Paul LeBuffe Presentation Slides

Social and Emotional
Competence: Critical Skills for
Success in School and Life
September 11, 2015
Paul LeBuffe
Devereux Center for Resilient Children
Devereux Center
for Resilient
Children (DCRC)
Our mission is to promote social
and emotional development,
foster resilience, and build skills
for school and life success in all
children birth through school-age,
as well as to promote the
resilience of the adults who care
for them.
Rochester School District
“Core Beliefs” (excerpts)
• We have an ethical responsibility to ensure readiness
for college, career, and responsible citizenship
• The intellectual, social, emotional, physical, and civic
potential of every student is nurtured.
• Building relationships with families and community is
valued and promoted.
• Ensure collaboration and communication.
U of Rochester MC: Strong Memorial Hospital
“Philosophy of Care”
• Integrity. We conduct ourselves in a fair, trustworthy
manner and uphold professional and ethical standards.
• Compassion. We act with empathy, understanding and
attentiveness toward all others.
• Accountability. We take responsibility for my actions and
join with my colleagues to deliver ‘Medicine of the Highest
Order’.
• Respect. We always treat patients, families and colleagues
with dignity and sensitivity, valuing their diversity.
• Excellence. We lead by example, rising above the ordinary
through my personal efforts and those of my team.
Wegmans Food Markets
“Our Values and Culture”
•
•
•
•
•
Caring
High Standards
Making a Difference
Respect
Empowerment
Rochester Regional Health
“Values”
• Service - To serve our community is a privilege and an obligation. We excel
in our sensitivity to the needs of those we serve. Everyday we live our
mission through serving our community.
• Teamwork -Together we can do great things for people in need. One team,
with one goal - to be one Great Health System, Always!
• Attitude - We are a "can do" team. We are grateful for the opportunities
that are presented each and every day. Through positive energy we can,
and we will, meet the needs of those we serve.
• Respect - Public trust demands the highest respect for those we serve
and for those with whom we work - the team members - who share our
mission - in all situations and with all people. We are here to better the
lives of others and we are profoundly aware of the value of each human
being.
• Standards - We pledge to our community the highest standards of respect,
patient safety and clinical excellence. We will do no harm. Do it right - Do
it now. We are extraordinary people called to do extraordinary work
Confusing Language
• Soft Skills
• 21st Century Skills
• Non-Academic or Non-Cognitive Skills
– (both inappropriate and misleading)
•
•
•
•
Super-Cognitive Skills
Whole Child
Character Education
Focus on select skills like grit, growth-mindset
Preferred Term – Social and Emotional Skills
SEL Core Competencies
Manage emotions
and behaviors to
achieve one’s goals
Recognize one’s emotions
and values as well as one’s
strengths and limitations
Make ethical,
constructive choices
about personal and
social behavior
Show
understanding and
empathy for others
Source: Collaborative for Academic,
Social, and Emotional Learning, 2011
Form positive relationships, work in teams, deal
effectively with conflict
Is This Really That Important?
• SEL & Academic Achievement
• SEL & Income Achievement Gap
• SEL & Challenging Behaviors
CASEL Meta-analysis (213 studies 270,000 K-12 students)
9% improvement in attitudes about self, others, and
school
23% improvement in social and emotional skills
9% improvement in classroom behavior
11% improvement in achievement test scores
9% decrease in conduct problems, such as
classroom misbehavior and aggression
10% decrease in emotional distress, such as anxiety
and depression
(Durlak, Weissberg et al. 2011)
Relationship Between Academic Achievement
and Social-Emotional Competence
% of Elementary Students by PSSA Math
and DESSA-mini Categories
100.0
% of Elementary Students by PSSA
Reading and DESSA-mini Categories
100.0
8.4
90.0
24.7
70.0
60.0
50.0
Advanced
28.6
Proficient
40.0
38.2
30.0
20.0
Basic
Below Basic
12.5
6.4
.0
Need
70.0
Strength
DESSA-mini Category
20.1
18.2
60.0
48.9
50.0
30.0
Advanced
Proficient
40.0
Basic
59.0
Below Basic
15.9
20.0
38.3
10.0
21.1
80.0
42.9
% of Students
% of Students
80.0
90.0
1.7
10.0
15.2
.0
Need
Strength
DESSA-mini Category
Relationship Between Academic Achievement
and Social-Emotional Competence
% of Middle School Students by PSSA
Math and DESSA-mini Categories
% of Middle School Students by
Reading and DESSA-mini Categories
100.0
100.0
9.6
90.0
90.0
27.1
80.0
42.3
70.0
60.0
50.0
Advanced
24.7
28.2
40.0
Basic
30.0
20.0
Proficient
Below Basic
38.6
19.0
10.0
% of Students
% of Students
80.0
5.5
20.9
70.0
60.0
23.3
Advanced
50.0
35.2
40.0
30.0
50.3
20.0
10.0
Below Basic
16.2
14.1
.0
Need
Strength
DESSA-mini Category
Proficient
Basic
10.6
.0
34.5
Need
Strength
DESSA-mini Category
3rd Graders SEC (N=148)
Variance Explained
76%
SBA
Reading
24%
Low
Income
Economic
disadvantage
explains approx
24% of SBA
variance.
•
Low income
students predicted
to average 80 pts
lower on the SBA
(1 SD).
•
3rd Graders SEC (N=148)
•
Variance Explained
53%
•
SBA
Reading
22%
9%
16%
SEC
Low
Income
•
When DESSA scores are added,
an additional 22% of SBA variance
is uniquely predicted.
Together, 47% of SBA variance is
predictable from economic
disadvantage and DESSA.
• Impact of poverty reduced to
predicting an average of 50 points
less on SBA.
Students with SEC 1 SD above the
mean predicted to average 40 pts
higher on the SBA, controlling
poverty
Level IV Infractions During 2011-12
•
•
•
•
Assault on staff
Assault on student
Bomb threat
Possession/use/distribution/
sale of a controlled substance
• Threat to staff
• Weapons Policy violations
• Repeat Level III Infractions
• 1,003 Level IV Infractions were committed by 218
students
• Social-emotional competency data is available on 73 of
these students (33.5%)
Social-Emotional Competency of Students Committing
a Level IV Infraction (Beginning of School Year)
Social-Emotional Categories of
Students Committing a Level IV
Infraction
Social-Emotional Categories
(DESSA-mini SET) Time 1
Grades K-8
6.8%
17.8%
23.1%
Strength
Strength
42.5%
Typical
Typical
Need
59.1%
Need
50.7%
Essential to Prevention
• Chemung County, NY
– 406 preschool children
– Pre-post assessment with the DECA
• No intervention
Pretest % BC
Posttest % BC
Strength on pretest TPF
(n = 76)
0%
0%
Typical on pretest TPF
(n = 275)
14%
13%
Need on pretest TPF
(n = 55)
51%
70%
Same Skills Needed in Workplace!
• Secretary’s Commission on Achieving
Necessary Skills (SCANS) Report -1999
– Skills needed by the workforce
– 50% (8 of 16) were social and emotional skills
•
•
•
•
•
•
Decision-making
Problem-solving
Personal responsibility
Sociability
Self-management
Integrity
Key Points About S/E Skills
1) They are skills that can be taught
2) There are good evidence-based curricula and
established pedagogy to teach these skills
3) They can and should be incorporated into
academic instruction and OST programming
4) They can be measured
5) They promote achievement, free up
instructional time, and reduce behavioral
concerns
Social and Emotional Learning Defined
• www.CASEL.org
• Social and Emotional Learning (SEL) is the process
by which children and adults acquire the skills to:
–
–
–
–
–
Recognize and manage emotions
Develop caring and concern for others
Establish positive relationships
Make responsible decisions
Handle challenging situations effectively
(paraphrased from CASEL)
How do you
intentionally
develop a positive
culture and climate
in your school or
OST program for all
the members of the
learning
community?
How do you
intentionally
address SEL
through other
academic/program
content and SEL
skill practice?
Integration
SOCIAL AND
EMOTIONAL LEARNING
How are you
intentionally
teaching the
knowledge and
skills of SEL?
Culture and Climate
(Cohen & Elias, 2011 first 2 bullets)
• “current quality and character of school life”
• “students feel safe, supported, engaged and
helpfully challenged”
• “Principal sets the tone; the teachers set it in
stone” (and the students reinforce)
Key Elements of Culture & Climate
• Physical Environment
• Routines, Rules, and Rituals
• Relationships with students, colleagues and
parents/caregivers
• Trauma-informed educational practices
• Foundational Practices
DESSA Foundational Skills
• Designed to be implemented across the entire
school/OST Program
• Can be implemented by all staff
• Support academic lessons
• Examples
– Learning agreements
– Greeting rituals
- Movement
- Student Voice
Explicit Instruction/SEL Curricula
• Evidence-Based
• S.A.F.E.
– Sequenced
– Active
– Focused
– Explicit
• CASEL Guide to Effective Social and Emotional
Learning Programs
Integration
• “Because academic and SEL skills develop and
operate together, efforts to promote them should be
designed to promote both at the same time.”
(Jones & Bouffard, 2012)
• SEL cannot be 1 period a week!
• Students need opportunities to practice across
– The school/OST day
– Different school/OST environments
– With different people
• The goal is to have skills become habits
Close Reading: What’s SEL got to do with it?
(Chicago Public Schools)
Close Reading is a set of strategies that allow students to productively struggle with
complex text in ways that accelerate and deepen their learning.
Elements of Close
Reading Include:
Self-Management
skills required
Relationship skills Responsible Decision Making
required
skills required
Individual reading
of complex text
• Self control
• Self motivation
• Perspective Taking
n/a
n/a
Group exploration
of complex text
• Self control
• Self motivation
• Perspective Taking
• Setting and Achieving
goals
• Communicating
clearly
• Working
collaboratively
• Resolving conflicts
• Seeking help
• Considering the well-being of self
and others
• Recognizing one’s responsibility to
behave ethically
• Evaluating realistic consequences of
various actions
Student-led
discussion and
analysis of text
• Regulating one’s
emotions
• Self control
• Self motivation
• Perspective Taking
• Setting and Achieving
goals
• Communicating
clearly
• Working
collaboratively
• Resolving conflicts
• Seeking help
• Considering the well-being of self
and others
• Recognizing one’s responsibility to
behave ethically
• Basing decisions on safety, social and
ethical considerations
• Evaluating realistic consequences of
various actions
32
Measurement of S/E Skills
• Quality Assessment Allows us to:
– Understand the unique S/E strengths and needs of the
youth
– Prioritize strategies based on areas of need
– Recognize, honor and leverage strengths
– Improve our programs based on objectively measured
outcomes
Universal Screening with the
DESSA-mini
• Very brief, 8-items, completed by teachers or
out-of-school-time staff
• Screen an entire classroom/group in one
planning period
• Yields one score, the Social-Emotional Total
• Students place in the Strength, Typical or
Need for Instruction range
The Devereux Student Strengths
Assessment
• Based on resilience theory & SEL principles
• 72 items yield 8 scales
• Completed by parents, teachers, and/or
OST/community program staff
• Takes 5-8 minutes to complete
• On-line administration, scoring and reporting
available
DESSA Scales
• Social Emotional Composite (SEC)
• Eight Scales:
–
–
–
–
–
–
–
–
Self Awareness
Self-Management
Social-Awareness
Relationship Skills
Goal-Directed Behavior
Personal Responsibility
Decision Making
Optimistic Thinking
Individual Student Profile
Strength
Typical
Need for Instruction
How can we use these
data to improve
outcomes:
• Classroom/Whole
group
• Pull-out groups
• Assign learning
partners
• Teacher coaching
/professional
development
Collective Impact
• Organize youth-serving agencies around a
common purpose
• Create a common language
• Share outcomes
• Sharing effective strategies
• Evaluate community impact, not just agency
outcomes
Overview of 2012-2013 Results
United Way of Greater Cincinnati Learning Community Data
Social Emotional Categories – Pre DESSA
N = 4,102
Social Emotional Categories – Post DESSA
N = 4,102
13%
20%
20%
25%
Strength
Strength
Typical
Typical
Need
Need
60%
62%
287 Students moved from Need to Typical in one year!
205 more Students with Social and Emotional Strengths!
Overview of Results
Youth Achieve Learning Community Data
Pre to Post Comparison of Social Emotional Categories by Program Type
20%
25%
60%
62%
20%
Pre
22%
60%
13%
18%
Post
Pre
ALL
N = 4,102
25%
16%
62%
64%
11%
Post
Afterschool
n = 2,776
22%
Pre
20%
Typical
28%
58%
64%
16%
Post
Youth
Development
n = 708
Need
16%
17%
Strength
54%
25%
Pre
17%
68%
16%
Post
Prevention/
Intervention
n = 618
DESSA
Normal
Distribution
Questions?
Thank you!
Paul LeBuffe
[email protected]
Devereux Center for Resilient Children
www.CenterForResilientChildren.org