September 2019

Monthly Archives

  • New Report Examines State of SEL Assessments, Calls for Greater Coordination with School Policies, Programs, and Professional Learning

    A leading group of scholars, test developers, and educators has just released a landmark report that describes the evolving field of social and emotional learning (SEL) assessments and recommends steps for continued improvements.   The 53-page report, Student Social and Emotional Competence Assessment: The Current State of the Field and a Vision for Its Future, was developed over the past three years by the Assessment Work Group, managed by CASEL with leaders from the RAND Corporation, Harvard University, the California CORE Districts, Transforming Education, xSEL Labs, and several universities, nonprofit organizations, and school districts across the country. Clark McKown served as the lead author.   Key findings include: Social and emotional competencies can not only be taught—they can also be measured. […]

  • SEL Field Notes | September 20

    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 Edutopia: Making assessment a collaborative process How a middle school teacher turned an individual assessment into a group presentation with an authentic audience and three layers of feedback: “’I like it when we get to talk and work with each other.’ I kept reading some version of that statement over and over again in […]

  • Lessons in SEL from the California CORE Districts

    By Thomas Toch, FutureEd Nearly a decade ago, a group of California school districts decided there was a better way to measure academic progress than relying on standardized test scores alone. The CORE Districts developed surveys that would gauge school climate and social-emotional dimensions of learning. Since 2016, they have been administered to nearly 1 million students annually. Now as educators across the nation embrace the importance of school climate and student engagement, the experience in the CORE Districts offers valuable lessons about both the benefits and challenges of using surveys to measure SEL. The survey results across the six districts identified some troubling trends that educators are working to address. African American students, for instance, feel less of a […]

  • SEL Field Notes | September 13

    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 Education Week: What schools need to know about threat assessment techniques Armed teachers and bulletproof backpacks may have captured the headlines, but quietly, another school safety strategy has been rapidly expanding: behavioral threat assessment. In the 2019-20 school year, schools in Florida, Kentucky, Maryland, and Texas must begin using threat assessment in […]

  • Focus on SEL Assessment at the 2019 SEL Exchange

    *Please note that the SEL Exchange is sold out. For those unable to attend, CASEL will be sharing materials online, insights from presenters, webinars on selected topics, and more during the coming year. For updates, follow along at @2019SELExchange or subscribe to CASEL’s monthly Connections newsletter.   On October 3rd and 4th, the Collaborative for Academic, Social, and Emotional Learning (CASEL) is hosting the 2019 SEL Exchange, an inaugural conference on social and emotional learning for 1,500 global participants. The 2019 SEL Exchange offers a unique and timely opportunity to gather individuals committed to the comprehensive development and success of all students. It is designed to address the pressing questions of the field itself so participants can learn with and […]

  • Back to School Means Back to SEL for America’s Teachers and Principals

    By Laura Hamilton, Christopher Doss, and Elizabeth Steiner   Educators across the U.S. are embarking on a new school year, developing lesson plans and figuring out their students’ academic needs. They are also likely to be considering ways to support the non-academic aspects of their students’ development. Teachers and principals know that to be successful in college and careers, kids need to master a range of social and emotional skills such as teamwork, communication, and the ability to manage their emotions. Schools are increasingly adopting social and emotional learning (SEL) programs and practices to build these skills, and policymakers can benefit from understanding the educator perspective: how they feel about emphasizing SEL, what they are doing to promote SEL, and […]