Define SEL Metrics:
The process of selecting what will be measured to assess the progress or effectiveness of SEL initiatives. Metrics may be direct evidence of SEL gains or quality implementation (e.g. student SEL competency assessments, data from walkthrough rubrics, staff interviews or self-assessments) or indirect factors that may provide relevant information about the impact of SEL (e.g. GPA, chronic absenteeism, disciplinary rates, graduation rates).
See also: student assessment, assessment
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Snapshot of SEL in Washoe County Washoe's 2 page snapshot flyer defines SEL, summarizes the impact SEL has had in Washoe schools, and describes key SEL implementation priorities. SOURCE: Washoe County School District |
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It’s Time to Go All-In on Social and Emotional Learning Dr. Meria Carstarphen, superintendent of Atlanta Public Schools, writes this opinion piece on the importance of prioritizing SEL districtwide and its impact on key metrics. SOURCE: Atlanta Public Schools |
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Washoe County School District is featured in this video from Edweek, describing the district's process for developing SEL metrics for instructional purposes and growth. SOURCE: Washoe County School District |
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Key Responsibilities of a School-Family Partnership Lead This tool from CASEL's Guide to Schoolwide SEL defines the role of a parent leader who is a member of the school's SEL team and coordinator of school-family partnerships. Also available in Spanish. SOURCE: CASEL |
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What is Social and Emotional Learning? (video) What is Social and Emotional Learning (SEL)? CASEL defined the term more than 25 years ago and is joined by educators, students, parents, and community leaders to help answer that question. SOURCE: CASEL |
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CASEL’s Self-Reflection Tool for Instructional Practices that Promote SEL A self-reflection tool for teachers to consider ways in which they are already using practices that develop social and emotional skills in their classroom, and to expand their use of SEL integration strategies. SOURCE: CASEL |
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A Primer for Continuous Improvement in Schools and Districts This white paper lays out a model and principles for improvement, describes the Plan-Do-Study-Act Cycle, and includes examples for using a Fishbone Diagram and a Driver Diagram to define a problem and establish an aim. SOURCE: University/Nonprofit Research Institution |
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Oakland’s Restorative Justice Implementation Guide This guide/workbook is designed for a Restorative Practices Facilitator to support their school to create an implementation plan to introduce restorative practices in 11 well-defined stages. SOURCE: Oakland Unified School District |
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Austin ISD – Statement of Purpose This statement from Austin ISD's Social & Emotional Learning and Cultural Proficiency & Inclusiveness department describes a guiding vision and defines the role of the department. SOURCE: Austin Independent School District |
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District SEL Best Practices: Cultivating Shared Leadership for Schoolwide SEL A district SEL leader from Austin, TX describes their leadership structure and approach to supporting SEL implementation through district SEL specialists who provide coaching and training for cohorts of school-based SEL leaders who in turn work with an SEL steering committee that is representative of the broader school community. This model has been shown to significantly improve implementation. SOURCE: Austin Independent School District |
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