• 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 […]

  • State’s Support of Social Emotional Learning Assessment: Don’t Reinvent the Wheel

    By Heather Hirsch, member of our National Practitioner Advisory Group Schools and districts across the country are looking to implement evidence-based SEL, and more of them are turning to state education agencies (states) for technical assistance. At the same time, states are beginning to develop social emotional learning (SEL) competencies, standards, or learning goals (see An Examination of Frameworks for Social and Emotional Learning (SEL) Reflected in State K-12 Learning Standards). As states work to support more school and district teams, states are also struggling to help school and district teams understand the appropriate uses of SEL assessment. State agencies can support these efforts in a number of ways. Last week 25 state teams, plus Puerto Rico and Washington D.C., gathered […]

  • Update on the Growth and Diversity of the Collaborator Network

    Over a year ago, the Assessment Work Group created Measuring SEL and the Collaborator Network for Social and Emotional Competence Assessment as a powerful opportunity for members to exchange ideas, forge new relationships and collaborations, and provide input to ultimately help address some of the most critical questions about SE assessment facing educators and researchers today.   The collaborator network has been steadily growing and is now almost 11 times larger than a year ago with almost 1800 members (see graph)! We have members from all 50 states and 67 different countries representing all continents and both developed and developing nations!     Members play a range of roles with respect to SEL as well, with 70% indicating they are […]

  • National Practitioner Advisory Group Launches!

    By Dale A. Blyth, Sr. Consultant to CASEL and Deborah Moroney, Managing Director, American Institutes for Research   This last spring, we invited applications from practitioners to become part of a new National Practitioner Advisory Group on Using Data to Inspire SEL Practice (NPAG). There was an overwhelming response as almost 200 people applied from all over the US and even a few internationally.  It took a while to select the 26 people and four Assessment Work Group liaisons who now make up NPAG. It is quite an impressive group as you can see from the list that follows this blog.  We are grateful to our funders and in particular CASEL who invested the needed funds to make this effort […]

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

    by Nicole Russo-Ponsaran, Rush NeuroBehavioral Center   Millions of children in the United States have social challenges that are related to behavioral and academic difficulties. To address this problem, many states are adopting social-emotional learning standards and schools are implementing programs that teach children how to interact positively with others. Yet, educators have surprisingly few tools available to adequately measure social-emotional skills children directly.   Ever wonder how a child navigates her social world and what makes one student more successful than another?   Using the theoretical social information processing model by Crick and Dodge as its framework, the research team at Rush NeuroBehavioral Center, in partnership with Soar Technology, Inc., developed Virtual Environment for Social Information Processing, or VESIPTM, […]

  • Upcoming Conference: Every Classroom, Every Day

    By: Tom Golebiewski, Ph.D., L.C.S.W. Social Work Consultant at Wolcott School; Adjunct Instructor, Northwestern University, Master’s Of Science in Education Program   The Tyree Institute at Wolcott School and Northwestern University will hold an inaugural conference on Social Emotional Learning (SEL) at the Wolcott School, 545 N. Wolcott Ave, Chicago on April 27, 2018.   The title, Every Classroom, Every Day, guided the design of the conference to provide workshops that are applicable, experiential and relevant to curriculum, instruction and practice. The conference advances the integration of social emotional learning to demonstrate and highlight connection between skills, while building capacities.   Keynote presenters will provide an overview of SEL and Restorative Justice while each workshop illustrates activities, approaches and resources […]

  • Implementing and Sustaining SEL with Adults

    By Meaghan Ruddy, The Wright Center   Our interpersonal habits run so deep they often go unnoticed until there is a problem. Even then, the challenge is often misdiagnosed as a professionalism issue. SEL can be used to redirect conversations about interpersonal dynamics and make working with others more effective.   As the SEL movement matures into a more integrated part of the fabric of education, there is a developing realization of, as the CDI Insights report puts it, “Adult SEL matters, too.” This revelation is being attested to as the need for targeted reflection in the work of individual teachers as well. This is likely not news to you as education is a means of knowledge transfer from those […]

  • From a Teacher’s Perspective

    By Heather Schwartz, CASEL A few months ago at CASEL we were discussing the Assessment Work Group. Before sharing my perspective on an issue, I found myself saying “I’m not an expert in assessment, but….” And then it dawned on me: as a teacher, I know about assessment. I know a lot about it. It’s what we teachers do day in and day out.  It is the act of leaning in to our students to listen and observe.  It is how we understand their process for making meaning. For me, this is what SEL assessment should be all about, as well. This realization reminded me of an experience I had in the classroom. Isabel was an extremely hard working student […]

  • SEL with Adults is Hard, so Teach it Early

    By Meaghan Ruddy, The Wright Center Supporting SEL in adult learners is very challenging due to the power of social and emotional habits as they form over time. Teaching SEL at younger ages will likely result in more helpful habits as those students age. As we develop we are strengthening all sorts of habits all the time whether we know it or not. This is because the brain seeks to automate as much as possible as quickly as possible. The brain has two main systems: the executive and the automatic, or default. The executive is resource heavy in terms of the energy it needs to keep running, so it creates habits that become default ways of being. While the executive engages […]

  • Designing Direct Assessments – Lessons Learned and Award Winners

    By Clark McKown and Noah Bookman   Earlier this year, the Assessment Work Group created an assessment design challenge to identify direct assessment tools to supplement districts’ current emphasis on teacher and student surveys that measure SEL competencies.   Direct assessments include all forms of assessment in which social and emotional learning is measured from a child’s performance on a challenging task. This includes but is not limited to naturalistic technology-enhanced simulations, performance tasks, game-based data, and live structured social simulations. Direct assessment is distinct from other forms of assessment, such as observations, student self-report, or teacher or parent ratings of students’ skills.   To stimulate work to design direct assessments that complement, build upon, and extend the existing measurement […]

  • {Webinar} SEL Assessment Design Challenge Winners Share Their Measures

    In the Spring of 2017 Measuring SEL launched the Social-Emotional Competence Assessment Design Challenge. The purpose of the challenge was to learn from innovative methods of assessing social-emotional skills, with the ultimate goal being to construct and refine a set of key design principles that should guide the development of novel social-emotional assessments that support effective instruction and positive student development. This hour-long webinar will showcase four of the winning measures of the Design Challenge. The four awardees will discuss their work, including what social-emotional competencies they assess and how.   The webinar will be Friday, Sept. 29 | 1:00 – 2:00p.m. ET. REGISTER NOW – IT’S FREE! We hope you can join on September 29th, but even if you […]

  • Our Growing Collaborator Network

    Our Collaborator Network is now 582 members strong and growing! We have had incredible growth to the network in the past few weeks, so thank you to everyone who has joined. We look forward to great collaborations, connections, and communications with all of you. As of August 1, 2017, we have 582 network members from 40 states and 26 countries. If you know colleagues from one of the 10 missing states, encourage them to join today and help us get complete coverage of the U.S.   States in the Collaborator Network We have a good mix of researchers, practitioners, and policymakers in the network as well. Not all members indicated their roles. We thank you again for your involvement in […]