How State Planning for the Every Student Succeeds Act (ESSA) Can Promote Students Academic, Social, and Emotional Learning: An Examination of Five Key Strategies (April 2017)
This brief suggests five ways that policymakers can integrate SEL approaches into their efforts and identifies strategies that have been proposed in several Consolidated State Plans for ESSA funding. These examples are instructive for states as they work to finalize their plans for submission to the U.S. Department of Education.
Gayl, C. L. (2017) How State Planning for the Every Student Succeeds Act (ESSA) Can Promote Students Academic, Social, and Emotional Learning: An Examination of Five Key Strategies. Chicago: Collaborative for Academic, Social, and Emotional Learning (CASEL).
This resource was released in April 2017 and will be continually updated. It offers guidance and more than 500 tools and artifacts to implement social and emotional learning districtwide. All are based on and drawn from the actual experience of the 10 districts in CASEL's Collaborating Districts Initiative.
Collaborative for Academic, Social, and Emotional Learning. (2017) District Resource Center. Chicago: Author.
This report on CASEL's Collaborating Districts Initiative presents key insights from this multiyear effort in 10 large school districts to help integrate social and emotional learning across all aspects of their work.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2017). Key Insights from the Collaborating Districts Initiative. Chicago: Author.
Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward (2016)
This chapter from the Review of Research in Education summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The chapter begins with a historical summary of theoretical movements and research trends that have led to today’s inclusion of SEL as part of many schools’ curricula, policies, and practices. The chapter identifies design elements and implementation quality characteristics of effective approaches to SEL and provides recommendations for future practice, policy, and research.
Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016) Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research in Education: Education Research—A Century of Discovery, 40(1).
Transforming Education developed this downloadable guide and set of tools to assess students’ social and emotional development in partnership with the California CORE districts, a consortium of school districts that are exploring innovative approaches to school improvement and assessment. MESH stands for mindsets, essential skills, and habits that can help students succeed in college, career, and life.
Transforming Education. (2016). Measuring MESH: Student and Teacher Surveys Created for the CORE Districts. Boston: Author. Retrieved from http://www.transformingeducation.org/measuringmesh/.
These online tools were created to help educators and their communities develop and activate answers to Next Gen Learning’s Three Big Questions. The tools are in beta for pilot testing. Next Gen seeks your feedback and input on their utility. They will be refined and new tools will be added.
Next Generation Learning Challenges. (2016). MyWays: A Next Gen Toolset. Washington, DC: Author. Retrieved from http://nextgenlearning.org/myways.
The Other Side of the Report Card: Assessing Students’ Social, Emotional, and Character Development (2016)
Grounded in research and in the authors’ work with teachers and administrators, this book offers guidance on retooling report cards to better reflect the whole child, integrating SEL and character development into any schoolwide or districtwide grading system. Resources include guided exercises for analyzing existing report cards, samples and suggested report card designs, tips on improving communication with parents, case studies highlighting common challenges, and testimonials from teachers and students.
Elias, M. J., Ferrito, J. J., & Moceri, D. C. (2016). The Other Side of the Report Card: Assessing Students’ Social, Emotional, and Character Development. Newbury Park, CA: Corwin Press.
This suite of tools is available on the American Institutes for Research website. It consists of three downloadable documents that offer guidelines on how to improve and assess students’ social and emotional development.
American Institutes for Research. (2015). Are You Ready to Assess Social and Emotional Development? Washington, DC: Author.
This comprehensive and definitive handbook covers all aspects of research, practice, and policy related to social and emotional learning. The editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. The Handbook explores the conceptual and scientific underpinnings of SEL and its relationship to children's and adolescents' academic success, mental health, and overall well-being, including the roles of school- and district-level leadership, teacher training, and school-family partnerships.
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.). (2015). Handbook of Social and Emotional Learning: Research and Practice. New York: Guilford Press.
This report, from the Raikes Foundation, reviews the existing assessment tools used to measure social and emotional well-being of middle school youth.
Haggerty, K., Elgin, J., & Woolley, A. (2011). Social-Emotional Learning Assessment Measures for Middle School Youth. Seattle: Social Development Research Group, University of Washington.