national behavior problems with youth. According to Humphrey (2011) social and emotional
learning refers to the process through which individuals learn and apply a set of social,
emotional, behavioral, and character skills to succeed in schooling, the workplace, relationships,
and citizenship. The goal of SEL is to create a learning environment that nurture the
development of cognitive, affective, and behavioral competencies which includes self-awareness,
self-management, social awareness, relationship skills, and responsible decision making
according to Collaborative for Academic, Social, and Emotional Learning, (2005). The essence
of this innovation is to create a culture of social and emotional health within the school system
and community. The SEL innovation has nationwide implications for reforming the educational
system, reducing youth dropout and incarceration.
The development of SEL skills will provide the foundation for students to improve
behavior and academic performances. Greenberg (2003) suggest students gaining SEL abilities
will develop positive social behaviors, reduce conduct problems, decrease in emotional distress,
and improved test scores and grades. To ensure students receive the best SEL learning
experience, all teacher and support staff will receive Emotional Intelligence training. According
to Darling-Hammond (2009) professional development to support teacher knowledge and
effective pedagogy is related to student achievement gains. Having teachers and support staff
SOCIAL EMOTIONAL LEARNING 20
trained in understanding their emotional intelligence creates a culture of self- awareness, self-
management, social awareness, relationship skills, and responsible decision making. We can
improve students learning experience with positive outcomes by establishing an environment of
social and emotional awareness between teachers and students.
The SEL approach to teaching is the most effective way to inspire students and help them
develop life skills for success. The precondition leading to the long-term goal for change is for
teachers and school support staff to completely embrace Emotional Intelligence training. The
Emotional Intelligence training is a major element to ensure an effective student SEL outcome.
The ability to create a school culture of social emotional health and awareness is essential for
success.
Proposed solution/innovation
The Social Emotional Learning innovation is consistent with the goal of The Social Work
Grand Challenge, Ensure Healthy Development of all Youth by Unleashing the Power of
Prevention. SEL is a prevention approach that ensure the healthy development of all youth in the
educational system. SEL is a proven evidence-based prevention approach to help youth to
become social and emotional healthy. Social-emotional learning teaches young students how to
cope with everyday disappointments as well as the deep cuts of trauma. Many students lack
social-emotional competencies and become less connected to school as they progress from
elementary to middle to high school, and this lack of connection negatively affects the academic
performance, behavior, and health. SEL innovation is aligned with the grand challenge goals to
increase infrastructure to support the high-quality implementation of preventive interventions.
The introduction of SEL at all levels of public education will ensure all students can gain
essential life skills leading to academic, social, and emotional success. The students experiencing
SEL more often have a positive attitude about school and learning. Teaching and learning in
SOCIAL EMOTIONAL LEARNING 21
schools have strong social, emotional, and academic components.
According to Humphrey (2011) SEL programs appropriately implemented are linked to
improved students’ academic outcomes to include positive social and emotional behaviors. In
every academic learning environment SEL should be required to ensure every student can
develop the essential skills to be successful in life. These essential life skills include, self-
awareness, self-management, social-awareness, relationship skills and responsible decision
making.
Social Emotional Learning and Stakeholders
It is imperative that all stakeholders, which include, the mayor, city councilmen, school
board members, superintendent, principals, teachers, parents, and students are committed to the
SEL innovation. The superintendent is the leader within the school district and the school board
where decisions are made regarding school funding and approval of academic curriculums. It is
vital to the success of this innovation to have a superintendent that is a strong supporter of SEL
and willing to ensure resources are available. The principal provides leadership and
administrative oversight at an assigned school within the school district. Teachers will be
required to have Emotional Intelligence training as part of their ongoing teaching certification.
Students will be required to have an Emotional Intelligence screening. Finally, the parent must
agree to participate in the student development process throughout the academic year.
The US Department of Education has continued to promote and encourage school
systems to be innovative in their approach to educate our children to reduce behavior problems
and dropout rates. The goals in educating our children is to maximize their learning experience,
while preparing them to become productive members in our communities. Every Student
Succeeds Act (ESSA) is the nation’s main education law for all public schools. The ESSA laws
holds schools accountable for how students learn and achieve.
Social Emotional Learning is an evidence-based teaching method that understands all the
SOCIAL EMOTIONAL LEARNING 22
processes which influences children’s ability to learn. Another important group connected to
addressing the problem of student dropouts and behavior, includes educators, psychologist,
social workers, and researchers. They are committed to maximizing students learning
experiences and to look critically at factors that impact learning and behaviors.
One important group who has influence in how we educate our students are parents. It
was parent advocacy who led the effort in forming the Parents and Teachers Association (PTA)
which is a partnership between parents and teachers. Parents have always been the most vocal
advocates for improving our education system. The parents recognize that they have a voice and
the ability to promote, improve and demand a quality education for their children.
What is the likelihood of success?
I am confident with the encouraging results from SEL evidence-based research findings
and commitments from the school districts this innovation will produce positive outcomes.
In September 2016, the Aspen Institute convened a National Commission on Social, Emotional,
and Academic Development co-chaired by Linda Darling-Hammond, Tim Shriver, and Governor
John Engler. This Commission sponsored the most important conversation in a generation about
what constitutes success for schools and students. The Commission forged a unified voice among
researchers, educators, practitioners, and policymakers about the urgency of making social
emotional development an essential component of K-12 education. According to ASPEN
Institute (2016) through an inclusive and deliberative process, the Commission developed a
roadmap with specific action steps in research, practice, and policy that point the way toward a
new era of education and one that addresses the needs of the whole student.”
According to Humphrey (2013) and Merrell & Gueldner (2010) decades of rigorous
study have identified programs and practices that promote SEL in educational settings, and these
have been successfully implemented become many educators around the world. It is with this
SOCIAL EMOTIONAL LEARNING 23
back- drop that SEL will become the standard approach to educating our students.
Project Structure, Methodology, and Action Components
Program Development
Scope of Pre-operation Start-up Plans
The goal is to secure funding no later than January 2021. The applications for funding
will be submitted immediately to all potential funding sources to include ESSA, ESEA, U.S.
Department of Education sources and other available agencies after the SEL innovation is
approved by the school board. The IDEA ISD will be identified as the designated recipient to
fund SEL implementation in the school year. The estimated budget for the first full year in 2021-
2022 is $400 thousand dollars. Eighty percent of the budget will be allocated for salaries to
include, program manager, 2 training staff (Master of Social Workers or Educators) and 1
administration staff. Fifteen percent of the budget will be allocated for administration support
and another 5% for training materials and supplies.
The pre-operation and start-up plans will include securing the IDEA ISD approval to
implement a pilot SEL class and strategy for the designated middle school in the district
according to established policy in the 2021-2022 school year. The next step in the pre-operation
plan is securing funding from three sources to include: 1) Every Students Succeed Act (ESSA)
which mandates that states include at least one non-academic indicator within their system to
assess student outcomes; 2) Elementary and Secondary Education Act (ESEA §4108) U.S.
Department of Education released non-regulatory guidance to help states, districts, and schools
provide students with a more well-rounded education. The Allowable Activities for Safe and
Healthy Students within the guidance document specifically cites SEL and Texas Department of
Education for staff support. The ESSA mandates that states include at least one non-academic
SOCIAL EMOTIONAL LEARNING 24
indicator within the system to assess student outcomes and 3) House Bill 729– Character
Traits -Mandate teaching positive character. The applications for funding will be submitted
immediately after the innovation is approved by IDEA ISD board in February 2021.
During the pre-operation stage the staff job descriptions will be developed as defined by
functions within the organization. Once the job descriptions are established, they will be posted
on LinkedIn and Indeed. The job interview process will start six months prior to the teacher and
school staff training. The goal is to hire 4 new staff which include a program manager, 2 SEL
trainers and one administrative support. All new staff will get certified in Emotional Intelligence
as part of staff development within the organization.
Scope of First-Full-Year-of-Operations (FFYO)
The teachers and school staff five-day training will start July 2021. The training
will cover the five pillars of SEL which are, Self-Awareness, Self-Management, Social
Awareness, Relationship Skills and Responsible Decision Making. In 2021-2022 school year, the
pilot middle school will officially implement SEL activities. The students will be required to take
the SEL Pre-Assessment at the beginning of the school year. All SEL lessons will be taught
weekly and reinforced in all areas of the school. The school will create a steering committee to
monitor and review SEL activities. There are two designated SEL trainers who will serve as
the liaison within the school district.
The campus will have an assigned SEL specialist from their central office. The SEL
specialist supports implementation on campus by providing professional development, observing
lessons and giving feedback on explicit instruction, and integration of SEL skills and concepts
into academic instructions. Specialist will work closely with campus administration and
facilitators to develop SEL goals and action plans for the steering committee.
SOCIAL EMOTIONAL LEARNING 25
Organizational Development
Social Emotional Learning Design
In 2021-2022 school year, the projected pilot Social Emotional Learning class designated
for IDEA middle school students will be officially implemented. The middle school SEL class
will follow a specific curriculum utilizing SEL instructional materials. The students will be
required to take the SEL pre-assessment at the beginning of the school year followed by the
SEL post-assessment at the end of the school year. All teachers and staff will be required to
reinforce the SEL principles inside and outside the classroom throughout the school day. All
teachers and staff will model Emotional Intelligence awareness skills gained from the
professional development training in July 2021.
The school will create a steering committee to monitor, review and make
recommendations on SEL progress as needed. There will be a designated SEL facilitator on
campus, who will serve as a liaison with the school. The classroom will have an assigned SEL
specialist. The SEL specialist will support implementation on campus by providing professional
development, observing lessons, and giving feedback on explicit instruction, and integration of
SEL skills and concepts into academic instructions. The SEL specialist will work closely with
campus administration and facilitators to develop SEL goals and action plans with the steering
committee. The teachers and staff will have feedback review of the SEL process in Dec 2021.
Finally, at the end of the school year a review of IDEA performance goals to compare previous
years results. In addition, the students Pre and Post assessments will be reviewed for analysis of
SEL innovation outcomes.
Some of the goals for this innovation includes, by the end of the first year, 40% teaching
staff will pass “certification” on the SEL curriculum, 25% reduction in student’s behavior
SOCIAL EMOTIONAL LEARNING 26
problems, and 50% improvement in student’s academic performance.
Social Emotional Learning Curriculum
The Strong Kids, “A Social & Emotional Learning Curriculum “published by Dianna
Carrizales-Engelmann, Laura L. Feuerborn, Barbara A. Gueldner, and Oanh K. Tran will be
utilized in the SEL pilot at the IDEA middle school. The Strong Kids curriculum is designed to
be both a prevention and an early intervention program. It has a wide range of applications and
may be used effectively with children who are highly functioning, typically developing, at risk
for social and emotional problems or struggling with social and emotional difficulties.
The Strong Kids curriculum includes 12 Lessons that will cover the 2021-2022 academic
school year. The lessons will cover, Emotional Strength Training, Understanding Your Emotions
1and 2, Understanding other People’s Emotions, Dealing with Anger, Clear Thinking 1and 2,
Solving People Problems, Letting Go of Stress, Positive Living, Creating Strong and SMART
Goals, and Finishing UP.
Methods for assessment of impact.
Measures
The Social Skill Improvement System Rating Scales (SSIS) will be the measure used in
this innovation. SSIS is a set of rating scales designed to assess children’s social behavior and
assist in the implementation of interventions, which is part of the whole system. This measure
updates the widely used and positively evaluated Social Skills Rating Scales. In addition, the
utilization of the depression scale will establish a baseline for students in looking at the
association between depression and dropout.
According DiPerna, (2017) results from two randomized control trials published in 2015
and 2017 support the effectiveness of the SSIS curriculum for elementary students. The two
SOCIAL EMOTIONAL LEARNING 27
evaluations were conducted in the same six schools and included 1,160 students in first grade
and second grade (White = 71%, Black = 21%). Results indicated that students who participated
in the program exhibited positive social behaviors across the domains of communication,
cooperation, assertion, responsibility, empathy, and social engagement, more frequently than
students in the control group. In addition, students who participated in the program exhibited
fewer internalizing problem behaviors, and self- reported greater levels of academic motivation
and academic engagement compared to students in the control group. These differences were
reported four to five months after baseline and were statistically significant while controlling for
outcome pretest and other baseline attributes. The use of the SSIS rating scale will serve to
validate results and outcomes of the SEL innovation. In addition, Students will have a Pre and
Post Social Emotional screening.
Sampling
The type of sampling for this innovation will be probability. The advantage in using
probability sampling allows all students to have an equal chance in being a part of the sample.
The targeted school district for this proposal has a population of 50% Caucasian, 19% Hispanic,
30% African American and 1% other. The limitation with this sampling may not be reflective of
the demographics of the larger middle school population due to parental consent requirement.
The sampling technique is based on a randomization principle. Every student will be guaranteed
an opportunity for assessment which will reduce the possibility of bias. All sampling will be
inclusive, requiring all students enrolled, with parental consent, to complete a pre-assessment at
the beginning of the school year and a post-assessment at the end of the school year.
No Independent Review Board will be required for this innovation.
According to Lamb (2016) in some instances, schools that participated in SEL for a
longer period experienced more positive results than schools that participated in SEL for fewer
SOCIAL EMOTIONAL LEARNING 28
years, however, the of implementation also mattered. Most importantly if schools wish to
improve outcomes such as attendance, discipline, and academic achievement, they should focus
on specific and consistent ways to improve school climate and culture, which will in turn
improve SEL implementation.
Data Analysis
This innovation data analysis will utilize quantitative data for comparison between
pre and post assessments to include demographic variables which will include age, ethnicity,
gender etc. The collection of data will allow for a comparison of the variables in determining
cause and effect relationship of SEL before and after. In analyzing the pre and post assessment
data it will provide results of how SEL impacts students.
Intervention design
Methodology
It is impossible to bring adults and children together for long periods of time and not
influence children’s skills and the kinds of people they will become when putting Social
Emotional Learning (SEL) skills to use. All human interactions share social and emotional
communication which impact student learning and character development. SEL is
comprehensive, coordinated, and linked to improving academics behavior and encouraging
parental and community involvement. Students will embrace SEL concepts and how the
competencies will assist them academically to accomplish personal goals and become
a person of sound character and quality health. In addition, educators understand that
for students to build SEL skills, it is necessary to coordinate what happen in school,
SOCIAL EMOTIONAL LEARNING 29
home, and the local community. Successful schools focus on core set of beliefs and
actions (Berkowitz, 2011)
Communication Plan
Stakeholders’ influence
The internal stakeholders for this innovation include students, parents, teachers,
principals, school boards and superintendents. The external stakeholders include educators,
mayor, councilmen, public officials, governors, and congressmen. Each of these stakeholders
will provide support in promoting this innovation and funding. In addition, these stakeholders
help in expanding SEL innovation throughout IDEA ISD and beyond the school environment.
It is imperative that stakeholders are committed to the SEL innovation. The
superintendent is the leader within the school district and the school board where decisions are
made regarding school funding and approval of academic curriculums. It is vital to the success of
this innovation to have a superintendent that is a strong supporter of SEL and willing to ensure
resources are available. The principal provides leadership and administrative oversight at an
assigned school within the school district. Teachers will have by-annual Emotional Intelligence
training as part of their ongoing teaching certification to ensure they are equipped with skills to
take on this challenge. Finally, the parent participation is critical in the student development
process throughout the academic year. It was parent advocacy who led the effort in forming the
Parents and Teachers Association (PTA) which is a partnership between parents and teachers.
Parents have always been the most vocal advocates for improving our education system.
Policy change strategy
What role do schools play in promoting SEL? (Appendix D)
A systemic, schoolwide approach to SEL intentionally cultivates a caring, participatory,
SOCIAL EMOTIONAL LEARNING 30
and equitable learning environment and evidence-based practices that actively involve all
students in their social, emotional, and academic growth. This approach requires a coordinated
strategy across classrooms, schools, homes, and communities. The goal is to prepare students for
long-term success in life and to become responsible, caring citizens in our multicultural society.
In partnership with families and communities, schools play a critical role in supporting
young people’s social and emotional development. This goes beyond teaching a set of skills to
embedding SEL into every aspect of daily school life (Meyers et al., 2018). Implementing and
sustaining systemic SEL is a long-term process driven by continuous improvement.
The SEL fundamental truth is that leaning is a relationship and the success of education
mostly depends on the strength of the social and emotional connection between teacher and
student. The capstone approach to reducing student’s dropout will require a paradigm shift to
teaching, by introducing the Social Emotional Learning approach.
Cultural Structures and Social and Emotional Competencies
According to Michael L. Hecht and YoungJu Shin, underlying most modern approaches
is the assumption that culture is more of a lens than a clear analytical category. In addition, SEL
approaches consider culture as a frame of reference guiding thought and behavior rather than
reduce it to a category such as race or ethnicity. According to Kim, Triandis, Kagitcibasi, Choi,
& Yoon, 1994), Most, if not all, cultures have both individualistic and collectivist elements in
the notions of self; the differences lie in their relative emphasis and/or the situations and
relationships for which they are relevant. In this innovation considerations will be given to
ensure all ethical and ethnicity concerns are addressed to avoid negative consequences.
SOCIAL EMOTIONAL LEARNING 31
Conclusion
The essence of this innovation is to create a culture of social and emotional health within
the school system and community. The current SEL research supports the need for innovated
approaches to the national student behavior problems. SEL is the best integrated approach to
reduce the growing national problems with youth. SEL is a proven evidence-based prevention
approach to help youth to become social and emotionally healthy. The SEL innovation has
nationwide implications for reforming the educational system, reducing dropout rates and youth
incarceration. In addition, students with SEL graduate from high school and later have a higher
success rate in college. In the current coronavirus environment and social distancing SEL could
transform into a virtual learning environment that could lead to other social and emotional
learning challenges. However, research suggest that SEL is individual centric therefore in a
virtual environment students will continue to develop the social and emotional skills to be
successful both in academic and life. The future of SEL is unlimited because its application goes
beyond the classroom. SEL development is consistent with emotional intelligence and create life
skills leading to professional success. SEL is the missing link in personal and career
development because of the life skills gained from self-awareness, self-management, social-
awareness, relationship skills, and responsible decision making.
SOCIAL EMOTIONAL LEARNING 32
Appendix A
Social Emotional Learning Logic Model
Inputs
Outputs Outcomes -- Impact
Activities Participation Short Long
Policy change to
incorporate SEL
Practice change to
incorporate SEL
School Board Vote:
By the end of the six
months, five School
Boards members will
approve policy changes
to incorporate SEL into
the curriculum
throughout the district
Teachers will integrate
SEL in the classroom
activities
Student will practice
SEL in and out of the
classroom
Establish a Family-
School-Community
Partnerships that
promote SEL
Principal,
Teachers and
school staff
Teachers, School
Staff, Students
and Parents
By the end of the
first year, 40%
teaching staff will
pass
“certification” on
the SEL
curriculum.
By the end of the
third year 100%
of teaching staff
will pass SEL
certification
25% reduction in
student’s behavior
problems
50% improvement
in student’s
academic
performance
There will be a 20%
increase in graduate
from the baseline to the
next grade level.
Teachers and staff
improve their Emotional
Intelligence
25% reduction in
student’s dropout
Assumptions
▪ The school board will approve the SEL innovation.
▪ SEL innovation will receive full support from principal, teachers, staff, and family
members
▪ The student’s behavioral problems will improve because of SEL.
SOCIAL EMOTIONAL LEARNING 33
Appendix B
Theory of Change
Social Emotional Learning
Students successfully graduate from high school with
Social and Emotional skills. Students are prepared for
college and/or a pathway leading to a successful career
and a balanced life.
Students demonstrate positive
Social and Emotional skills
Students are recognized for
good citizenship with
positive behaviors
Students conduct themselves in
appropriate manner in and out of
the classroom
Students are introduced to Social Emotional Learning five
pillars of learning, which includes, Self -Awareness, Self-
Management, Social-Awareness, Relationship skills and
Responsible Decision making.
Strategies for Social and Emotional
Learning: Preschool and Elementary
Grade Student Learning Standards and
Assessment
In Middle School Students will
meet with teacher daily to discuss
and practice SEL five Pillars
Teachers and school support staff at all
levels are to receive Emotional Intelligence
assessment and training
High School students will be
engaged is SEL activities in a
safe space for experiential
learning.
SOCIAL EMOTIONAL LEARNING 34
Appendix C
SOCIAL EMOTIONAL LEARNING 35
Appendix D
School Wide SEL
SOCIAL EMOTIONAL LEARNING 36
Appendix E
Management
❑ Management and Operations, ($100,000.00 including benefits)
Office Administrative Staff
❑ Office Mgr. and staff ($110K including benefits)
Professional Training Staff
❑ (Master of Social Work or Master of Education) 5+ years of training experience
($120K including benefits)
Salaries (including benefits) $330K
SOCIAL EMOTIONAL LEARNING 37
Appendix F
Social Emotional Learning in Middle School
Operational Plan Manual
Students Road to Success
SOCIAL EMOTIONAL LEARNING 38
Table of Contents
Introduction
Why Social Emotional Learning?
Social-Emotional Learning Competencies
Sensory Motor Integration
1. Insight - Self-Awareness
2. Regulation - Self-Management
3. Collaboration - Relationship Skills
4. Connection - Social Awareness
5. Critical Thinking – Responsible Decision Making
Social Emotional Learning Pilot
Operational Plan for IDEA ISD 2021-2022
Social Emotional Learning the way forward
Implementation Plan
a. Multifaceted Implementation Strategies
b. Social Emotional Learning Curriculum
c. Measures
d. Sampling
e. Data Analysis
f. Methodology
Scope of Pre-Operation Start-up
Scope of First-Full-Year-of-Operation
SEL Funding
Steps to Establish SEL in the ISD
Communication Plan
Social Emotional Learning Curriculum
References
SOCIAL EMOTIONAL LEARNING 39
Introduction
According to Jeffrey M. Jenson and J. David Hawkins, preventing behavioral health
problems among young people is an urgent grand challenge for Ensure Healthy Development for
All Youth, by Unleashing the Power of Prevention. Evidence from the past three decades
indicates that behavioral health problems can be prevented before they emerge in young people’s
lives (Elliott & Fagan, 2017; Hawkins et al, 2015; Jenson & Bender, 2014). The goal of
Unleashing the Power of Prevention is to reduce the incidence and prevalence of behavioral
health problems by 20% over the next decade for young people from birth to 24 years.
Why Social Emotional Learning?
The Social Work Grand Challenge, Ensure the Healthy Development of Youth recognize
how important it is to prevent behavioral health problems of youth before they develop. The
childhood and adolescence behavioral health problems are linked to significant rates of economic
independence, morbidity, and mortality. Over 30 years of scientific evidence- based research
reveals that behavioral health problems can be prevented when addressing social and emotional
challenges. SEL is the best integrated approach to reduce the growing national problems with
youth. According to Darling-Hammond (2017) the student-centered schools in urban high
schools with social emotional learning demonstrates higher level of academic achievement and
improved behavior problems. In addition, students with SEL graduate from high school and later
have a higher success rate in college. According to Blum & Libbey (2004). SEL reduce
aggressive behaviors in the classroom, allowing teachers and students to focus more
on learning. The students who receive SEL training are 42% less likely to be involved in physical
SOCIAL EMOTIONAL LEARNING 40
aggression in schools.
Social-Emotional Learning Competencies
Social-Emotional Competencies Corresponding
CASEL Domain
1. Sensory-Motor Integration: the ability to have body awareness
and recognize sensations in the body. Gaining sensory-motor
integration is an important skill for managing transitions, changing
outlines, increasing alertness for learning, and improving regulation
2. Insight: the ability to know your emotions and how they affect
your thoughts and actions. Gaining insight is an important skill for
building self-confidence, self-esteem, and empathy for others. Insight
helps students recognize their own strengths and areas of growth
Self-Awareness
3. Regulation: the ability to recognize and manage one’s emotions.
Regulation skills build positive self-control, positive self-discipline, and
impulse control
Self -Management
4. Collaboration: the ability to work well with others, including in
the group and teamwork environment. Collaboration works to build
positive communication and conflict management skills
Relationship Skills
5. Connection: the ability to have strong social awareness, giving
students the ability to take the perspectives of others and empathize
with people of diverse backgrounds and cultures.
Social Awareness
6. Critical Thinking: the ability to make constructive choices and
understand metacognitive strategies to enhance learning. Critical
thinking skills build responsible decision-making, analytical, and
critical inquiry skills which are necessary to approach learning from
an innovative, creative, multicultural, and ethical lens.
Responsible
Decision Making
SOCIAL EMOTIONAL LEARNING 41
Social Emotional Learning Pilot Innovation
Operational Plan
2021-2022
Step Content
Vison
Implementation Plan
❖ Multifaceted Implementation
Strategies
❖ Social Emotional Learning
Curriculum
❖ Measures
❖ Sampling
❖ Data Analysis
❖ Methodology
Scope of Pre-Operation Start-up
February 2021
Scope of First-Full-Year-of-
Operation
July 2021
The teachers and school staff five-day training
will be start
SEL Funding
❖ Wallace Foundation
❖ ESSA
❖ ESEA
January 2021
Submit applications to secure funding
SOCIAL EMOTIONAL LEARNING 42
Social Emotional Learning the way forward
Introducing SEL in the school environment will increase infrastructure and support the
high-quality implementation of preventive interventions. The essence of this innovation is to
create a culture of social and emotional health within the school system and community. The
SEL innovation has nationwide implications for reforming the educational system, reducing
dropouts and youth incarceration. The selection of Social and Emotional Learning (SEL) as an
innovation is in alignment with the goals of the Grand Challenge of Social Work, to Ensure the
Healthy Development of Youth by Unleashing the Power of Prevention through widespread use
of proven approaches. Social and Emotional Learning is a prevention strategy that can integrate
into the public-school system to reduce students ‘dropout rates, behavioral health problems, and
the reduction of youth incarceration. SEL is a proven evidence-based prevention approach that
help youth to become social and emotionally healthy, leading to both academic success and
improve quality of life.
Implementation Plan
The SEL innovation will address healthy youth development and school dropout
prevention. According to Humphrey (2011) social and emotional learning refers to the process
through which individuals learn and apply a set of social, emotional, behavioral, and character
skills required to succeed in schooling, the workplace, relationships, and citizenship. Durlak
(2010) suggest that emotional intelligence is strongly linked to staying in school, avoiding risky
behaviors, and improving health, happiness, and life success.
Multifaceted Implementation Strategies
The use of Multifaceted implementation strategies for the SEL innovation will serve as
the approach in the execution of this program. The Multifaceted strategies involves multiple
SOCIAL EMOTIONAL LEARNING 43
approaches which includes, mission driven, buy-in approach, results-oriented focus,
improvement directed focus and staffs, and community stakeholder’s participation. The mission
driven concept for facilitating SEL implementation will involve staff, administrative actions, and
decisions contribution to children’s well-being.
The IDEA Independent School District board approval of this innovation is essential in
the implementation process. Having buy-in from principals, teachers, staff, and parents are
major elements in the successful execution of SEL for the wellbeing of students. The utilization
of the results-oriented focus will measure staff and program performance to evaluate the impact
and improvements of student’s social and emotional well-being. The improvement directed focus
for staff and administrator’s will continually seek to be more effective with requirements of
emotional intelligence training. The staff and administrators will focus on students, families, and
community relationships. The line level staffs, and community stakeholder’s participation will
have a significant role in key program decisions.
The SEL implementation plan will utilize three primary strategies. The first strategy will
utilize a local needs assessment which will gather information, assess for readiness, and identify
barriers. The second strategy will focus on developing a formal implementation blueprint,
tailoring strategies to overcome barriers and honor preference. The third strategy will involve
stimulating change by implementing the scales up model. These strategies will focus on building
community buy-in, by conducting local consensus discussions with principal, teachers, students,
parents, and other consumers. All multifaceted implementation strategies will identify and
prepare SEL champions.
Social Emotional Learning Design
In 2021-22 school year, the projected pilot Social Emotional Learning class designated
SOCIAL EMOTIONAL LEARNING 44
for IDEA middle school students will be officially implemented. The middle school SEL class
will follow a specific curriculum utilizing SEL instructional materials. The students will be
required to take the SEL pre-assessment at the beginning of the school year followed by the
SEL post-assessment at the end of the school year. All teachers and staff will be required to
reinforce the SEL principles inside and outside the classroom throughout the school day. All
teachers and staff will model Emotional Intelligence awareness skills gained from the
professional development training in July 2021.
The school will create a steering committee to monitor, review and make
recommendations on SEL progress as needed. There will be a designated SEL facilitator on
campus, who will serve as a liaison with the school. The classroom will have an assigned SEL
specialist. The SEL specialist will support implementation on campus by providing professional
development, observing lessons, and giving feedback on explicit instruction, and integration of
SEL skills and concepts into academic instructions. The SEL specialist will work closely with
campus administration and facilitators to develop SEL goals and action plans with the steering
committee. The teachers and staff will have feedback review of the SEL process in Dec 2021.
Finally, at the end of the school year a review of IDEA performance goals to compare previous
years results. In addition, the students Pre and Post assessments will be reviewed for analysis of
SEL innovation outcomes.
Some of the goals for this innovation includes, by the end of the first year, 40% teaching
staff will pass “certification” on the SEL curriculum, 25% reduction in student’s behavior
problems, and 50% improvement in student’s academic performance.
SOCIAL EMOTIONAL LEARNING 45
Social Emotional Learning Curriculum
The Strong Kids, “A Social & Emotional Learning Curriculum “published by Dianna
Carrizales-Engelmann, Laura L. Feuerborn, Barbara A. Gueldner, and Oanh K. Tran will be
utilized in the SEL pilot at the IDEA middle school. The Strong Kids curriculum is designed to
be both a prevention and an early intervention program. It has a wide range of applications and
may be used effectively with children who are highly functioning, typically developing, at risk
for social and emotional problems or struggling with social and emotional difficulties.
The Strong Kids curriculum includes 12 Lessons that will cover the 2021-2022 academic
school year. The lessons will cover, Emotional Strength Training, Understanding Your Emotions
1and 2, Understanding other People’s Emotions, Dealing with Anger, Clear Thinking 1and 2,
Solving People Problems, Letting Go of Stress, Positive Living, Creating Strong and SMART
Goals, and Finishing UP.
Social Emotional Learning Curriculum Focus
SOCIAL EMOTIONAL LEARNING 46
Measures
The Social Skill Improvement System Rating Scales (SSIS) will be the measure used in
this innovation. SSIS is a set of rating scales designed to assess children’s social behavior and
assist in the implementation of interventions, which is part of the whole system. This measure
updates the widely used and positively evaluated Social Skills Rating Scales. In addition, the
utilization of the depression scale will establish a baseline for students in looking at the
association between depression and dropout. The use of the SSIS rating scale will serve to
validate results and outcomes of the SEL innovation.
Sampling
The type of sampling for this innovation will be probability. The advantage in using
probability sampling allows all students to have an equal chance in being a part of the sample.
The targeted school district for this proposal has a population of 50% Caucasian, 19% Hispanic,
30% African American and 1% other. The limitation with this sampling may not be reflective of
SOCIAL EMOTIONAL LEARNING 47
the demographics of the larger middle school population due to parental consent requirement.
The sampling technique is based on a randomization principle. Every student will be guaranteed
an opportunity for assessment which will reduce the possibility of bias. All sampling will be
inclusive, requiring all students enrolled, with parental consent, to complete a pre-assessment at
the beginning of the school year and a post-assessment at the end of the school year.
No Independent Review Board will be required for this innovation.
Data Analysis
This innovation data analysis will utilize quantitative data for comparison between
pre and post assessments to include demographic variables which will include age, ethnicity,
gender etc. The collection of data will allow for a comparison of the variables in determining
cause and effect relationship of SEL before and after. In analyzing the pre and post assessment
data it will provide results of how SEL impacts students.
Methodology
It is impossible to bring adults and children together for long periods of time and not
influence children’s skills and the kinds of people they will become when putting Social
Emotional Learning (SEL) skills to use. All human interactions share social and emotional
communication which impact student learning and character development. The concept of SEL
has been around for many years, presented in various context with reasonable success and
challenges. SEL is comprehensive, coordinated, and linked to improving academics behavior and
encouraging parental and community involvement. Once students ‘embrace SEL concepts and
how the competencies will assist them academically to accomplish personal goals and
become a person of sound character and quality health. In addition, educators
understand that for students to build SEL skills, it is necessary to coordinate what
SOCIAL EMOTIONAL LEARNING 48
happen in school, home, and the local community. Successful schools focus on core
set of beliefs and actions (Berkowitz, 2011)
Steps to establish SEL in the ISD
In establishing SEL in the IDEA Independent School District (ISD), San
Antonio, Texas, the following factors will be considered; staff knowledge of SEL,
school climate, sociodemographic factors, leadership style, history, current mandates
and priorities, as well as the school’s capacity to integrate SEL in their culture. To
ensure success for this SEL pilot the following requirements will be instituted.
1) Establish a school infrastructure that can support this innovation which
will include creating a SEL review committee. This committee will establish
attainable goals, using planning cycles that identify one primary goal and an action
plan to accomplish it, in successive eight-week periods of time, to structure activities,
keep efforts focused, and promote accountability.
2) Ongoing Assessment of how well SEL is coordinated and integrated in
the school program. Assessment of the school's culture and climate to monitor changes.
There are a variety of tools that will be considered in assessing the school's culture
and climate, from the perspective of students, staff, and/or parents. These can include
surveys, walk-throughs, focus groups, and analysis of artifacts. Reports generated
from culture and climate assessments will be shared with school leaders, staff
members, and student leaders, and priorities will be set for addressing school. Data
will be presented by gender and ethnicity, as well as by grade level within the school
and staff position, so that differential perceptions of the sch ool culture and climate
can be established.
SOCIAL EMOTIONAL LEARNING 49
3) Provide consistent and ongoing opportunities for students to practice SEL skills.
When SEL programs are presented to children without coherent articulation, the
impact is likely to be more confusing than illuminating, with the learning less likely
to find its way into children's minds, hearts, and actions. This leads to students'
uncertainty about how to solve real-life problems, especially when under stress. Also,
many times these steps are simply presented to students but not actually taught and
practiced with continued, reinforced use. Bringing these various steps and processes
into alignment allows students to learn a common method within and across grade
levels.
4) Improve faculty readiness to teach SEL. To be fully effective, the
responsibilities and expectations that faculty should be already aligned with SEL
approaches. This only happens when there is a deep understanding of the theory,
literature, and education of SEL, with an inspiring vision and a strong sense of staff
investment, and with students as true partners in creating and maintaining change
(Hargreaves, 2009). The principal, teachers and staff will complete a five-day
Emotional Intelligence professional development training in July 2021. The training
will cover the five pillars of social emotional learning which include, Self-Awareness,
Self-Management, Social Awareness, Relationship Skills and Responsible Decision
Making. The Emotional Intelligence training is designed for staff to gain better
appreciation and awareness of their levels of competencies to provide insight into the
student’s challenges.
The key to implementing sustained SEL is the capacity to integrate it into
whatever standards, rubrics, and mandates come along. Therefore, for successful SEL
SOCIAL EMOTIONAL LEARNING 50
readiness, more time might be spent on conceptual understanding than on "training,"
since competent educators and school support staff should have the basic skill set to
implement SEL approaches well if they are clearly and fully understood. While
challenging, it is possible for schools and districts to successfully align SEL with
Common Core Curriculum Standards, teacher evaluations, and other programs (Elias,
2014; Elias & Leverett, 2011).
According to CASEL (2013) the cornerstone of SEL efforts is the delive ry of
five essential skills and competencies to students. 1. Self-awareness: recognizing and
labeling one's feelings and accurately assessing one's strengths and limitations. 2. Self-
management: regulating emotions, delaying gratification, managing stress, motivating oneself,
and setting and working toward achieving goals. 3. Social awareness: showing empathy, taking
others' perspectives, and recognizing and mobilizing diverse and available supports. 4.
Relationship skills: clear communication, accurate listening, cooperation, nonviolent and
constructive conflict resolution, and knowing when and how to be a good team player and a
leader.
5). Responsible decision-making ethical choices based on consideration of feelings,
goals, alternatives, and outcomes, and planning and enacting solutions with potential obstacles
anticipated.
The school district will establish Family-School-Community Partnerships that will
promote SEL. The teachers and staff will receive Emotional Intelligence and SEL training prior
to the beginning of the school year. The long-term goal is to eventually have each grade level
with an age appropriate curriculum to ensure students are educated within approved school board
guidelines. The Social Emotional Learning program will be presented at the beginning of each
SOCIAL EMOTIONAL LEARNING 51
class in all grade levels. Finally, by establishing Family-School-Community Partnerships,
children will continue to learn, live, and build SEL skills at home and in other out-of-school
settings.
Scope of Pre-operation Start-up Plans
The pre-operation and start-up plans will include securing the IDEA ISD approval to
implement a pilot SEL class and strategy for the designated middle school in the district
according to established policy in the 2021-22 school year. The next step in the pre-operation
plan is securing funding from three sources to include: 1) Every Students Succeed Act (ESSA)
which mandates that states include at least one non-academic indicator within their system to
assess student outcomes; 2) Elementary and Secondary Education Act (ESEA §4108) U.S.
Department of Education released non-regulatory guidance to help states, districts, and schools
provide students with a more well-rounded education. The Allowable Activities for Safe and
Healthy Students within the guidance document specifically cites SEL and Texas Department of
Education for staff support. The ESSA mandates that states include at least one non-academic
indicator within the system to assess student outcomes and 3) House Bill 729– Character
Traits -Mandate teaching positive character. The applications for funding will be submitted
immediately after the innovation is approved by IDEA ISD board in February 2021.
During the pre-operation stage the staff job descriptions will be developed as defined by
functions within the organization. Once the job descriptions are established, they will be posted
on LinkedIn and Indeed. The job interview process will start six months prior to the teacher and
school staff training. The goal is to hire 5 new staff which include 2 SEL facilitators and 3 SEL
specialist. All new staff will get certified in Emotional Intelligence as part of staff development
within the organization.
SOCIAL EMOTIONAL LEARNING 52
Scope of First-Full-Year-of-Operations (FFYO)
The teachers and school staff five-day training will start July 2021. The training
will cover the five pillars of SEL which are, Self-Awareness, Self-Management, Social
Awareness, Relationship Skills and Responsible Decision Making. In 2021-22 school year, the
pilot middle school will officially implement SEL activities. The students will be required to take
the SEL Pre-Assessment at the beginning of the school year. All SEL lessons will be taught
weekly and reinforced in all areas of the school. The school will create a steering committee to
monitor and review SEL activities. There will be two designated SEL facilitators who will serve
as the liaison within the school district.
The campus will have an assigned SEL specialist from their central office. The SEL
specialist supports implementation on campus by providing professional development, observing
lessons and giving feedback on explicit instruction, and integration of SEL skills and concepts
into academic instructions. Specialist will work closely with campus administration and
facilitators to develop SEL goals and action plans for the steering committee. The teachers and
staff will have feedback review of the SEL process in Dec 2021.
SEL Funding
The goal is to secure funding no later than January 2021. The applications for funding
will be submitted immediately to all potential funding sources to include ESSA, ESEA, U.S.
Department of Education sources and other available agencies after the SEL innovation is
approved by the school board. The IDEA ISD will be identified as the designated recipient to
fund SEL implementation in the school year.
The estimated budget for the first full year in 2021 is $500 thousand dollars. Eighty
SOCIAL EMOTIONAL LEARNING 53
percent of the budget will be allocated for salaries to include, program manager, 5 training staff
(Master of Social Workers or Educators) and 1 administration staff. Fifteen percent of the budget
will be allocated for administration support and another 5% for training materials and supplies.
Communication Plan
Stakeholders’ influence
The internal stakeholders for this innovation include students, parents, teachers,
principals, school boards and superintendents. The external stakeholders include educators,
mayor, councilmen, public officials, governors, and congressmen. Each of these stakeholders can
provide support in promoting this innovation and funding. In addition, these stakeholders can
help in expanding SEL innovation throughout ISD and beyond the school environment.
Sector, Structure, and Auspices
The operating sector for this capstone innovation will be B&L Unlimited Consultant
and Training, LLC a private for-profit business. The auspices for this organization are the Chief
Executive Officer (CEO)/Chairman of the board and board of directors. The CEO will be the
final authority/financial auspices under which this capstone innovation will operate. The goal of
this organization is to develop positive outcomes from the SEL innovations and use it as a
platform to expand throughout the state of Texas independent school districts and beyond.
Having a private for-profit business will allow more flexibility in the expansion and the ability to
continue to grow and develop other innovations. The financial plan will involve federal, state,
and private funding.
Finally, at the end of the school year a review of IDEA ISD performance goals will be
compared to previous year results. In addition, the students Pre and Post assessments will be
reviewed for analysis of the SEL innovation outcomes.
SOCIAL EMOTIONAL LEARNING 54
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Abstract (if available)
Abstract
The high incidents of school dropouts have created a pipeline to incarceration, which demands a national commitment for change. According to the U.S. National Center for Education Statistics, over 80% of the United States incarcerated population are high school dropouts, making this a problem that impacts every member of the community. The societal change which has occurred from 2000 to the present has an influence on youth behaviors to include an increase in school dropout rates, gang violence and a national drug epidemic. The innovation of Social Emotional Learning (SEL) is consistent with the Grand Challenge, to Ensure the Healthy Development of All Youth by Unleashing the Power of Prevention through widespread use of proven approaches. SEL is a proven evidence-based prevention approach to help youth to become social and emotionally healthy. The use of SEL as a prevention strategy in the public-school system is to reduce students’ dropout rates and behavioral health problems leading to a reduction of youth incarceration. SEL innovation is aligned with the grand challenge goals to increase infrastructure and to support the high-quality implementation of preventive interventions. The essence of this innovation is to create a culture of social and emotional health within the school system and community. The SEL innovation has nationwide implications for reforming the educational system, reducing dropouts and youth incarceration.
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Asset Metadata
Creator
Clark, Ben Lee
(author)
Core Title
Social emotional learning the future of education
School
Suzanne Dworak-Peck School of Social Work
Degree
Doctor of Social Work
Degree Program
Social Work
Publication Date
10/23/2020
Defense Date
07/06/2020
Publisher
University of Southern California
(original),
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(digital)
Tag
OAI-PMH Harvest,social emotional learning
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Electronically uploaded by the author
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Manderscheid, Ron (
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bclarkceo@aol.com,benclark@usc.edu
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