ESSA, SEL & Accountability June 19, 2018 Presenters Linda - - PowerPoint PPT Presentation

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ESSA, SEL & Accountability June 19, 2018 Presenters Linda - - PowerPoint PPT Presentation

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ESSA, SEL & Accountability June 19, 2018 Presenters Linda Dusenbury, Director, Collaborating States Initiative, CASEL Hanna Melnick , Research Analyst & Policy Advisor, Learning Policy Institute Jeremy Taylor, Director, Assessment &

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ESSA, SEL & Accountability

June 19, 2018

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Presenters

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Linda Dusenbury, Director, Collaborating States Initiative, CASEL Hanna Melnick, Research Analyst & Policy Advisor, Learning Policy Institute Jeremy Taylor, Director, Assessment & Continuous Improvement, CASEL

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https://casel.org/collaborative-state-initiative/

CASEL Collaborating States Initiative

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CSI Emerging Insights Report (June 2018) https://casel.org/wp- content/uploads/2018/06/CSI- Insights.pdf Interested in joining? Contact Linda Dusenbury at ldusenbury@casel.org

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learningpolicyinstitute.org/product/encouraging-social- emotional-learning-new-accountability-report

Encouraging Social and Emotional Learning: Next Steps for States

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What is “student success” and how do we measure it?

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What is SEL?

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Academic learning Social and emotional learning Positive School Climate (School is safe, with strong relationships, engaging teaching and learning, and adequate resources)

SEL and School Climate: Foundations for Academic Learning

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Types of indicators in an an accountability and continuous improvement system

Federal ederal

  • Reported for federal / state accountability systems
  • Used to identify schools for improvement

State-re repor ported ed State-su suppor ported d or locall lly y select ected

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Types of indicators in an an accountability and continuous improvement system

Federal ederal

  • Reported for federal / state accountability systems
  • Used to identify schools for improvement

State-re repor ported ed

  • Reported for schools statewide
  • Used for state and local improvement

State-su suppor ported d or locall lly y select ected

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Types of indicators in an an accountability and continuous improvement system

Federal ederal

  • Reported for federal / state accountability systems
  • Used to identify schools for improvement

State-re repor ported ed

  • Reported for schools statewide
  • Used for state and local improvement

State-su suppor ported d or locall lly y select ected

  • Provided by state for voluntary use or adopted locally
  • Used for local improvement
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How can we measure SEL and school climate? Where do measures fit in accountability systems?

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Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

SEL Measures of students’ social-emotional competencies X Scho hool

  • l

climat imate St Studen udent t

  • utco

comes mes

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How can we measure SEL and school climate? Where do measures fit in accountability systems?

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Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

St Stude udent t

  • utco

come mes Scho hool

  • l

climat imate SEL Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

St Studen udent t

  • utco

comes mes Suspension rates Chronic absenteeism rates X X X Scho hool

  • l

climat imate SEL Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

St Studen udent t

  • utco

comes mes Suspension rates Chronic absenteeism rates X X X Scho hool

  • l

climat imate Surveys of school climate and supports for SEL X* X X SEL Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

SEL Surveys, observations, or performance assessments

  • f students’ social-

emotional competencies X Scho hool

  • l

climat imate Surveys of school climate and supports for SEL X* X X St Studen udent t

  • utco

comes mes Suspension rates Chronic absenteeism rates X X X

*Only student surveys meet ESSA’s requirements.

Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

SEL Measures of students’ social-emotional competencies X Scho hool

  • l

climat imate Surveys of school climate and supports for SEL X* X X St Studen udent t

  • utco

comes mes

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Sample Survey items

SEL Survey

  • I think about what might

happen before making a decision.

  • I respect my classmate’s
  • pinions during a

disagreement.

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School Climate Survey

  • I feel safe at this school.
  • At this school, there is a

teacher or some other adult who really cares about me.

  • My classes are challenging.
  • This school is a supportive and

inviting place for staff to work.

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How can we measure SEL and school climate? Where do measures fit in accountability systems?

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Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

St Stude udent t

  • utco

come mes Scho hool

  • l

climat imate SEL Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

St Studen udent t

  • utco

comes mes Suspension rates Chronic absenteeism rates X X X Scho hool

  • l

climat imate SEL Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

St Studen udent t

  • utco

comes mes Suspension rates Chronic absenteeism rates X X X Scho hool

  • l

climat imate Surveys of school climate and supports for SEL X* X X SEL Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

SEL Surveys, observations, or performance assessments

  • f students’ social-

emotional competencies X Scho hool

  • l

climat imate Surveys of school climate and supports for SEL X* X X St Studen udent t

  • utco

comes mes Suspension rates Chronic absenteeism rates X X X

*Only student surveys meet ESSA’s requirements.

Measur asure

Fede deral al St State- reported St State- suppo ported ed

  • r lo

local

SEL Measures of students’ social-emotional competencies X Scho hool

  • l

climat imate Surveys of school climate and supports for SEL X* X X St Studen udent t

  • utco

comes mes Suspension rates Chronic absenteeism rates X X X

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  • 1. Support measures of students’ social and emotional

competence for local use

What can states do?

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  • 1. Support measures of students’ social and emotional

competence for local use

  • 2. Include measures of school climate, supports for SEL, &

related outcomes in statewide reporting systems

What can states do?

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  • 1. Support measures of students’ social and emotional

competence for local use

  • 2. Include measures of school climate, supports for SEL, &

related outcomes in statewide reporting systems

  • 3. Provide districts with well-validated measurement tools

What can states do?

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  • 1. Support measures of students’ social and emotional

competence for local use

  • 2. Include measures of school climate, supports for SEL, &

related outcomes in statewide reporting systems

  • 3. Provide districts with well-validated measurement tools
  • 4. Offer resources and technical assistance for data analysis

and professional learning

What can states do?

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Learning Policy Institute Resources

Download reports

learningpolicyinstitute.org/reports

Sign up for updates

bit.ly/LPIupdates

Follow LPI on Twitter

@LPI_Learning

Contact: Hanna Melnick

hmelnick@learningpolicyinstitute.org

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States Using School Climate Measures Under ESSA

Source: LPI’s forthcoming report on ESSA. For updates, go to bit.ly/LPIupdates

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For the full table, see: https://learningpolicyinstitute.org/product/encouraging- social-emotional-learning-new-accountability-report

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Source: 5 Essentials Survey, https://illinois.5-essentials.org/2017/

Using school climate surveys to improve – Illinois

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Questions

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http://measuringsel.casel.org/

Assessment Work Group

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Social Emotional Learning Assessment Guidance https://education.mn.gov/MDE/dse/safe/clim/social/imp/

MN SEL Assessment Guidance

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