By Tenelle Porter, University of California, Davis Visualize something you’ve always been pretty good at–maybe it’s a skill or subject in school that came easily to you, something that made you think “I’m a natural!” Now, think about something you really struggled with but eventually learned. Maybe it’s playing an instrument, or solving quadratic equations — something that took effort, practice, and lots of failure, but that eventually you got. Research tells us that both of these experiences probably informed your “theories” about how abilities work. One belief you may have developed is that abilities are fixed; this view says that we come into the world good at some things and bad at others and we stay that […]
By Samuel Moulton, Panorama Education At Panorama Education we help educators collect, understand, and act on measures of social-emotional learning, school climate, and family engagement. Our survey-based measures are reliable, valid, and also useful: Students, teachers, and leaders from over 350 districts rely on them to receive feedback on their teaching and learning efforts. We’ve seen firsthand how districts like Fresno Unified and Washoe County have used SEL measurement to drive positive, system-wide changes for their students. At the same time, we’ve been inspired to explore new ways to advance SEL measurement, including performance tasks. CASEL’s inaugural competition offered us a unique opportunity to design and prototype an innovative SEL assessment, Social Detective, that measures and develops […]
By James Soland, NWEA Any educator who’s administered a test will likely relate to this anecdote: while most students in class appear absorbed in the assessment, there’s one student who stares off into space. Or who doodles on his scratch paper. Or who simply puts her head down on the desk. And, it’s usually unsurprising when scores for that student come back low. What we’ve learned at NWEA through our research partnership with Santa Ana Unified School District is that these small signs of disengagement from a test can be subtle manifestations of deep-rooted issues related to self-belief, motivation, and engagement. They can be clues to how students perceive themselves, and to where they see themselves going. […]
I’ve never been to the Grand Canyon. But I know enough to understand that the distance between one rim and the other is vast and only traversed with monumental effort (or a helicopter).
The field of school-based social-emotional learning has its own Grand Canyon. On the one side: assessment data; on the other: teacher practices. Between them: a vast distance not easily spanned…
Read More Data Use in Practice
Washoe County School District (WCSD) is one of eight urban school districts that partnered with CASEL to implement comprehensive SEL practices at all grade levels since 2012. Since then, all schools in the district have implemented Social and Emotional Learning – a key component of WCSD’s strategic plan – through staff training, curriculum, and integration of standards into schools and classrooms. In 2013, WCSD and CASEL received an Institute of Education Sciences grant to develop a measure to assess students’ social and emotional competencies and study how they impact student academic and behavioral outcomes. This researcher-practitioner partnership collaborated to improve self-assessments of social emotional competencies as part of a regular school climate survey. Over the past four years, Washoe has […]