June 2019

Monthly Archives

  • SEL Field Notes | June 28

    This newsletter is curated by the American Institutes for Research and CASEL for the MeasuringSEL Collaborator Network and aims to keep you engaged with news, research, and resources relevant to measurement and data in the field of social and emotional learning. Please let us know what you are reading, doing and seeing in the field that’s worth sharing. Tell us about it here!   Measurement in Practice Education Week: Keeping students at the center with culturally relevant performance assessments At the heart of the shift toward more student-centered models of learning and assessment is an understanding that learning is socially embedded and that the broader communities that students exist within matter to their learning. Emerging findings from brain science reveal that students’ cultural contexts, […]

  • Nyack Public Schools Use Diversity, Equity, and Inclusion Survey to Move Our Equity Agenda Forward

    By: James Montesano, Nyack Public Schools, with Sara Stoutland, Independent Consultant   The Nyack Public Schools have been working to close achievement gaps for years. We are a racially, ethnically, and socioeconomically diverse district, located about 30 miles north of New York City. As a community, we are proud of our diversity, and we are also deeply troubled by persistent racial and socioeconomic achievement gaps. We have disproportionate outcomes by race/ethnicity and socio-economic status in AP classes, suspensions, and special education identification.   In the past, we addressed these gaps by establishing targeted programs aimed at students who were not performing up to their potential— students of color and those from low-income backgrounds. Through these efforts, we saw some improvement in graduation […]

  • Three Steps for Supporting Intentional SEL in Out-of-School Time

    By: Jessica Newman and Deborah Moroney; American Institutes for Research There is a lot of attention to SEL, both in and out of school. If you are reading this blog, it is likely you care very much about the topic. In this post, we focus our attention on SEL in out-of-school time (OST), which includes before and after school programs, community-based programs, and summer programs, and informal learning settings like museums, libraries, and recess. A key recommendation in the recently released call to action for whole child efforts, A Nation at Hope, was to intentionally partner outside of the school. This is common sense: children and youth spend 80% of their waking hours outside of school. Further, we know that […]

  • SEL Field Notes | June 14

    This newsletter is curated by the American Institutes for Research and CASEL for the MeasuringSEL Collaborator Network and aims to keep you engaged with news, research, and resources relevant to measurement and data in the field of social and emotional learning. Please let us know what you are reading, doing and seeing in the field that’s worth sharing. Tell us about it here!   Research and Deep Dives RAND: Teacher and principal perspectives on social and emotional learning in America’s schools: Findings from the American Educator Panels Social and emotional learning (SEL) is the process through which students develop such interpersonal and intrapersonal competencies as teamwork, social awareness, self-regulation, and emotional awareness. Although schools in the United States have always […]

  • Measuring Social Reasoning in Children: Be Part of a National Norming Study!

    By: Nicole Russo-Ponsaran and Ashley Karls, Rush University   Wouldn’t it be great if educators had a standardized set of measures to evaluate students’ social-emotional learning skills? We know that millions of children in the United States have social-emotional challenges that are related to behavioral and academic difficulties. To address this, many states have adopted social-emotional learning standards, and schools are implementing programs that teach children how to interact positively with others. However, teachers often report not having any tools to effectively measure social-emotional skills in their students. How does social information processing relate to social emotional learning? Social information processing skills encompass the cognitive and emotional steps an individual takes to navigate challenging social situations. We enlist skills such […]

  • Balanced Local Assessment Systems Include SEL Thinking

    By: Rick Stiggins, Pearson Assessment Training Institute   Learning Sciences International has released a panel report detailing recommendations for the creation of local school district assessment systems designed to maximize student learning success by meeting the needs of all assessment users from the classroom to the boardroom. The report is coauthored by assessment experts Sue Brookhart, Dylan Wiliam, Jay McTighe, and me. Among the active ingredients in the systems we envision are the following: Attention to a diversity of assessment purposes (users and uses) Clear and appropriate learning targets, and Appropriate levels of assessment literacy among those who develop and implement local systems. Each of these offers an opening from which to see SEL as a key component of balanced […]