Social Emotional Learning

Why focus on Social-Emotional Learning? 

Social-Emotional Learning (SEL) is a research-driven approach based on the five competencies self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Through a variety of structured activities students learn critical life skills such as recognizing and managing emotions, solving problems effectively and developing positive relationships. SEL provides the foundation needed for all other learning to occur.  

“Research shows that SEL not only improves achievement...but it also increases prosocial behaviors (such as kindness, sharing, and empathy), improves student attitudes toward school, and reduces depression and stress among students.” (Durlak et al., 2011) 

Most educators and caring adults in the school already teach and practice SEL organically; our EUPISD goal is to support purpose, intentionality, and systemization in the implementation of SEL practices. 

 

SEL Competencies 

SEL as Curriculum 

As part of our commitment to supporting SEL in our district, the EUPISD offers a variety of supports for establishing SEL-integrated environment. Please see this Harvard School of Education report for a detailed overview of the key features and common implementation challenges of effective SEL programs.

Michigan Model for HealthTM 

Michigan Model is a CASEL SELect program that addresses social and emotional competencies.  Recent research has shown that school-based SEL programs like Michigan Model improve students' classroom behavior and reduce conduct problems, such as bullying.  Michigan Model is recognized by the National Registry for Evidence-based Programs and Practices. To learn more, contact Helen Craig, Regional School Health Coordinator: hcraig-isd@eupschools.org

SEL Integrated with Academics

It is widely recognized that Tier 1 SEL support needs to come from the classroom teacher.  The Collaborative for Academic and Social Emotional Learning (CASEL) has developed Sample Lessons Plans integrating SEL into Tier 1 instruction.  Click here to review 

SEL and empowerment 

Teachers have to teach students how to make decisions about the choices and problems they face.  A student who has excellent content knowledge bu poor social or problem0-solbing skills is a stuent at risk of being manipulated.  Similarly, students who are able to predict possible consequences of their actions may be better equipped to make good decisions.  For more information regarding teacher implementation of SEL instruction resulting in statistically significant outcomes, we recommend text study of the book All Learning is Social and Emotional by Nancy Frey, et. al.

Connections to School Culture: What does your district value? (Policies, practices and processes) 

SEL in Instruction 

Research has shown that social and emotional development can be fostered, and social and emotional skills, attitudes, and behaviors can be taught using a variety of approaches:

• Free-standing lessons designed to enhance students’ social and emotional competence explicitly.

• Teaching practices such as cooperative learning and project-based learning, which promote SEL.

• Integration of SEL and academic curriculum such as language arts, math, social studies, or health.

• Organizational strategies that promote SEL as a schoolwide initiative that creates a climate and culture conducive to learning.

Integrated Framework for Instruction - schoolwide (not just classroom teachers) https://casel.org/what-is-sel/approaches/ 

SEL and MTSS  

Multitiered systems of support (MTSS), formerly called response to intervention or RTI, recognizes that academic and behavioral functioning are intertwined. MTSS is a systemic approach designed to identify and coordinate evidence-based interventions. MTSS can include positive behavioral interventions and supports (PBIS). SEL programs and approaches are often seen as an important component of universal approaches within MTSS, because they are designed to promote positive academic and behavioral outcomes in all students.

Please visit this site coordinated by CASEL for SEL supports aligned with MTSS implementation.

SEL and PBIS 

• PBIS = schoolwide system; SEL = skills students need that fit in the system 

• PBIS is the mechanism to install evidence based practices.   

• Core features: team based, continuous data based problem solving, fidelity and impact checks, layered and connected to core curriculum, opportunities to demonstrate, show and get feedback

• “What” is guided by needs of children and youth; “How” is guided by PBIS core features  (adapted from Barrett & Perales, 2018) 

Four Recommendations:

• Implement PBIS and Social Emotional Learning through a single School Leadership Team (SLT) 

• Expand the data that the SLT uses to identify which skills to teach. 

• Teach social-emotional competencies using PBIS instructional systems. 

• Promote adult wellness by creating a nurturing staff environment.  (Barret, Eber, McIntosh, Perales, &Romer, 2018) 

SEL and Assessment  

A well-designed SEL program includes not only evidence-based curricula and instruction, but also clear goals, benchmarks, and tools for universal and targeted screening and progress monitoring.  Such a system could include the following:

CASEL Adult SEL Self-Assessment

This tool was designed for self-reflection. It should not be used to evaluate performance. Principals, administrators, SEL team members, and staff members can use it to assess their personal strengths and think about how they can model those strengths when interacting with others. The tool also offers prompts that encourage thinking about strategies to promote growth across areas of social competence.

https://schoolguide.casel.org/resource/adult-sel-self-assessment/ 

Great Teacher-Leaders SEL Self-Assessment and Planning Tool 

This self-assessment tool is designed to help educators reflect upon (1) their current teaching practices that impact student SEL, and (2) their own SEL competencies to implement those teaching practices.

https://gtlcenter.org/sites/default/files/SelfAssessmentSEL.pdf 

Early Warning Systems (EWS)

Early Warning Indicators (EWIs) are data points that district and school staff use to determine which students are at-risk. Schools and districts use an Early Warning System (EWS) to collect and analyze the EWIs. School and district staff analyze the school-wide data for program evaluation. The EWIs are also used for universal screening to determine which students need additional support and to choose appropriate strategies for those students.

• Attendance Indicator: Days Missed 

• Behavior Indicator:  Suspension/Expulsion 

• Course Performance Indicator:  Grade Point Average 

Student Risk Screening Scale-Internalizing and Externalizing (SRSS)

The SRSS is a universal screening tool used three times per year to identify students who may be at risk for challenging, antisocial behavior.  The SRSS-IE is conducted to better inform instruction.  It is not used to exclude students from the instructional environment.  It should be used as one of multiple data sources to indicate student risk.   

SRSS Overview 

SRSS FAQ

MIPHY- Michigan Profiles for Healthy Youth www.michigan.gov/miphy  

More Information

• 2015 Whole Child snapshot 
• Alignment graphic (MIModel and SEL) 
• Michigan’s SEL standards https://www.michigan.gov/documents/mde/SEL_Competencies-_ADA_Compliant_FINAL_605109_7.pdf 

Medicaid Outreach

www.mchigan.gov/mibridges

Please share with families the MiBridges site, and let them know that is where they can apply for Free to low-cost medical coverage for their children, as well as other assistnace. 

Here is a short video on how MiBridges works.

https://youtu.be/43J9X7uYQUs