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 & Continuous Improvement, CASEL 2
CASEL Collaborating States Initiative https://casel.org/collaborative-state-initiative/ 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 3
Encouraging Social and Emotional Learning: Next Steps for States learningpolicyinstitute.org/product/encouraging-social- emotional-learning-new-accountability-report
What is “student success” and how do we measure it? 5
What is SEL? 6
SEL and School Climate: Foundations for Academic Learning Academic learning Social and emotional learning Positive School Climate (School is safe, with strong relationships, engaging teaching and learning, and adequate resources) 7
Types of indicators in an an accountability and continuous improvement system • Reported for federal / state accountability systems Federal ederal • Used to identify schools for improvement State-re repor ported ed State-su suppor ported d or locall lly y select ected
Types of indicators in an an accountability and continuous improvement system • Reported for federal / state accountability systems Federal ederal • Used to identify schools for improvement • Reported for schools statewide State-re repor ported ed • Used for state and local improvement State-su suppor ported d or locall lly y select ected
Types of indicators in an an accountability and continuous improvement system • Reported for federal / state accountability systems Federal ederal • Used to identify schools for improvement • Reported for schools statewide State-re repor ported ed • Used for state and local improvement State-su suppor ported d or • Provided by state for voluntary use or adopted locally locall lly y select ected • Used for local improvement
How can we measure SEL and school climate? Where do measures fit in accountability systems? Measur asure Fede deral al St State- St State- reported suppo ported ed or lo local X Measures of students’ SEL social-emotional competencies Scho hool ol climat imate St Studen udent t outco comes mes 11
How can we measure SEL and school climate? Where do measures fit in accountability systems? Measur Measur Measur Measur Measur asure asure asure asure asure Fede Fede Fede Fede Fede deral deral deral deral deral al al al al al St State- State- St St State- State- St St State- St State- State- St State- State- St St St State- reported reported reported reported reported suppo suppo suppo suppo suppo ported ported ported ported ported ed ed ed ed ed or lo or lo or lo or lo or lo local local local local local X Surveys, observations, or Suspension rates Suspension rates X X X X X X X Stude St St Studen St Studen udent udent udent t t t Measures of students’ performance assessments Chronic absenteeism rates Chronic absenteeism rates outco outco outco comes comes come mes mes mes SEL SEL social-emotional of students’ social - Surveys of school climate X* X X competencies emotional competencies and supports for SEL Scho Scho Scho hool hool hool ol ol ol X* X X X* X X climat climat climat Scho imate imate imate hool ol Surveys of school climate Scho hool ol Surveys of school climate climat imate and supports for SEL climat imate and supports for SEL X X X Studen St Studen St udent udent t t Suspension rates SEL SEL SEL outco outco comes comes mes mes Chronic absenteeism rates *Only student surveys meet ESSA’s requirements. 12
Sample Survey items SEL Survey School Climate Survey • • I think about what might I feel safe at this school. happen before making a • At this school, there is a decision. teacher or some other adult • I respect my classmate’s who really cares about me. opinions during a • My classes are challenging. disagreement. • This school is a supportive and inviting place for staff to work. 13
How can we measure SEL and school climate? Where do measures fit in accountability systems? Measur Measur Measur Measur Measur asure asure asure asure asure Fede Fede Fede Fede Fede deral deral deral deral deral al al al al al St St St State- St State- State- State- St State- St State- State- State- St State- St State- St St reported reported reported reported reported suppo suppo suppo suppo suppo ported ported ported ported ported ed ed ed ed ed or lo or lo or lo or lo or lo local local local local local Surveys, observations, or X Suspension rates Suspension rates X X X X X X X St Studen Studen St St Stude udent udent udent t t t Measures of students’ performance assessments Chronic absenteeism rates Chronic absenteeism rates outco outco outco comes come comes mes mes mes SEL SEL social-emotional of students’ social - Surveys of school climate X* X X competencies emotional competencies and supports for SEL Scho Scho Scho hool hool hool ol ol ol X* X X X* X X Scho hool ol Surveys of school climate climat climat climat imate imate imate Scho hool ol Surveys of school climate climat imate and supports for SEL climat imate and supports for SEL X X X X X X St Studen udent t Suspension rates Studen St udent t Suspension rates SEL SEL SEL outco comes mes Chronic absenteeism rates outco comes mes Chronic absenteeism rates *Only student surveys meet ESSA’s requirements. 14
What can states do? 1. Support measures of students’ social and emotional competence for local use 15
What can states do? 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 16
What can states do? 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 17
What can states do? 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 18
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
States Using School Climate Measures Under ESSA Source: LPI’s forthcoming report on ESSA. For updates, go to bit.ly/LPIupdates
For the full table, see: https://learningpolicyinstitute.org/product/encouraging- social-emotional-learning-new-accountability-report
Using school climate surveys to improve – Illinois Source: 5 Essentials Survey, https://illinois.5-essentials.org/2017/ 22
Questions 23
Assessment Work Group http://measuringsel.casel.org/ 24
MN SEL Assessment Guidance Social Emotional Learning Assessment Guidance https://education.mn.gov/MDE/dse/safe/clim/social/imp/ 25
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