Use of the New SSIS Social-Emotional Learning Edition...

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Use of the New SSIS Social-Emotional Learning Edition

Classwide Intervention Program

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Third in a Series of Webinars on the SSIS SEL Edition

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You are about to enter a Highly Aligned and Integrated Assessment andIntervention System that is Evidence-Based and Proven to be Effective!

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Warning

This learning experience and the subsequent effects of using the SSIS SEL CIP can have long-lasting “side” effects on students, teachers, and your school that result in improved social emotional skills and academic performance!

Do NOT continue unless you are prepared for these likely results!

Presenter & Author

Stephen (Steve) Elliott, PhD, is the Mickelson Foundation Professor at Arizona State University and also a Professorial Fellow at Australian Catholic University.

• Co-author with Frank Gresham of the Social Skills Rating System (SSRS) published in 1990.

• Co-author with Frank Gresham of the Social Skills Improvement System (SSIS) published in 2008 and includes the Performance Screening Guide, the Rating Scales, the Classwide Intervention Program, and the Intervention Guide.

• Lead developer and co-author of the SSIS SEL Edition Assessments and Intervention Program in 2017.

The SSIS represents evidence-based assessments and interventions used in schools around the world to advance understanding and development of children’s and youths’ social emotional skills and their influence on academic performance.

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[email protected]

WELCOMEEverybody!

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Social emotional learning (SEL) is defined as the

“process of acquiring knowledge, skills, attitudes, and

beliefs to identify and manage emotions; to care about

others; to make good decisions; to behave ethically and

responsibly; to develop positive relationships and to avoid

negative behaviors”

(Elias & Moceri, 2012, p. 424).

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“CASEL is the nation’s leading organization advancing the development of academic, social and emotional competence for all students. Our mission is to help make evidence-based social and emotional learning (SEL) an integral part of education from preschool through high school. Through research, practice and policy, CASEL collaborates to ensure all students become knowledgeable, responsible, caring and contributing members of society.” (www.casel.org)

CASEL’s SEL Competency Framework

This model has inspired thetransformation of the SSIS SEL edition and is influencingSEL intervention programs around the globe!

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SEL Competencies in the CASEL Model

Self-Awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior.

This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence

and optimism.

Self-Management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different

situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward

achieving personal and academic goals.

Social Awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and

cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources

and supports.

Relationship Skills: The ability to establish and maintain healthy and rewarding relationships with diverse

individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social

pressure, negotiating conflict constructively, and seeking and offering help when needed.

Responsible Decision-Making Skills: The ability to make constructive and respectful choices about

personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the

realistic evaluation of consequences of various actions, and the well-being of self and others.

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Session Overview

Screening

SSIS SEL Edition Screening/Progress Monitoring Scales

Intervention

SSIS SEL ed. Classwide

Intervention Program (CIP)

Assessment

SSIS SEL Edition Rating Forms

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• Social Emotional Learning: Background & Intervention Use Imperatives • Components of a S.A.F.E. SEL Intervention for all Children• Implementation Steps for Using the Classwide Intervention Program (CIP)• CIP Efficacy Research• Questions & Answers

Fully Aligned Assessments that Measure the Same Skills Taught in the Intervention Program

Evidence Based

Treatment

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SSIS SEL CIP Unit Preview

Tell Phase

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Skill Step Cue Card to be Posted in Room

Flexible & Accessible Tools for Improving SEL Skills of All Students

Students

• Individualized social emotional interventions

• Individual progress data & reports for social emotional skills

Classroom

• Class-wide Tier 1 or small group Tiers 2+3 interventions

• Class progress data & report for social emotional skills

School

• School-wide Tier 1 or small group Tiers 2+3 interventions

• School-wide progress data & report for social emotional skills

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A practice & classroom-focused session today!

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SEL skills make a difference!

Fundamental Assumption #1and

The CIP Theory of Action

Research Shows the CIP 10*-Week Intervention Matters!

Problem

Behavior

Social Emotional

Skills

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The CIP Theory of Action: CIP increases frequenciesof SEL skills, decreases frequencies of problem behaviors, which influence key academic behaviors that lead to increases in reading & some cases mathematics achievement! (*10 Skill Units may be taught over 12 – 14 weeks)

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We all teach children social emotional skills, so let’s do it well!

Fundamental Assumption #2

We all Teach Social Emotional Skills!

Teachers, Peers, Coaches, & More

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Social emotional skills have been part ofa hidden or implicit curriculum in most schools for too long.

Many school leaders and teachers are now ready to identify the SEL skills that make a difference in the lives of children and do an excellent job teaching them to all students, but they feel time constrained and need a method for efficiently and effectively teaching key skills.

This SSIS SEL CIP, with a proven record of efficiency and effectiveness, addresses teachers’ and psychologists needs for teaching SEL skills!

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We Listened to Educators…..

Data Source: Bridgeland, Bruce, & Hariharan (2013)

Then responded with the SEL Edition CIP!

Six CIPDesign and Use

Imperatives

(E6 approach)

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Everyone

Designed for All students ages 4 to 14within a Multi-Tiered Framework [ ]

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Engaging

[ Designed to be highly interactive, expressive, & fun ]

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Emotions

[ Designed to increase students’ recognition and control of emotions ]

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Efficient

Designed to use < 5% of class time per week & be presented in a 6-step instructional approach with technology support [ [

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Effective

Designed based on evidence-based practices and proven to be an Evidence-Based Treatment

for improving both SEL and academic skills [ ]

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EconomicalDesigned to use technology to deliver & store materials,

require less user training, less class time, all while meeting the needs of school budgets

(i.e., offering more, but costing less than other quality programs). [ ]

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More Es to Check for CIP….

Evidence-based – numerous independently conducted peer-reviewed randomized control trial studies.

Educational – teachers and students learn a lot about themselves and others and how to work together to solve problems.

Efficacious – successful at producing desired results at scale.

Everyday, Everywhere – most of the skills taught can be used everyday across different subjects and many situations in & out of school.

Easy – step-by-step structure and highly accessible materials/tools.

And maybe Elliott, too.

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What SEL skills should be taught?

Hint: The one’s students need most!

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23 SSIS SEL Skills

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• Collectively, these 23 skills represent the five CASEL social emotional learning domains as indicated.

• First 10 skills considered Foundational or Core skills that most students ages 4 to 14 can exhibit.

• Skills 11 to 23 are relatively more Advanced skills likely to be part of most students ages 8 to 14.

• The SSIS SEL edition provides assessments aligned with structured intervention units to teach and monitor the development of each of these skills.

Identifying Strengths & Skills that can become Strengths in All Students

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Identifying Students’ Skill Needs &

Establishing a Baseline for Intervention

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Example 5-level SEL performance rubric withcolors indicating levels of strengths and possible risk for social emotional difficulties.

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SSIS SEL Screening/Progress Monitoring Scales

Takes approximately 30 mins to screenan entire class of 25 students.

Offered Online via Review 360 or paper

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Sample Paper Version with Rating Record for 4 Students

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Review 360 online Screenshot

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Sample Screening Report for a School by Grade Level

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From Review 360 Report

Use of Green, Yellow, Red

to easily signal strengths & weaknesses and areas for improvement for students at given grade

levels.

What is the CIP and

how is it used to teach students key SEL

skills?

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SSIS CIP evolves into the Next Generation SSIS SEL Edition CIP

• 23 Key SEL Skills (Core 10 + Advanced 13)

• Scripted Lessons supported with Engaging Digital Lessons (PowerPoint Slides) for teachers & students

• Expanded focus on Emotions & Student Self-Control

• Resources: Skill Cue Cards, Emotion Cue Card. Videos w/ + and - models, Progress Monitoring Charts, Student Engagement Records, Role Play Cards, Parent Letters

• Tier 1 School-wide to Tiers 2 + 3 small groups & in Special Education classrooms

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CIP is an Evidence

Based Treatment

CIP Skill Units: Core 10 + Advanced 13

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Unit # Skill CASEL Domain

1 Listen to others Self-Management

2 Say please and thank you. Relationship Skills

3 Follow the rules. Self-Management

4 Pay attention to your work. Self-Management

5 Ask for help. Self-Awareness

6 Take turns when you talk. Relationship Skills

7 Get along with others. Relationship Skills

8 Stay calm with others. Self-Management

9 Do the right thing. Responsible Decision Making

10 Do nice things for others. Social Awareness

11 Telling others about your skills Self-Awareness

12 Own your actions. Responsible Decision Making

13 Express feelings. Self-Management

14 Respect other peoples' things. Responsible Decision Making

15 Do your part in a group. Responsible Decision Making

16 Ask others to do things with you. Relationship Skills

17 Introduce yourself to others. Relationship Skills

18 Stay calm when pushed or hit. Self-Management

19 Stand up for others. Social Awareness

20 Make others feel better. Social Awareness

21 Make compromises. Relationship Skills

22 Be positive about the future Self-Awareness

23 Listens to different ideasResponsible Decision Making

Self-Awareness=3; Self-Management=6; Social Awareness=3; Relationship Skills=6; Responsible Decision Making=5.

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CIP Instructional Phases for each Lesson

11 Instructional Tools: Supporting Teachers, Engaging Students, and Improving Outcomes!

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Integrating the Phases & Tools

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5 mins

5 mins

TimeEstimate

Integration of Phases & Tools Continued

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6 mins

6 mins

4 mins

4 mins

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Lesson Script Layout

Tell-> Show-> Do-> Practice-> ProgressMonitor-> Generalize in 4 pages!

Putting all the Pieces Together:An Example CIP Lesson

Unit #8: Stay Calm with Others

[Self-Management Skill]

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Lesson Time: Get Ready, Get Set, & Connect

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Manual: 4 concise how-to chapters &Instructional Scripts for 23 Skill Units

Private SSIS SEL micro-website: Contains 9 of the 11 key components/tools needed to implement the CIP with high integrity. Organized by Skill Unit.

It does not include: 1. scripts covered in the Manual2. SSIS SEL Screener/Progress Monitoring Scale

User’s Guide Unit Overviewwithin SEL CIP Manual

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CIP Unit Example

Tell Phase

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Skill Step Cue Card to be Posted in Room

CIP Unit Example

Tell Phase

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Student Engagement Record

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CIP Unit Example

Tell Phase

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Emotions Cue Card to be Posted in Room

CIP Unit Example

Show Phase

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CIP Unit Example

Practice Phase

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Role Play Cards / 6 per unit

CIP Unit Example

Monitor Progress Phase

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Student Engagement RecordProgress Monitoring Section

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CIP Unit Example

Generalization Phase

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Student Engagement Record(Engage -> Think -> Apply & Personalize -> Write)

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Students write down Skill Steps & defining behaviors

Students identify & write about their own &

others perceived emotions

in common situations.

Students are expected to

self-evaluate their ability to do all skill

steps at the end of a each lesson & also talk about what they

need to do to continue to improve.

Students are expected to

identify situations

outside of the classroom where they can use the

skill.

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The CIP is S.A.F.E.

Universal interventions should be ….

Sequenced – connected & coordinated set of activities

Active – active forms of learning

Focused – components to develop personal or social skills

Explicit – targeting special social and emotional skills

(Durlak et al., 2011; Oberle et al., 2016)

The SSIS SEL edition CIP clearly meets these criteria!

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CIP Digital Lesson Summary

• Universal intervention for all students ages 4-14; can also be used for Tier 2 and Tier 3 small groups or in special education classroom.

• Delivered by teacher/counselor/psychologist with entire classroom for 10-12 weeks, 3 days per week for a total of about 85 minutes per week [1.5% of total instructional time per year]

• Units feature key SEL skills aligned with CASEL Five Competencies Model

• Highly engaging for students; strong visuals and support materials (videos, role plays, student engagement record, skill step cue cards, emotion cue card, and digital lessons via PowerPoints)

• Increased emphasis on understanding one’s emotions as part of self-awareness and self-management abilities

Remember

The SSIS SEL CIP is a S.A.F.E. Evidence-Based Treatment & all units are content aligned with the SSIS SEL Assessments

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Questions or Comments

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How can student progress be monitored

and outcomes evaluated?

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Measuring Progress is an Essential

Aspect of High Quality Interventions

SSIS SEL CIP offers 4 ways to measure students’ progress within a common pre-to-post intervention framework:

• Screening/Progress Monitoring Scales [C-R]• SSIS Rating Forms (Teacher and/or Student) [N-R]• SSIS Rating Form- Core Skills Scale (Teacher) [N-R]• Student Self-Report during each intervention Unit

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Use the SSIS SELScreener/Progress Monitoring Scales

1. Baseline Rating = Black (Level 2)

2. Mid-Point = Blue (Level 3)

3. Outcome Rating = Purple (Level 4)

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Recommend Practice for a 10 to 15 week Intervention:3 assessments to document response to the intervention!

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SSIS SEL EditionTechnical Manual for Assessments

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• SEL Edition Teacher, Parent, and Student (ages 8 to 18) Rating Scales provide:

• SE Composite Score• 5 SEL subscale competency scores• Core 10 Skills Score• Academic Functioning Score

• No Importance Ratings for social emotional items (like original SSIS RS)

• No Problem Behaviors are rated (like original SSIS RS)

• Requires 15-18 minutes to complete per student (46 to 58 items)

• Substantial reliability and validity evidence

SSIS SEL Edition Rating Forms

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[Offered online via Q Globalor paper version.]

Teacher Form: 51 SE items + 7 AC items

Core Skills items: 4, 6, 11, 20, 21, 24, 25, 33, 34, & 49 directly align with CIP.

Parent Form: 51 SE items

Student Form: 46 SE items

**Standardization Sample consists of 4,700 children ages 3 through 18 from 115 school sites in 36 states.

**No other SEL measure has T, P, & S forms.

**No other measure concurrently examines academic functioning with SEL.

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DocumentingIntervention Integrity Is part of a High Quality Program

The SEL Intervention Integrity chart provides an easy structure for users to monitor and evaluate the degree to which they implement each of the 6-steps for an entire unit.

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Documenting theEffectiveness of the Use of a Unit is part of a High Quality Intervention Program

The SEL Intervention Effectiveness chart provides an easy structure for users to record their perceived overall level of effectiveness for each unit taught & add improvement notes to facilitate future use.

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What training is needed to implement

the CIP with integrity?

User Training & Resources

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Prepare Phase: 12 Activities, 2.5 Hours

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Planning Phase:5 Steps, 3 Hours

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Implementation Phase (Starting Program & Completing First

Skill Unit): 5 Steps, 3 hours

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Establish a predictableInstructional schedule, Ideally with SEL lessonsdistributed over 3 days with some sessions early in the school day so opportunities to use the skill the same day can be created & prompted, if needed.

Training to Initiating Unit #1:7 Hours Spread over a Week

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Use Cases:Implementing the

SSIS SEL CIP

SSIS Multi-tiered Model for Supporting

Development of Social Emotional Skills

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Universal screening assessment all students; 80% of students need only these services (Gate 1 Screening)

Targeted small group intervention w/ CIP Core 10 + selected Advance 13 Units w/ moderate intensity for 15% of students who did not respond to Tier 1 intervention or assessed as high risk for social behavior difficulties.Comprehensive assessment with Rating Scale to identify

special SEL strengths & weakness to target (Gate 2 Screening).

Progress Monitoring & Core 10 Items in Rating Scale to refine assessment of SEL strengths & weaknesses for intensive intervention for students who did not respond to Tier 2 intervention.

Intensive individualized interventions w/ CIP Core 10 + Selected Advanced 13 Units for 5% of students to increase SEL skills & decrease co-occurring problem behaviors w/ continuous progress monitoring.

Universal prevention with CIP Core 10 Units + SelectedAdvance 13 Units depending on students developmental level

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Tier 1/ Universal Use CaseStudents served: All students in a classroom or school.Support goals: (1) Assess all students to understand their current level of SEL competence, (2) Deliver a proactive intervention focusing on Core and/or Advanced SEL skills, and finally, (3) Determine which students might benefit from additional SEL intervention based on response to intervention.

Primary user: Teacher

ProceduresStep 1 – Establish baseline/pre-Intervention performance levels of all studentsStep 2 – Select targeted SEL skills in need of improvement for majority of studentsStep 3 – Implement SEL CIP weekly units (Core Skill Units and more if desired)Step 4 - Monitor progress of all students Step 5 - Evaluate post-intervention outcomes for all students; Identify students who did

not respond well to the CIP (still functioning at Levels 1 [Red] or 2 [Yellow])Step 6 – Complete comprehensive SEL Rating Forms for students at Levels 1 and 2 to

identify SEL skill strengths and weakness and the aligned CIP units for a possible Tier 2 intervention

The SSIS SEL provides all the tools and resources to accomplish these steps efficiently and effectively!

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Tier 2 / Targeted Use CaseStudents served: Approximately 15% of students in general education classroomsSupport goals: (1) Provide moderate to small size groups of students who need additional support to achieve a proficient level of skill performance more learning time and opportunities to respond to intervention and (2) assess progress, and for non- or minimally-responsive students determine if they are also deviant from their normative age and gender peers and need more individualized intervention support.Primary user: School Psychologist, Counselor, and/or Social Worker



identify SEL skill strengths and weakness and the aligned CIP units for a possible Tier 3 intervention


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Tier 3 / Intensive Use CaseStudents served: Approximately 5% of students in general education classroomsSupport goals: (1) Provide individual or very small groups of students who need additional support to achieve a proficient level of skill performance more learning time, more opportunities to respond, and interventions for both prosocial and problem behaviors and (2) assess progress, and for non- or minimally-responsive students determine if they are also deviant from their normative age and gender peers and in needed of specialize education services.Primary user: School Psychologist, Counselor, and/or Social Worker



identify SEL skill strengths and weakness and the aligned CIP units for a possible referral for special education services


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Questions or Comments

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CIP Efficacy Research

The research data provide strongsupport for our theory of action![ ]

CIP’s 1st Rigorous Efficacy Study

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Evidence Based Tx

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Evidence: CIP Improves SEL Skills & Decreases Problems

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ProblemBehavior

Social EmotionalSkills

CIP has largest effect on classes with below average SEL

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Class Mean

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CIP’s 2nd Rigorous Efficacy Study

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Evidence Based Tx

Data to Support the Claim that the CIP

can Improve Academic Performance

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Evidence Details: CIP ImprovesMotivation & Engagement at the Student and Class Levels

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CIP’s 3rd Rigorous Efficacy Study

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Evidence Based

Tx

Journal of Educational Psychology,Online now & in press paper version

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Evidence: CIP Significantly Improves

Social Skills & Approaches to Learning

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CIP Summary&

Points to Share with Colleagues LeadingSEL Interventions

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5 Key Takeaway Messages

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1. Whole Child and Strength focus – children need a balanced set of cognitive, social, and emotional skills to achieve positive school and life outcomes.

2. CASEL Inspired and Aligned – the SSIS provides evidence-driven assessmentand intervention procedures that advance the CASEL Five model of social emotional learning.

3. Aligned and Integrated Assessment and Intervention System –

technically sound set of assessments covering the same content that is taught in the evidence-based universal treatment program. No other such integrated assessment-intervention exists!

4. Engaging and Time Efficient Digital Lessons – covers content proven

important to teachers, parents, and children ages 4-14 and requires less than 1.5% of the school year to get results that last. The CIP program meets CASEL’s S.A.F.E. criteria of interventions!

5. Academic Enablers – improvements in social emotional functioning consistently result in improved academic performance in reading and mathematics!

Everything is Aligned to Facilitate

Decision-Making & Focus on Key

SEL Skills

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Alignment of SEL Skills that are Valued, Assessed, & Taught!

CASEL SEL

Competencies

ScreeningAssessment of

SEL Skills

ClasswideIntervention

for SEL Skills

Diagnostic Assessment of SEL Skills

Small Group Interventions for SEL Skills

No other SEL intervention has assessments designed to measure the SAME skills that are taught.

The Result = Better feedback for teachers and students & more accountability!

The CIP: Designed to Make a Difference for Your Students!

EngagingEveryone

Emotions

EconomicalEffective

Efficient

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Key References

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Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional

learning can empower children and transform schools. A report for CASEL. Washington, DC: Civic Enterprises.

Collaborative for Academic, Social, and Emotional Learning. (2012). Guidelines for effective social and emotional

learning: Quality programs for school and life success. Retrieved August 20, 2012 from http://www.casel.org/ publications.

DiPerna, J. C., Volpe, R., & Elliott, S. N. (2002). A model of academic enablers and elementary reading/language arts

achievement. School Psychology Review, 31(3), 298-312.

DiPerna, J.C., Lei, P., Bellinger, J., & Cheng, W. (2016). Effects of a universal positive classroom behavior program on

student learning. Psychology in the Schools, 53 (2), 1-20.

DiPerna, J.C., Lei, P., Bellinger, J., & Cheng, W. (2015). Efficacy of the Social Skills Improvement System Classwide

Intervention Program (SSIS-CIP) Primary Version. School Psychology Quarterly, 30 (1), 123-141.

DiPerna, J.C., Lei, P., Cheng, W., Hart, S., & Bellinger, J. (2017). A cluster randomized trial of the Social Skills

Improvement System-Classwide Intervention Program (SSIS-CIP) in first grade. Journal of Educational

Psychology. (Available immediately: APAPsycNet).

Durlak, J., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’

social and emotional learning: A meta-analysisof school-based universal interventions. Child Development, 82, 405-432.

Elias, M.J., & Moceri, D. (2012). Developing social and emotional aspects of learning: The American experience. Research

Papers in Education, 27(4), 423-434.

Oberle, E., Domitrovich, C.E., Meyers, D.C., & Weissberg, R.P. (2016). Establishing systematic social and emotional learning

approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education, 46 (3), 277-297.

Kautz, T., Heckman, J., Bas ter Weel, T., & Borghans, S. (2014). Fostering and measuring skills: Improving cognitive and

non-cognitive skills to promote lifetime success. Paris: OECD.

There’s so much more to learn about the

SSIS SEL Edition

Next Webinar - MAY 11th

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Thanks for your time & engagement!

Stephen N. Elliott

Stay in touch: [email protected]

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Use of the New SSIS Social-Emotional Learning Edition...

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Transcript of Use of the New SSIS Social-Emotional Learning Edition...