Austin ISD’s Social and Emotional Learning plan was recently cited in a grant guidance report from the Department of Education. Yes, the national Department of Education, dot gov. Know why? Because research keeps rolling in on multiple levels, showing that what we are doing really, really works for students. From the federal report:
SPOTLIGHT: Many schools are incorporating SEL into their programs and services. For example, the Austin Independent School District (AISD) has succeeded in developing a model for systematic and systemic SEL for all of its 83,600 students focused on four core practices: explicit skills instruction, SEL integration, school climate and culture, and family and community engagement. SEL coaches are deployed throughout the system to support implementation of SEL. Using a vertical structure, Austin started with two high schools and their feeder schools. As of 2015-16, all 130 schools in the district are receiving professional development in implementing SEL. Evidence-based SEL programs are one important part of AISD’s implementation strategy. Elementary and middle schools are using explicit instructional materials and lessons are generally taught weekly by the classroom teacher and reinforced and integrated into instruction in all areas of the school. In several high schools, ninth-graders attend a Methods for Academic and Personal Success (MAPS) class to develop skills to help with their transition to high school. Results show those teachers’ ratings of their 3rd grade students’ SEL competencies were positively related to students’ performance in STAAR reading and math. Also, secondary schools with more years in SEL showed greater improvement in attendance and greater reduction in campus discretionary removals than did schools with no years in SEL.
This spotlight highlighting our work appears as an example for educational communities interested in applying for a federal grant to build Social and Emotional Learning programs. Our district’s process and structure for Social and Emotional Learning is held up as a beacon to others wishing to begin or deepen their own SEL journey, because our leadership has had faith in what solid research is starting to show: it is the equal teaching of SEL skills and academic skills that grows students into whole, educated, contributing members of society.
The faith factor is important, because the field of SEL in education is relatively new, and longitudinal research is only just beginning to show concrete evidence of positive impacts. Of course, teachers teaching Social and Emotional Learning skills to their students is as old as humanity itself. However, defining the nature of social and emotional skills, exploring how to teach them effectively, devoting significant resources to high-quality systemic implementation, and scientifically evaluating that implementation, takes a lot of time. More time, in fact, than the current educational system is traditionally willing to devote to a focus largely considered “non-academic.” While often various educational interventions and initiatives are expected to demonstrate positive student results within a year or two, “Research on systemic efforts in education suggest that this process takes a minimum of 5–7 years to realize impact at the student level (Aladjem et al., 2006; Borman, Hewes, Overman, & Brown, 2003).” Austin ISD is just now getting to our 6th year of SEL implementation, and indeed, we are starting to see positive outcomes.
Our district’s most recent internal evaluation of our innovative SEL work has shown several important improvements. For example:
–Secondary schools (middle and high schools) have experienced a reduction in the number of official disciplinary actions taken on students (like suspensions in-school or out-of-school, or removals to an alternative campus);
–Both elementary and secondary schools experienced a reduction in the number of students who are absent 15 or more days during the school year (chronic absenteeism);
–Students on all levels have self-reported feeling safer at school on district-wide surveys;
–Schools with high levels of SEL implementation have seen significant improvements in math and reading standardized test scores.
Check out the research brief and full report for even more SEL data on the good work we’re doing!
These results are consistent with recent findings on the national level. Transforming Education, an organization devoted to supporting Social and Emotional Learning at district, state and federal policy levels, recently published a working paper giving the “Research Case for Education Policy Action on Non-Cognitive Skills.” (‘Non-cognitive skills’ is another term for Social and Emotional Learning, akin to ‘soft skills,’ or ’21st Century skills.’ Transforming Education refers to these skills as “MESH,” or “Mindsets, Essential Skills, and Habits.”) They posit the following nine assertions, supported by data from several large national longitudinal studies:
With national data to back up each one of these compelling statements, Transform Education offers a look at the larger picture supported by our own local data: teaching SEL skills puts students on track to positive adult outcomes.
The Collaborative for Academic and Social and Emotional Learning (CASEL) keeps tabs on national research around SEL, and recently cited a report from the American Enterprise Institute and and Brookings Institution about the impact of Social and Emotional Learning on Equity and Poverty:
This report was developed by a group of bipartisan experts who agreed to set aside their differences and create a detailed plan for reducing poverty and increasing economic mobility. The authors noted that major educational and school reforms over the past few decades have not sufficiently focused on the SEL factors that are necessary to education, employment, and family life. The report also recommends an effort to scale up high-quality, evidence-based SEL programs as a core component of education for children. It made three recommendations to the federal and state governments:
(1) scale evidence-based SEL practices and policies;
(2) implement high-quality state SEL standards, preschool through high school; and
(3) establish SEL centers of excellence.
Our very own Austin ISD has done concrete work on each of those three recommendations so critical to improving economic equity and addressing the national poverty crisis, according to this bipartisan report. We already use evidence-based SEL curricula and practices, and we are exploring even more. We wrote high-quality SEL standards in collaboration with teachers and stakeholders that are already being incorporated into district core content curricula and exemplar lessons. And we established a “SEL Demonstration School” designation, inviting schools who have truly adopted SEL as a campus culture and driving force to show off their structures within the district and around the country. We are truly on the leading edge of transformative SEL work!
Due to Austin ISD’s dedication to broad high-quality implementation of Social and Emotional Learning, we are using the most recent data-driven findings to serve our 86,300 students. We are also contributing to the growing body of research on how SEL skills taught in public school positively affect individuals and society as a whole. We are #AISDProud to be leaders in the national Social and Emotional Learning movement!
Other references and research articles of interest:
CASEL/NoVo Collaborating Districts Initiative: 2015 Cross District Outcome Evaluation Report: Executive Summary
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