SSIS SEL Edition Overview Fall 2017

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1 Image by Photographer s Name (Credit in black type) or Image by Photographer s Name (Credit in white type) Use of the new SSIS-SEL Edition for Screening, Assessing, Intervention Planning, and Progress Monitoring Authors: Stephen N. Elliott Frank M. Gresham Presenter: Chris Huzinec Presentation Title Arial Bold 7 pt 1 Image by Photographer s Name (Credit in black type) or Image by Photographer s Name (Credit in white type) Agenda Introduction to Social Emotional Learning Alignment of SSIS with CASEL Structure of the Applications of the Assessment Tools Screener/Progress Monitoring Scales Teacher, Parent, & Student Forms SSIS SEL Classroom Intervention Program SSIS-SEL Overview 2 Introduction to Social- Emotional Learning (SEL) Copyright Pearson Inc., and/or its affiliates. All rights reserved. 1

2 What is Social-Emotional Learning? The term Social-Emotional Learning (SEL) emphasizes the importance of integrating skills reflected in three dimensions of behavior needed for success at school, home, and work. Interpersonal Skills Character Skills Social Skills Prosocial Skills Soft Skills Wellbeing Social Emotional Skills Emotional Intelligence Social Success! Emotional Learning 4 Social-Emotional Learning Skills Communication Takes turns in conversations Makes eye contact when talking Responsibility Respects the property of others Takes responsibility for own actions Assertion Asks for help from adults Questions rules that may be unfair Cooperation Follows your directions Follows classroom rules Empathy Forgives others Feels bad when others are sad Engagement Makes friends easily Invites others to join in activities Self Control Makes a compromise during a conflict Stays calm when teased 5 Social Skills Curriculum CASEL s SEL Competency Framework 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 evidencebased 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. This model has inspired the transformation and alignment of SEL curricula and programs around a consistent and practical conceptualization. Copyright Pearson Inc., and/or its affiliates. All rights reserved. 2

3 Alignment of SSIS with CASEL Social Skills Improvement System SEL Edition is designed to be used by educational and clinical professionals to assess and develop social and emotional competencies in children and adolescents. It is an integrated system which can assist a variety of educational and clinical professionals in the process of identification, assessment, instruction/support, intervention, and evaluation. Screening Assessment Intervention Screening/Progress Monitoring Scales Rating Forms : Teacher; Parent; Student Classwide Intervention Program (CIP) 8 SSIS Social Skills Reorganized into CASEL SEL Competencies Communication Assertion Engagement Self-Control Cooperation Responsibility Empathy Relationship Skills Social Awareness Responsible Decision Making Self- Awareness Self- Management 17 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 3

4 SSIS Social Skills Reorganized into CASEL SEL Competencies SSIS Performance Screening Guide (PSG) Subscales Screening/Progress Monitoring Scales CASEL Social Emotional Learning Competency Domains Prosocial Behavior Motivation to Learn Reading Self-Awareness Self-Management Social Awareness Relationship Skills Responsible Decision Making Motivation to Learn Reading Self-Awareness Self-Management Social Awareness Relationship Skills Responsible Decision Making Mathematics Mathematics 17 Key Changes Found in the Reconfiguration of SSIS items into the 5 SEL competencies espoused by CASEL New screening and progress monitoring tool assessing the 5 SEL competencies and academic functioning Assessment and intervention materials that are aligned, maximizing efficiencies and results Expanded and coordinated Classwide Intervention Program, offering Digital Lessons and other instructional aids Available on Review360 & Q-global 11 Structure of the SSIS SEL Edition 12 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 4

5 Competencies System Addresses 5 CASEL Competencies + 3 Academic Competencies Competencies Self-Awareness Self-Management Social Awareness Relationships Skills Responsible Decision Making Motivation to Learn Reading Skills Math Skills Description Accurate recognition of one s emotions and thoughts and their influence on behavior Effective regulation of one s emotions, thoughts, and behaviors in different situations Taking the perspective of and empathizing with others from diverse backgrounds and cultures Establishing and maintaining healthy and rewarding relationships with diverse individuals or groups Making constructive and respectful choices about personal behavior A state of arousal and actions directed toward learning and completing classroom tasks or activities Including meaning of words and phrases in context, understanding text, analyzing text, and evaluating and extending text Including mathematical process, number operations and relationships, geometry, measurement, statistics and probability, and algebraic relationships 13 Screening/Progress Monitoring Scales Brief (30-45 mins/class), classwide-based Criterion-referenced rating form: Used to assess student-based strengths and improvement areas across 5 SEL and 3 academic competencies Completed by teachers for students grade PK-12 Identification of students current level of functioning on each social and academic competency Progress monitoring of student development and outcomes of intervention initiatives 14 Teacher, Parent, and Student Forms Norm-referenced rating forms used to compare student s performance to a representative national sample Can be completed in 10 minutes or less by a teacher, parent, or student Teacher Form consists of 58 items Generates scores for each of the 5 SEL competencies, as well as a score for Academic Competence Parent (51 items) and Student (46 items) forms Can be used to generate scores for the 5 SEL competencies Available in English and Spanish. The Student Form can be used with students ages 8 through 18 years 15 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 5

6 Classwide Intervention Program (CIP) 23 Key SEL Skill lessons (10 Core Units + 13 Advanced Units) aligned with the 5 CASEL competencies Scripted Lessons supported with Engaging Digital Lessons (PowerPoint Slides) for teachers & students The Instructional Plan is flexible and can be used with children ages 4 to 14. While all units can be used with any age student they are sequenced and earlier units are more appropriate for younger students. Units 1-6 are most appropriate for students ages 4-6 Units 1-10 are most appropriate for students ages 6-10 Units are most appropriate for students ages 11 to 14 Resources: Skill Cue Cards, Emotion Cue Card, Videos w/ positive and negative models, Progress Monitoring Charts, Student Engagement Records, Role Play Cards, Parent Letters 16 Key Features Assess CASEL Competencies Criterion-Referenced Screening/Progress Monitoring Norn-Referenced In-depth forms Rigorous Design Strong Psychometrically Evidence-based Practices Seamless Integration Assessments to Interventions Delivery Methods Flexible Efficient S.A.F.E. Intervention Sequenced and Active Focused and Explicit 17 Applications of the 18 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 6

7 School-based Applications by Level Student Classroom School Individual screening data & reports for social emotional & academic functioning skills Individual progress data & reports for social emotional skills Individualized social emotional interventions Individual normreferenced assessment data & reports Class screening data & report for social emotional & academic functioning skills Class progress data & report for social emotional skills Classwide Tier 1 or small group Tiers 2+3 interventions Tools contribute to SEL Multi-tiered Student Support Model Schoolwide screening data & report for social emotional & academic functioning skills Schoolwide progress data & report for social emotional skills Schoolwide Tier 1 or small group Tiers 2+3 interventions Non-academic indicator for ESSA and school accountability 19 SEL Multi-Tiered System of Supports (MTSS) Implementation Tier Tier 1 Tier 2&3 Applications At the Tier 1 level, the SSIS SEL Screening/Progress Monitoring Scales can be used with all students to establish a baseline level of social emotional functioning and to identify strengths and improvement areas for groups of students At the Tier 2 and Tier 3 levels, the SSIS SEL Teacher, Parent, and/or Student Forms can be used to identify students in need of additional SEL supports. Strategies for developing these additional skills are provided in the CIP 20 Non-Academic Indicator Requirement for ESSA The Non-Academic Indicator: CASEL is promoting the use of student social emotional learning as a measure to compare school performance. The Screening/Progress Monitoring Scales is ideally suited for such an application: A teacher can rate an entire classroom of students in less than 45 minutes, The rating forms can be used to benchmark performance and to monitor changes in performance over the course of the school year, and The SSIS SEL Teacher, Parent, and Student Forms, which offer norm-referenced scores also can be used for purposes of ESSA accountability. 21 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 7

8 Assessment Tools 22 Manual Screening/Progress Monitoring Scales SSIS SEL Rating Scale Edition Teacher, Parent, and Student (ages 8 to 18) Rating Forms Administration, Scoring, and Reporting Interpretation and Case Studies 23 User Qualifications Designed for evaluating and improving SEL skills SSIS-SEL Screening/Progress Monitoring Scales and SSIS-SEL Classwide Intervention Program require skills which teachers gain by obtaining their degrees and through experience The use and interpretation of the SSIS SEL Teacher, Parent, and Student forms require more formal training in : Basic principles and limitations of educational and psychological testing The interpretation, communication, and application of results All users should use each component according to the recommended guidelines 24 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 8

9 CASEL and Academic Competencies in the SEL Competencies assessed SSIS-SEL on all forms, academics SSIS-SEL on Teacher SSIS-SEL Forms Screener/Progress Teacher Scale Parent Monitoring (Teacher) Scale SSIS-SEL Student Scale Self-Awareness X X X X Self-Management X X X X Social Awareness X X X X Relationships Skills X X X X Responsible Decision Making Motivation to Learn X X Reading Skills X X Math Skills X X X X X X 25 Screener/Progress Monitoring Scales 26 Screening/Progress Monitoring Scales The Screening/Progress Monitoring Scales can be used by teachers or other education professionals to efficiently collect information about a student s social emotional skills and academic functioning. Teacher rates each student on the 5 CASEL competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making, plus the 3 academic factors: Motivation to Learn, Reading Skills, and Math Skills This screener can be used for all age levels (grades PK- 12) Online scoring and reporting: Review360 for classrooms or groups of students, Q-Global for individualized administration/reporting 27 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 9

10 Competencies Assessed by the SSIS SEL Screening/Progress Monitoring Scales Self-Awareness: Recognizing one s emotions and values, and being able to assess one s strengths and weaknesses Self-Management: Being able to handle one s emotions and behavior so that they do not interfere with social tasks Social Awareness: Demonstrating understanding and empathy for the feelings of others Relationship Skills: Establishing and maintaining healthy interpersonal relationships in groups and dealing effectively with conflict Responsible Decision Making: Making ethical and constructive choices about one s personal and interpersonal behaviors Motivation to Learn: A state of arousal and activity directed toward learning and completing classroom activities Reading Skills: A process involving decoding symbols and words and comprehending text Mathematics Skills: A set of skills involving number operations, relationships, and mathematical 28 Administration Instructions for Teachers or Other Education Professionals 1. Obtain 3 to 4 weeks of classroom experience with students before completing this instrument to ensure a representative and reliable sampling of the students behavior. 2. Plan to take approximately 30 to 45 minutes to evaluate students (e.g., a class of up to 25 students) on all of the social-emotional and academically related scales. Although completion of all scales is recommended, it is acceptable to complete a subset of scales when an intervention program focuses only on the subset of skills. 3. Complete the evaluations for all students in one skill area before moving to the next skill area. 4. For each skill area, read the definition and the performance level descriptions. Then, select a performance level that best describes the current level of functioning of each student in your classroom. Keep in mind that a student can be at different performance levels across the eight skill areas. And, note that there is no need to have equal numbers of students across the five performance levels for a given skill area. 29 SSIS-SEL Screening/Progress Monitoring Scales: Rating Scale The Screening/Progress Monitoring tool employs a progressive 5 point performance rubric which is used for each of the 5 SEL and 3 Academic competencies. Levels 3 thru 5 represent degrees of proficiency, with level 2 as an emerging or at-risk skill level and at level 1 is the skill is limited. Level Description 5 The student has mastered the skill and does not require additional instruction 4 The student performs the skill consistently, but is likely to benefit from additional instruction 3 The student performs the skill proficiently though inconsistently and would benefit from additional instruction 2 The student is limited in their performance of the skill and needs additional instruction 1 The student rarely can perform the skill and needs intensive instruction 30 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 10

11 Example of the Scoring Rubric Example 5-level SSIS SEL Edition performance rubric with colors indicating levels of possible risk for social emotional difficulties. 31 Screening/Progress Monitoring Score Form Insert Student Names Step-down booklet so all students are rated on a given skill before moving to next skill 32 Online Administration: Review Copyright Pearson Inc., and/or its affiliates. All rights reserved. 11

12 Online Administration: Review Online Administration: Review Digital Reports Generated after completing the ratings Scores reported for each competency Social-Emotional Composite score (sum of 5 social-emotional items) Academic Functioning Composite score (sum of 3 motivation to learn and academic items) Can be generated for each individual student Results can be aggregated by school, classroom, or by specific student groups In group reporting, percentages of students are calculated for three categories of performance; At-Risk, Emerging, and Proficient. 36 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 12

13 Review360 Digital Reports 37 Review360 Group Report 38 Review360 Group Report (cont.) 39 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 13

14 Review360 Individual Student Report 40 Interpreting Results to Guide the Instruction of SEL Skills After screening, all students complete the Classwide Intervention Program (CIP) using the screening results to guide instruction Students with level 1 or 2 performance in a Skill area can be identified for close monitoring and support when the skill is being taught Students who score at a 4 or 5 level in a specific domain can be used to model the skill related behaviors when the specific skill is being taught 41 Interpretation of Scales Self-Awareness Accurate recognition of one s emotions/thoughts and their influence on behavior Includes accuracy in assessing his/her own skill level, confidence, and optimism Low rating may indicate being uncomfortable around others, avoiding meaningful social interactions, immaturity, or social anxiety concerns CIP units 5, 11, and 22 Self-Management Effective regulation of one s emotions, thoughts, and behaviors in different situations Includes stress management, impulse control, self-motivation, and goal-setting Low rating may indicate impulse control problems, lack of effective planning skills, inattention, and difficulty staying calm CIP units 1, 3, 4, 8, 13, and 18 Social Awareness Taking the perspective of, and empathizing with, others from differing backgrounds/cultures Includes understanding social/ethical norms for behavior and recognizing available resources/supports Low scores may indicate difficulty recognizing the emotions of others and reluctance/inability to provide comfort to those experiencing problems CIP units 10, 19, and Copyright Pearson Inc., and/or its affiliates. All rights reserved. 14

15 Interpretation of Scales Relationship Skills Establishing/maintaining healthy and rewarding relationships with others Low scores indicate difficulty in communicating/interacting with others, cooperation, listening, resisting peer pressure, and asking for help CIP units 2, 6, 7, 16, 17, and 21 Responsible Decision Making Making constructive and respectful choices about personal behavior and social interactions in a way that considers ethical standards, safety concerns, social norms, consequences, and the well-being of self and others Low scores indicate difficulty taking responsibility, speaking up, acting responsibly when alone or with friends, and voluntarily completing expected tasks/duties CIP units 9, 12, 14, 15, and Rating Forms [Teacher, Parent, Student] (English & Spanish) 44 Rating Forms Teacher, Parent, and Student (ages 8 to 18) Rating Forms provide: SEL Composite Scale 5 SEL competency scores Core Skills (10 items) score Academic Competence English & Spanish forms for Parents and Students Students assessed individually, requires 15 minutes to complete per student Substantial reliability and validity evidence Directly aligned with the Classwide Improvement Program 45 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 15

16 Rating Forms (cont.) Teacher Form: 51 Social-Emotional Items and 7 Academic Competency Items Student Form has 46 Social-Emotional Items Parent Form has 51 Social-Emotional Items Offered in paper form or online via Q Global (Q Global site or through Review 360) Ten items from each Form are directly linked to the Classwide Intervention Program s lessons/units A sample consisting of 4,700 children ages 3-18 from 115 school sites in 36 states was used to standardize and norm the forms No other SEL assessment tool has all three forms (teacher, parent, and student) No other SEL assessment concurrently examines academic functioning and SEL competencies 46 Rating Form Report Scores (2 Domains & 5 Scales) SEL Composite Score Self-Awareness scale Self-Management scale Social Awareness scale Relationship Skills scale Responsible Decision Making scale Academic Competence Score Types of Scores Raw Score Percentile Rank Standard Scores with Confidence Bands Core Skills Scale (10 items that are the same skills taught in the CIP Core Skills units) functionally a norm-referenced screener Response Validity scale based on statistically unusual response patterns to determine if the person (Teacher, Student, or Parent) filled out the form in an subjective or partial manner 47 Example of Rating Form Report ReportReport 48 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 16

17 Using the Rating Forms to Identify SEL Strengths & Weaknesses Level of SEL Competency Strengths Student knows and uses SEL skill consistently and appropriately Performance Deficits Student uses the skill but does so infrequently Acquisition Deficit Student does not sufficiently know the skill or how to use it appropriately Score Standard score of 116 or greater and an item score of 3 (almost always) Standard score of 84 or lower and an item score of 1 (Seldom) Standard score of 84 or lower and an item score of 0 (Never) Actions & Interventions -Reinforce to maintain desired social behavior -Use as a model for other students -Use behavior techniques to increase student performance of desired social behavior -Use selected CIP units to facilitate greater understanding and opportunities to use skills -Direct instruction of the desired behavior using CIP units 49 Target Skills for Intervention When the CIP is used in a MTSS intervention program, the assessment results directly align and indicate specific units known to improve the targeted skills. These skills can be reassessed at the conclusion of intervention using the Rating Form or the SSIS SEL Edition Screener/ Progress Monitoring Scales. 50 SSIS SEL Classwide Intervention Program (CIP) 51 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 17

18 How SEL is Taught in the CIP 23 Key SEL Skill Lessons (10 Core Units + 13 Advanced Units) aligned with the 5 CASEL competencies Scripted Lessons supported with Engaging Digital Lessons (PowerPoint Slides) for teachers & students The Instructional plan is flexible and can be used with children ages 4 to 14. While all units can be used with any age student they are sequenced and earlier units are more appropriate for younger students. Units 1-6 are most appropriate for students ages 4-6 Units 1-10 are most appropriate for students ages 6-10 Units are most appropriate for students ages 11 to 14 Resources: Skill Cue Cards, Emotion Cue Card, Videos w/ + and - models, Progress Monitoring Charts, Student Engagement Records, Role Play Cards, Parent Letters 52 How Social-Emotional Skills are Taught in the CIP The CIP skill units are flexible so they are can be taught in a manner that is aligned with the students in the classroom. Can be used to create a semester or year-long intervention designed to address the 10 essential skills or all 23 Can be customized into a 5 to 6 week intervention to focus on the five skills that need improvement for a majority of students Aligned with MTSS the CIP can be used in Tier 1 School-wide universal instruction or in Tiers within small groups & in Special Education classrooms 53 Instructional Approach in the CIP is Aligned with S.A.F.E. (CASEL, 2013) Sequenced Connected & coordinated set of activities Active Dynamic and expressive forms of learning Focused Components to develop personal or social skills Explicit Targeting special social and emotional skills 54 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 18

19 All CIP Skill Units are Aligned with CASEL Unit # Skill CASEL Domain Aligned 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 Self-Awareness 22 Be positive about the future 23 Listens to different ideas Responsible Decision Making 55 The CIP is Aligned with the SSIS SEL Edition Assessment Tools 56 Instructional Approach in the CIP Expands on the Three T s of Teaching: Tell what will be taught; Teach; and Tell what was taught and How it can be used. 57 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 19

20 Instructional Tools in CIP Teacher Tools Other Tools 58 Uses and Benefits of the CIP The CIP is a flexible and inclusive intervention program designed to teach all students ages 4 to 14 core and advanced social emotional skills aligned with the CASEL competencies. Can be used in a MTSS framework with academic and behavioral supports at the universal (tier 1) level with all students and at tiers 2 & 3 based on individual student needs Can be used within both General Education and Special Education classrooms In addition to facilitating the development of socialemotional skills, the CIP be used with other academic enablers to improve students academic performance and outcome SSIS-SEL CIP 59 SSIS Multi-tiered Model for Supporting Development of Social-Emotional Skills Intensive individualized interventions w/ CIP Core 10 + Selected Advanced 13 Units for 5% of students to increase SEL skills & decrease reoccurring problem behaviors w/ continuous progress monitoring. 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. Targeted small group intervention w/ CIP Core 10 + selected Advanced 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). Universal prevention with CIP Core 10 Units + Selected Advance 13 Units depending on students developmental level Universal screening assessment all students; 80% of students need only these services (Gate 1 Screening) SSIS-SEL CIP 60 Copyright Pearson Inc., and/or its affiliates. All rights reserved. 20

21 Remember! Social Skills Improvement System- SEL is an Integrated System Screening and Assessment can guide Intervention Progress Monitoring and Assessment can be used to evaluate performance on each social skill or competency and it can also assess overall student outcomes Screening Assessment Intervention Screening/Progress Monitoring Scales Rating Forms : Teacher; Parent; Student Classwide Intervention Program (CIP) Fully Aligned Assessments that Measure the Same Skills Taught in the Intervention Program 61 Questions 62 Contact Us: Copyright Pearson Inc., and/or its affiliates. All rights reserved. 21

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