June 2020

Monthly Archives

  • I’m From the Government and I’m here to Help: The Role of the State Education Agency in the Assessment of Social and Emotional Learning.

    By: Beth Herman and Clark McKown “We are looking for an SEL assessment tool and are wondering if you have any recommendations” she said. This question, commonly asked, seems like a sensible question. After all, we have trained our educators to collect data—copious amounts, in fact, and to engage in “data digs” and to use this information to guide decision making. So, on the face of it, there seems to be nothing wrong with this question. I responded “What do you want this data to tell you? What is your purpose for this assessment?” her pause, the silence on the end of the phone line, demonstrates the dilemma of SEL assessment. Assessment can be a magnificent tool and educators have […]

  • Continuous Improvement of SEL Implementation in the Washoe County School District: Deeply Embedding Continuous Improvement Into District Systems and Structures

    By: Duncan Meyers, Ben Hayes, and Laura Davidson The four most-recent posts on this blog have highlighted how districts that partner with CASEL engage in continuous improvement (CI) cycles. These posts were written by CASEL consultants and their district partners to provide practical examples that relate to CASEL’s overall approach to CI (see Figure 1), and the essential questions that drive it: “Where do we want to go?” “Where are we now, and where have we been?” “How do we get from where we are not to where we want to be?” “Are we moving in the right direction?” “What are we learning on our journey?” Those essential questions align with the three stages of the CI cycle, which are “organize”, […]

  • Continuous Improvement of SEL Implementation in Denver: Bringing In-School and Out-Of-School Educators Together to Reflect and Learn

    By: Duncan C. Meyers, Miranda Cook, and Kim Price Systemic SEL implementation is a multi-year process that requires planning, committing to carrying those plans out with quality, shifting and problem solving when plans hit snags, and reflecting on what was achieved to inform the path ahead.  Last week’s blog post focused on how Minneapolis Public Schools stakeholders collaborated on their journey within the “implement” stage of systemic SEL implementation. Denver is the focus of this blog post that highlights a practical example of the “improve” stage of CASEL’s continuous improvement continuous improvement model, where time is carved out at the end of each academic year to reflect on the questions, “what are we learning about our implementation efforts?” and “are […]

  • Continuous Improvement of SEL Implementation within Minneapolis Public Schools: Tracking the Journey and Pivoting Along the Way

    By: Rafiqah Mustafaa and Kate Diamond  Last week’s blog post highlighted Guilford County Schools’ strategic planning process during the “Organize” phase of systemic social and emotional learning (SEL) implementation. Once planned, a district enters the “Implement” stage in consistently documenting efforts and monitoring the implementation process to address challenges that arise. A key feature within this stage of continuous improvement is that of rapid learning cycles. When teams collect formative data, they engage with that data to make evidence-based decisions “in the moment” and potentially course-correct or reprioritize workstreams instead of waiting until the end of the year to reflect. This week’s post will share how the Minneapolis Public Schools (MPS) SEL team; MPS Research, Evaluation, and Assessment team (REA); […]