2016 Kansas MTSS Symposium
Evidence‐Based Practices and Organizational Principles Promoting Students’ Social, Emotional, and Academic development
Linda Dusenbury, Ph.D., Senior Consulting Scientist to CASEL and Director of CASEL's Collaborating States Initiative
Purpose • To explore evidence‐based programs and practices to promote academic, social and emotional learning (SEL) to answer the following questions: – How can SEL be used to support academic achievement? – What does evidence‐based SEL actually look like in practice, and what programs exist to help schools and districts promote academic, social, and emotional development in their students? – How can schools select programs most appropriate for their needs, and how can leadership teams tailor programs and practices to meet the needs of young people in their communities? This session will also explore developmental, cultural and linguistic contexts affecting social and emotional development, and what schools can do to optimize education in SEL for all students. Throughout this presentation, SEL will be presented as an organizing framework that ideally informs everything that happens in schools.
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Overview of presentation • Definition and framework for social and emotional learning (SEL) • Review of research showing the effectiveness of SEL approaches (including in terms of academic achievement) • Effective approaches to SEL based on CASEL Reviews • Selecting an approach to meet the needs of the community • Growing momentum of statewide implementation of SEL across the country • Kansas standards for SEL and character development • CASEL Collaborating States Initiative
Definition and Framework
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Essential Questions Each Community Must Answer To be well-prepared for the future, what will young people need to know and be able to do to succeed now, and in the future? How can the entire community be organized to ensure that all students reach the stated goals?
What will the future be like? • Fast changing world with technology, travel and communication • Uncertainty about what jobs will be in the future • Rapid increase in knowledge about science and technology • Increasing diversity • Changing economic outlook and uncertainty about global power distribution
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SEL is a Process of Acquiring and Applying the Knowledge, Skills, and Attitudes Related to Five Core Competencies Impulse control Stress management Self‐discipline Self‐motivation Goal setting Organizational skills
• • • • • •
SELF‐ MANAGEMENT
SOCIAL AWARENESS
• • • •
Perspective‐taking Empathy Appreciating diversity Respect for others
Social and Emotional Learning (SEL)
RESPONSIBLE DECISION‐ MAKING
RELATIONSHIP SKILLS
• • • • • •
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SELF‐ AWARENESS
• • • • • •
Problem identification Situation analysis Problem‐solving Evaluation Reflection Ethical responsibility
Communication Social engagement Building relationships Working cooperatively Resolving conflicts Helping/Seeking help
The Challenge of Definitions • • • • • • • • • • • •
Intra/Interpersonal Skills Deeper Learning 21st Century Skills Life Skills Mindsets (Growth/Learning) Grit Self‐Control Self Discipline Social Problem Solving Emotional Intelligence Conditions for Learning Climate/Culture
• • • • • • • • • • •
Character Education Mental Health Promotion Violence Prevention Bullying Prevention Drug Prevention Civic Engagement Multicultural Education Positive Youth Development Project‐based Learning Restorative Practices Service‐learning
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Kansas Social, Emotional, and Character Development Model Standards Character Development
Personal Development
Social Development
Skills to help students identify, define and live in accordance with core principles that aid in effective problem solving and responsible decision-making.
Skills that help students identify, understand and effectively manage their thoughts, feelings and behaviors.
Skills that establish and maintain positive relationships and enable communication with others in various settings and situations.
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Research
Students who receive SEL programing, compared with controls, perform…
Social and Emotional Learning
(Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011)
9%ile Points Higher in Prosocial Behavior 9%ile Points Lower in Conduct Problems 10%ile Points Lower in Emotional Distress 11%ile Points Higher in Academic Achievement
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Additional Conclusions from Meta‐Analysis It is possible to promote SEL intentionally, through changes to the environment, and through direct instruction: • Many evidence‐based programs and practices have been identified through research. • High quality implementation of programs is essential.
The Economic Value of SEL Benefit‐Cost Analysis of SEL: • Programs: 4Rs, Positive Action, Life Skills Training, Second Step, Responsive Classroom, and Social and Emotional Training (Sweden). • Conclusion: “…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.” (p. 46) (Belfield, Bowden, Klapp, Levin, Shand & Zander, 2015)
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Teachers Believe SEL Benefits Students in School, Work, and Life (Bridgeland et al., 2013)
•
Students from all types of backgrounds, both 97% affluent and poor would benefit from learning SEL skills in school
• • •
Preparing students for the workforce
87%
Students becoming good citizens as adults
87%
Students ability to move successfully through school and stay on track to graduate
80%
•
78%
Preparing students to get to/through college
Business Leaders Agree • Deming, D. J. (2015, August). The growing importance of social skills in the labor market. (Working Paper No. 21473.) Retrieved from the National Bureau of Economic Research website at http://www.nber.org/papers/ w21473 2 • Miller, C. C. (2015, October 16). Why what you learned in preschool is crucial at work. New York Times. • The MassINC Polling Group (2014, March 24). Let’s get together: Massachusetts business leaders seek collaboration, alignment with state’s education system.
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Effective Approaches
Based on CASE Reviews
History of CASEL Program Reviews • Safe and Sound (2004) • 2013 CASEL Guide: Preschool and Elementary Edition • 2015 CASEL Guide: Middle and High School Edition
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Historical Context
Safe & Sound: An Educational Leader’s Guide to Evidence‐based SEL Programs (2003) • Reviewed 80 multiyear SEL programs designed for use in general education classrooms • Identified 22 CASEL Select SEL Programs • Reviews were based on three important factors: program design, evidence of effectiveness, and professional development • Over 150,000 downloads from CASEL.org
2013 CASEL Guide: Preschool and Elementary School Edition • Develops a framework for understanding approaches to promote SEL at the preschool and elementary levels • Identifies 7 CASEL SELect programs at the preschool level • Identifies 19 CASEL SELect SEL programs at the elementary school level • Program reviews were based on three important factors: program design, evidence of effectiveness (more rigorous than in previous guide), and support for implementation
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2015 CASEL Guide: Middle and High School Edition •
• • • •
Develops a framework for understanding approaches to promote SEL at the secondary level Identifies 6 CASEL Select SEL Programs at the middle school level Identifies 5 CASEL SELect SEL programs at the high school level Also identifies Complementary, Promising and Other SEL‐ Related Approaches Program reviews were based on three important factors: program design, evidence of effectiveness, and support for implementation.
Criteria for SELect Programs • Program design – Universal – Classroom‐based – Multi‐year – Grounded in theory and strategy relevant to SEL – Broad coverage of five SEL competencies – Opportunities for behavioral practice – Implementation manual and program materials available in English • Evidence of effectiveness. – Experimental and control group with pre‐ and post‐test data collection – At least one significant positive outcome: prosocial behaviors, academic achievement conduct problems, emotional distress • Professional development and training – Capacity to support initial training and ongoing support – Services available in the United States
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Social and Emotional Core Competencies
SELect Programs Although many worthwhile programs are currently available, to be included in the 2013 CASEL Guide and designated as CASEL SELect, programs had to: • Be well‐designed classroom‐based programs that systematically promote students’ social and emotional competence, provide opportunities for practice, and offer multi‐year programming. • Deliver high‐quality training and other implementation supports, including initial training and ongoing support to ensure sound implementation. • Be evidence‐based with at least one carefully conducted evaluation that documents positive impacts on student behavior and/or academic performance.
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A Conceptual Framework for Enhancing Students’
Social, Emotional, and Academic Competence
SEL Approaches: • Explicit SEL Skills Instruction • Teacher Instructional Practices • Integration with Academic Curriculum Areas • Organizational, Culture, and Climate Strategies
SEL Skill Acquisition: Five Competence Areas Improved Attitudes: Self, Others, Learning, and Schools Enhanced Learning Environment: Supportive, Engaging, and Participatory
Positive Social Behavior Fewer Conduct Problems Less Emotional Distress Improved Academic Performance
SEL Approaches • • • •
Explicit SEL Skills Instruction Teacher Instructional Practices Integration with Academic Curriculum Areas Organizational, Culture, and Climate Strategies
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Classroom Approaches • • • • • •
Lessons Generalization/Teachable Moments Instructional practices Relationship building Positive classroom management Shared agreements
SAFE Elements • Sequenced—connected and coordinated activities to foster skills development; • Active—active forms of learning to help students master new skills; • Focused—containing a component that emphasizes developing personal and social skills; and • Explicit—targeting specific social and emotional skills
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Active Learning Techniques • • • • • • • •
Discussion Brainstorming Demonstration Role Plays and Skill Rehearsal Coaching Opportunities for Practice Community Service/Service Learning Field‐based Learning
Connecting to Other Settings • School • Family • Community
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What are evidence‐based practices that promote self awareness? Instructional Activities
Teaching Practices
Teach vocabulary for feelings.
Establish morning check‐ins that include saying how one feels today.
Lead discussions about how we feel in Create a quiet corner where students different situations. can go to draw a picture about how they’re feeling. Use a literature selection to have students identify a time they had the same feelings.
Routinely encourage students to write in journals or share with partner in pair shares to reflect on their feelings.
Ask students to identifying personal strengths and weaknesses they’d like to work on in a picture or essay.
Create age appropriate class roles and responsibilities
Have students complete an age‐ appropriate project to identify their interests or strengths
Ask age appropriate questions that help students reflect on their own strengths and interests, or provide authentic feedback.
What are evidence‐based practices that promote self management? Instructional Activities
Teaching Practices
Teach effective, age‐appropriate self‐ management techniques such as belly breathing, yoga positions, counting to ten, self‐talk, relaxation exercises, mental rehearsal.
Routinely practice age appropriate self‐management techniques as regular part of the school day (e.g., start class with a deep breathing exercise).
Have student brainstorm age‐ appropriate ways to motivate themselves.
Give students age‐appropriate, authentic praise for self‐management
Lead discussions about positive, age appropriate ways we can express our feelings
Establish a separate space in the classroom for individual self‐ management.
Over the course of several weeks, have students work on individual goal projects using goals they identify for themselves. Have them monitor and document their progress for several weeks.
Routinely work with the class to establish and complete class projects using a systematic process for setting and achieving goals.
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What are evidence‐based practices that promote self management? (continued) Instructional Activities
Teaching Practices
Use biographies to discuss how people Routinely notice and discuss with persevered through hard times to turn students when they are being their lives around or reach a goal. perseverant. Lead a discussion (ask questions) about who might be able to help, or what other resources might be available.
Give authentic feedback when students persevere (e.g., “I know how hard that was, but you never gave up. You kept on going. I’m very proud of you, and you should be proud of yourself.”)
Define perseverance as a vocabulary word.
Routinely encourage students to write in journals or share with partner in pair shares to reflect on why their efforts in certain situations succeeded or failed, and what they might do differently in the future.
What are evidence‐based practices that promote social awareness? Instructional Activities
Teaching Practices
Teach an age appropriate lesson on why it is important to identify how others feel and what to look for (facial cues, body language);
Routinely discuss how we know the way characters in literature feel, based on what the author tells us about the character’s behavior
Define and discuss the word empathy with children in late elementary, middle or high school.
When there is a difference of opinion among students, allow them to reflect on how they are feeling (drawing a Discuss the expectations and demands picture or writing an essay or in a journal) and then share with a partner of different settings … how we dress or in a small group, to be heard but and behave for school, places of also to listen to how others feel worship, formal differently and why, in the same situation.
Ask students to reflect (including in journals) on questions about the negative effects of stereotyping. Give them opportunities to discuss in pair shares.
Routinely identify and celebrate historical figures who have contributed to their communities. List their contributions and ways that they contributed to the common good.
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What are evidence‐based practices that promote relationship skills? Instructional Activities
Teaching Practices
Teach students a lesson or lessons on how to resolve conflicts peacefully.
Use team‐based, collaborative teaching practices such as cooperative learning and projective based learning Teach lessons to develop social skills (e.g., how to meet someone new, how to provide students with opportunities to start a conversation, how to keep it to develop and practice communication, social and going, how to end it smoothly, etc.) assertiveness skills. Teach lessons on how to communicate Establish a peace corner, and a conflict effectively, verbally and nonverbally. resolution procedure students can use. Teach students how to formulate I‐ messages for sharing feelings. Teach lessons on how to be assertive (and not aggressive).
Have students routinely evaluate how well they worked together in the group. One day it may be to evaluate how well they listened, took turns or how they contributed information to the learning situation.
What are evidence‐based practices that promote responsible decision making? Instructional Activities
Teaching Practices
Teach students a formula for making good decisions (e.g., stop, calm down, identify the problem, consider the alternatives, make a choice, try it out, re‐evaluate).
Support students through the steps of making a decision in age appropriate ways, anytime they face a choice or decision.
Give students problem scenarios (e.g., Give students authentic feedback for a friend asks you to let them copy your making good decisions. homework) and ask them to work in groups or pairs to decide what they would decide. Read current events and discuss the if the decisions made are ethical and evaluate against a clearly defined ethical criteria.
Examine problem‐ or moral‐situations from literature and examining other alternatives and impacts
Create classroom rules together with students.
Develop and enforce class rules and shared norms, discussing them routinely
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Assessment: Informing Practice • There are formal assessments used in research and other settings to measure SEL. However, these do not yet lend themselves to widely‐ used testing in schools. CASEL does not recommend “traditional” or “formal” assessments of SEL in school settings. • Teachers need ways of identifying areas for growth in their students, and for assessing their students’ progress over time. • Combination of indicators can be used to informally measure student progress Items from school climate surveys (do students feel safe, respected, and encouraged in school?) Behavioral measures such as academic achievement, attendance, conduct, fights, bullying, etc. Brief (single?) survey item that assesses whether and to what extent all kids in the school are familiar with a common decision making formula
Strategies classroom teachers can use to assess SEL Self Awareness • Teach “feeling words” as part of vocabulary, and give a quiz on the definitions. • Ask students to draw a picture or write a story or essay to describe how they would feel in a variety of situations. Self Management • Ask students to draw a picture or write an essay or in a journal about something they would like in the future, and what they plan to do to achieve it. • Do students appear to have the ability to sit still and pay attention when needed? Do they control their impulses? Can they wait their turn? • Do students appear reasonably relaxed (and not overly stressed or anxious) in learning and testing situations?
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Strategies classroom teachers can use to assess SEL (continued) Social Awareness •
Do students show respect for other peers and adults, including those from different backgrounds?
•
Ask students to draw a picture or write an essay or story about how different people might feel in a variety of situations (e.g., not being invited to a party, not having anyone to sit with at lunch)
Strategies classroom teachers can use to assess SEL (continued) Relationship Skills • Do students appear to get along well with their peers? Do students exhibit good listening skills when another peer or an adult is speaking? • Ask students to draw a picture or write an essay about good ways to resolve a conflict. • Are students able to get what they want without offending others? Do they resolve conflicts by “talking it out” rather than becoming physically or verbally aggressive? • Ask students to draw a picture or write an essay to describe who they could ask for help in a variety of situations – e.g., getting a ride home after an event, getting extra time to complete an assignment, borrowing a calculator, computer or other piece of technology for a project.
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Strategies classroom teachers can use to assess SEL (continued) Responsible Decision Making • Ask students to respond to essay questions about the process they would use to make a decision in a variety of situations. • Ask students to draw a picture or write an essay about how they would respond in different situations.
What does SEL look like in practice?
http://www.edutopia.org/keys‐social‐ emotional‐learning‐video
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Selecting a Program
Principles for Selecting a Program Principle 1: School and district teams—rather than an individual—should engage diverse stakeholders in the program adoption process to identify shared priorities. Principle 2: Implementing evidence‐based SEL programs within systemic, ongoing district and school planning, programming, and evaluation leads to better practice and more positive outcomes for students. Principle 3: It is critical to consider local contextual factors (e.g., student characteristics, programs already in place) when using the CASEL Guide and gathering additional information in order to make the most effective decisions about which programs to implement.
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Steps to Program Selection Step 1: Align priorities for evidence‐based SEL programs with your school or district’s SEL goals. Step 2: Use tables in the Guide to review evidence‐based SEL program candidates that address your identified priorities. Step 3: Identify your top program candidates and gather and review additional information (including from the program descriptions) to narrow the search. Step 4: Assess the cultural sensitivity and linguistic responsiveness of the program. Step 5: Contact and visit schools using the program(s) you are considering. Step 6: Completing the selection process and beyond.
Program Design Table
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Implementation Supports Table
Evidence of Effectiveness Table
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Program Descriptions
Gather Additional Information •
•
•
•
•
Program costs. – What is the cost of standard program materials? – Are there ways of saving on the cost of training? – If there is training for trainers or coaches, what is the cost? – What are the differences in cost for training based on location? Training and support for implementation. – How much training will our staff need? How much time is required? Who should attend the training? – Are there any prerequisites for participating in training? – Does the training include opportunities for participants to practice or plan together? – Is there on‐site consultation to schools? Continuing evaluation of the program. – Does the program provide school districts with on‐site assistance in designing an evaluation to determine the program’s impact on students? – Does the program provide on‐site assistance in collecting, analyzing and interpreting evaluation data? Review materials. – Are program materials available for review? How long can we keep the materials? – Is there a cost for review materials? – How much of the program can be viewed directly on the program developer’s website? Information about others who have experience with the program. – Can colleagues who are using the program be contacted directly? – Is it possible to see the program in action?
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Assess Cultural and Linguistic Responsiveness • How does the program ensure that the language, content, and activities are appropriate? • Has the program been evaluated with similar populations? • Are there program evaluations with similar groups of students? • Are similar schools using the program? • Review comments about cultural and linguistic sensitivity in the descriptions of each program’s design, when available. • Review the evaluation table to determine whether programs have been evaluated in settings with similar populations • Form a team made up of parents, faculty, and community stakeholders who represent cultural perspectives and ask them to help you review and explore programs you are considering.
Contact and visit schools using the program – Speak with teachers and others who have experience with the program. – Observe program components in action. – Ask programs to identify individuals or schools for a visit. Otherwise try to arrange extended telephone interviews with schools using programs.
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Completing the Selection Process and Beyond • Develop a plan for first year implementation. • Plan sustaining strategies to support implementation (e.g., observation and feedback to teachers by program staff; meetings where teachers can discuss challenges and successes; and peer coaching by experienced teachers). • Develop a plan for monitoring progress and impact going forward.
Growing Momentum of Statewide Implementation of SEL
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Goals of the CASEL State Scan • To identify and review state learning standards related to social and emotional learning • To understand how state standards are developed. • To promote development and adoption of well‐ articulated, comprehensive SEL standards. (See CASEL State Scan Reports and Resources)
What are the key features of high quality SEL standards, policies and guidelines? • Free‐standing, comprehensive standards with developmental benchmarks across grade level and SEL domains that provide simple, clear, concise, consistent statements grounded in research. • Integrated with standards in other subject areas • Guidance on how adults can support students through teaching practices • Guidance on how to create a positive learning environment and school climate • Guidelines on how to make instruction culturally and linguistically sensitive and relevant • Tools to support high quality implementation, including evidence‐based programs, assessment, and professional development
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Free‐Standing Standards for SEL at the Preschool Level
Comments • There is wide variability in the number of standards and benchmarks each state provides for SEL (from less than 10 to more than 500, for benchmarks). • State preschool standards are constantly changing, reflecting the strong desire on the part of states to improve their guidelines at the early childhood level.
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Guidelines for Adults and the Environment Close to 90% of state preschool standards documents: • provide guidelines for caregivers on how to support child development. • provide guidelines for creating a positive environment.
Cultural and Linguistic Relevance Approximately 80%of state preschool standards documents: • provide guidelines on how to make instruction and programming culturally sensitive. • provide guidelines on how to make instruction and programming linguistically appropriate.
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Free‐Standing Standards for SEL at the K‐12 Level
Findings from K‐12 Review of Standards: 4 Approaches to K‐12 Standards for SEL
• Comprehensive, free‐standing K‐12 standards for SEL (3 states) • Comprehensive, free‐standing standards for SEL, pre‐ school through early elementary (at least 4 states) • Focused, free‐standing standards on one or more dimensions of SEL (at least 4 states) • SEL standards integrated into other sets of learning standards (virtually all states, to varying degrees)
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SEL Integrated into Other Sets of Standards Virtually all states have SEL standards that are integrated to some degree across other sets of standards. (e.g., Common Core). However, while some states have done a lot of work in this regard, in many states, this content is usually not comprehensive across all five SEL domains, and/or is scattered and diffuse. Further, the content may not be consistent across subject areas or grade levels, and development is not systematically and strategically supported. To ensure that SEL standards are prioritized, CASEL recommends there also be free‐standing standards for SEL.
Kansas Standards for SEL
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Kansas Social, Emotional, and Character Development Model Standards Character Development
Personal Development
Social Development
Skills to help students identify, define and live in accordance with core principles that aid in effective problem solving and responsible decision-making.
Skills that help students identify, understand and effectively manage their thoughts, feelings and behaviors.
Skills that establish and maintain positive relationships and enable communication with others in various settings and situations.
What are evidence‐based practices that align with standards? Kansas Standards • Personal Development Standards – Self Awareness – Self Management
• Social Development Standards – Social Awareness – Interpersonal Skills (i.e., Relationship Skills)
• Character Development – Responsible Decision Making and Problem Solving
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CASEL Collaborating States Initiative
Goals of the CASEL Collaborating States Initiative • To create a community of practice with 8 states designed to help states develop policies, learning standards, and guidelines to support statewide implementation of social and emotional learning (SEL). • To support states as they adopt and implement clearly defined, research‐based policies, standards, and guidelines to support statewide implementation of SEL. • To develop the following tools states can draw from in their work: (1) a comprehensive set of free‐standing standards for SEL with developmental benchmarks for preschool through high school; (2) model policies (including consistent language and terminology and SEL) that can be used to help embed those standards comprehensively throughout the education system; and (3) practice guidelines and other tools to support implementation from preschool through high school.
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Resources Available on the CASEL Collaborating States Initiative Webpage
http://www.casel.org/collaborating‐states/
Contact
Linda Dusenbury
[email protected]
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