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SEL+OST=Perfect Together? #SELExchange 1
SEL+OST=Perfect Together?#SELExchange
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SEL+OST=Perfect Together?
Gigi Antoni, director, learning & enrichment, The Wallace Foundation
John Gomperts, president and CEO, America’s Promise Alliance
Byron Sanders, CEO, Big Thought
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The Evidence Base for Learning& Development Across Settings
Deborah Moroney, managing director, American Institutes for Research
Karen Pittman, co-founder, president, CEO, Forum for Youth Investment
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What is SEL?
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Process by Rflor, partnership by Vectors Market, and Open Mindedness by Becris from the Noun Project
Process Practices Competencies
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Sequenced
Active
Focused
Explicit
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1990-2000s
+ Social & Emotional Skills
+ School Performance
+ Long-Term Outcomes
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Relationships, environments with safety & belonging, rich instruction, individualized supports and intentional development of skills, mindsets & habits–it is this combination of things that we are talking about with Whole Child Personalization.
Dr. Pamela Cantor
Define observable practices of learning-setting quality that emphasize the importance of assessing the students’ experience
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“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather.
As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal…”
Dr. Hiam GinottTeacher and Child, 1993
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Stronger Together: Supporting AdultSEL Capacity Across the Day
Ron Berger, chief academic officer, EL Education
Brenda McLaughlin, chief strategy officer, BellxCel
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SEL+OST=Perfect Together?#SELExchange
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Communicating about SEL: It’s Up to Everyone
Cornelia Calliste, director of programs, Higher Achievement BaltimoreBibb Hubbard, founder and president, Learning HeroesLynsey Wood Jeffries, national CEO, Higher AchievementMonika Kincheloe, senior director of strategic initiatives and partnerships, America’s Promise Alliance
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90%37%23
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Developing Life SkillsData Dive
Purpose
GOAL
• Gain a deeper understanding of how parents think, feel, prioritize, and talk about the intersection of social, emotional, cognitive, and academic development.
CONTEXT
• Parent understanding will be a factor in the spread and scale of evidence-based practice supporting social, emotional, cognitive, and academic development.
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Research Methodology
Survey conducted by Edge Research
Note: Survey recruited through Survey Sampling International online, non-probability panel
TEN FOCUS GROUPS IN 5 CITIES:
Dayton, OH
Wilmington, NC
Oakland, CA
Philadelphia, PA
Colorado Springs, CO
NATIONAL ONLINE SURVEY OF K-8 PARENTS:
National survey of more than 2,000 K-8 parents
• 500 African American parents oversample;
• 500 Hispanic parents oversample;
• 100 Low income parents oversample
Fielded August 25-September 12, 2017
Offered in both English and Spanish
Quotas set so representative by key demographics
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“Yes” reinforced
95%
“Yes” taught
96%
+5 home
At Home
90%
“Yes” taught
92%
At School
“Yes” reinforced
While Both School and Home Have a Role, Home is at the Center
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53%
53%
49%
Blended into the learning environment
Occasional lessons or activities
Specific program or lesson plan
District-wide commitment
Opportunities to practice outside of school
47%
47%
“Very Interested” in Different Programs
Identifies w/ Benefits
Identifies w/ Risks
Parents Are Interested in Learning More
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Which Life Skills do Parents Prioritize?
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+ ?–
Put a + on the 5 skills that sound most important to parents.
Put a - on the 5 skills that sound least important to parents.
Put a ? on the 5 skills that sound confusing to parents.
Skills Parents Value
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Resilience Flexibility
Mindfulness
Growth mindset
GritExecutive function
Respect Self-esteem Confidence Problem-solving
Social skills24%
Persistence
Curiosity
Optimism
Listening
Independence
Communication
39%
33%
30% 29%
26%25%
10%8% 7%
3%
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QUESTION:Which one term do you prefer to describe the skills and traits that you identified as important?
31%
15%12%
9% 9%7%
5% 4%
Lifeskills
Social, emotional &
academic development
Characterdevelopment
Social, emotional & cognitive
development
Whole child
Learning mindsets and skills
Social and emotional learning
Growth mindsets
“Simple”“Because you use them everyday in
life, schools, jobs and family”“All Encompassing”
Parents Choose Life Skills
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Keep it Simple…So What We Say is What Parents Hear.
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Keep it Simple…So What We Say is What Parents Hear.
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If we want out children to learn, thrive, and succeed, we need to support their social, emotional, and academic development. When parents and families join forces with teachers, schools, afterschool programs and students themselves, all aspects of education improve.
School and afterschool programs that try to teach children how to think or what to feel go too far. Teachers, schools, and afterschool programs are maxed out already, and they don’t have the resources to add another thing to their list.
% who agree with each of the following:
TotalIdentifies
w/ Benefits
Parents Support Developing Life Skills In and Out of Home Settings
76%
11%
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Looking across 10 statements about potential benefits and 11 statements about potential risks, we created an “index” to form a more realistic picture of where parents might land with more information.
44% 49% 7%
Identify with the potential benefits and don’t identify with most of the potential risk
statements.
Mostly agree with potential risk statements and disagree with
potential benefits
Identify with both Benefits and Risks
A Majority of Parents Identify with Both Potential Benefits & Risks
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98% 73% 53%
97% 72% 38%
96% 72% 40%
83%
81%
80%
Teaching real-world skills and traits help students be better preparedfor college, the workforce, and life.
Children need these skills and traits to work with others, solve social problems, and make communities better in the future.
When children have learning mindsets and skills, they are motivated and know how to learn, and are more likely to thrive in school.
“Real-world skills” for college, work and life resonates ACROSS the spectrum.% who agree with each of the following:
These messages resonate with some parents, not all.% who agree with each of the following:
*cognitive**academic Total
Identifies w/ Risks
Identifies w/ Benefits and
Risks
Identifiesw/ Benefits
TotalIdentifies w/ Risks
Identifies w/ Benefits and
Risks
Identifiesw/ Benefits
Statements About Potential Benefits that Resonate
97% 70% 35%79%If parents and families join forces with school and afterschool to develop these skills and traits, all aspects of education will improve.
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35% 70% 50% 11%
65% 48% 12%
71% 45% 7%
80% 43% 5%
59% 28% 1%
This could lead to my child being labeled for life because they had a behavior issue that was determined by someone who might not understand him/her.
This all sounds nice, but let’s face it, there are a lot more serious issues that cause social, emotional, and behavior problems in our schools, and no program will fix that.
Schools should be focused on academics — reading, writing, math, and science — and not teaching children how to think or what to feel.
LESS EFFECTIVE:Schools and after school programs should stay out of teaching these skills because it is the job of parents.
34%
30%
29%
18%
I am concerned that the government will collect personal data on my child, which is a violation of privacy.
% who agree with each of the following: TotalIdentifies
w/ Benefits
Identifies w/ Benefits and
Risks
Identifies w/ Risks
Statements About Risks That Have Traction
65% 48% 13%34%I worry there will be “standards” and that students will be graded or judged on their feelings.
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% of parents selecting, multi-selectNo major differences across sub-groups
Regular communication from teachers about attitude, behaviors, and skill
development.
60%
Feedback from your child, when you ask “how was school?” or “what did you learn
today?”54%
Discussion at parent-teacher conferences 54%
Getting a separate grade on your child’s report card
16%
Schools distributing a set of expectations for the social, emotional, and academic learning
taking place at each grade level15%
Schools distributing a set of standards for social, emotional, and academic learning
taking place at each grade level12%
Question:What type of feedback is most helpful to you as a parent to understand your child’s progress in this type of learning?
Parents Don’t Want Their Child Graded or Rated
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Pushback on Formal Assessment
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SEL+OST=Perfect Together?#SELExchange
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The View From Communities:Opportunities and Challenges
Elizabeth Cushing, president, Playworks
Katherine Plog Martinez, consultant, Weikart Center
Melissa Mister, chief program officer, Afterschool Matters
Denice Williams, deputy commissioner, NYC Department of Youth & Community Development
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Rolling Up Our Sleeves on Problemsof Practice
Monika Kincheloe, senior director of strategic initiatives and partnerships, America’s Promise Alliance
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Problem of Practice Protocol
Monika Kincheloe
America’s Promise Alliance
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What is a “problem of
practice”?
A problem of practice is a dilemma, challenge, or issue that you cannot easily solve alone. Solving it may result in improved understanding, experience, and outcomes.
The problem should be able to be described in five minutes and sufficiently complex to generate meaningful conversation.
Roles
Presenter – will share his/her problem of practice
Consultant – will listen, ask questions, share thoughts and advice on tackling the problem of practice
Resource advisor – will listen, ask questions, share evidence, tools, and resources to help tackle the problem of practice
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Problem of Practice Protocol
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Think about a problem of practice – 7 minutes
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A problem of practice is a dilemma, challenge, or issue that you cannot easily solve alone. Solving it may result in improved understanding, experience, and outcomes.
Consider making the final sentence of your problem of practice a
question. Avoid yes/no questions.
Designate roles at your table
• Who among you is ready to be a Presenter and share a problem of practice?
• Who among you is positioned to be a Consultant on the problem of practice?
• Who at the table is the assigned Resource Advisor?
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Problem of Practice Protocol
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Presentation of problem – 7 minutes
Presenters are speaking
Consultants are listening and taking notes
Resource advisors are listening and taking notes
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Clarifying and probing questions – 10 minutes
Presenter is answering questions
Consultants are posing questions
Resource advisors are listening and posing questions, as needed
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Consultant discussion – 10 minutes
Presenter is listening and taking notes
Consultants are discussing the problem of practice and generating ideas or providing advice
Resource advisors are discussing the problem of practice and generating ideas or providing advice
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Possible discussion questions
What did we hear?
What did we not hear that might be helpful?
What assumptions seem to be operating?
What do we think about the problem?
What might we do if faced with a similar dilemma?
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Presenter reflection – 8 minutes
Presenter is speaking
Consultant is listening
Resource advisor is listening
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Table reflection – 10 minutes
Resource advisor shares observations of what s/he heard
Presenter reflects on the experience
Consultant reflects on the experience
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Full group reflection• In what ways was this protocol useful to
you? In what was it not useful?
• How or how not did the protocol help achieve equity of voice?
• How did it feel to engage with colleagues in this way?
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Take it home with youCoalition of Essential Schools, Annenberg Institute for School Reform, RI (K-12 professional learning communities with equity as a goal)
Youth Development Executives of King County, WA (positive youth development in out-of-school settings)
Columbus City Schools, OH (K-12 instruction focused)
National School Reform Faculty Project, IN (protocols for coaching in a variety of settings, K-12 origin)
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Reflection and Conclusion
John Gomperts, America’s Promise Alliance
Kevin Washington, president and CEO, YMCA of the USA
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BUILDING CHARACTER FOR LIFE
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Character Development Learning Institute
Advance effective youth character development practice among adult providers during out-of-school time so more youth cultivate the character skills and traits necessary to reach their full potential.
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Building on Our Core Values: Fostering Character Development
Organization-wide supports for staff and volunteers
Focus on five practice areas Higher rates of youth success
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Our Path to Impact
Translate(Jan-Nov 2017)
• 32 Y Associations selected as Translation Sites
Pilot(Dec 2017-Aug 2018)
• 64 Participating Y Associations
Scale(Sept 2018-June 2020)
• 208 Y Associations• 10 Hub Sites• Additional 100
Associations in 2019
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CDLI Framework Builds ConfidenceAfter Pilot Phase, Ys felt prepared or very prepared to implement strategies and tactics related to five practice areas.
Responsibility Personal Development
Emotion Management
Relationship Building
Empathy
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CDLI Scaling
Hub Sites
Scale Sites
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CDLI Scaling By The Numbers
Youth & Teen Development 80 programs
Sports & Aquatics45 programs
Day & Resident Camp35 programs
Community Development15 programs
OST Academic169 programs
Associations: 208
Programs: 344
Staff: 3,919
Volunteers: 4,320
Youth: 93,743
SEL+OST=Perfect Together?#SELExchange
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