Student Assessment:
Student SEL competency assessment can help schools and and districts to continuously improve SEL instruction and implementation, evaluate the effectiveness of SEL programming and approaches, and support equitable outcomes. Student SEL competency assessment can take the form of self-report survey questionnaires and rating scales, interview protocols, observation protocols and rating scales, or performance-based assessments.
See also: assessment, define SEL metrics
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| Encouraging Social and Emotional Learning in the Context of New Accountability A paper from the Learning Policy Institute on how SEL and school climate indicators can be included in accountability and improvement systems under ESSA. Appendix includes survey tools from districts and states.SOURCE: Learning Policy Institute | ||||||
| This simple survey has students rate their perception of school climate, adult support, and sense of belonging. It is intended as an informal measure for individual classroom teachers to invite feedback from students and reflect on areas for growth, and has not been validated as a formal evaluation tool.SOURCE: CASEL | ||||||
| On the Road to Collecting SEL Data This presentation from Keeneyville School District describes their timeline of districtwide SEL implementation, the development of their walk-through protocol, and the way observaton data has been shared and used to drive improvement.SOURCE: Keeneyville School District 20 | ||||||
| Procedure for SEL Walkthroughs (Nashville) Clear instructions for before, during, and after school site visits using Nashville's walkthrough rubric.SOURCE: Metropolitan Nashville Public Schools | ||||||
| School and Classroom Walkthrough Rubric (Nashville) Nashville's clear, succinct yet detailed rubric collects data on schoolwide environment, community gatherings, classroom instruction, classroom environment & discipline in order to provide rich, actionable feedback to schools.SOURCE: Metropolitan Nashville Public Schools | ||||||
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| Sacramento City Districtwide SEL Program Inventory This is an example of a third-party report on SEL programs and practices throughout the district, shared by Sacramento City, including a site level inventory as well as findings and recommendations regarding implementation and monitoring.SOURCE: Sacramento City Unified School District | ||||||
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| SEL Inventory – Elementary Interview This interview protocol was used by evaluators at elementary school sites in Sacramento City to gather baseline data on the implementation of SEL programs and practices. Includes handouts that were provided to interviewees.SOURCE: Sacramento City Unified School District | ||||||
| SEL Inventory – Secondary Interview This interview protocol was used by evaluators at secondary school sites in Sacramento City to gather baseline data on the implementation of SEL programs and practices. Includes handouts that were provided to interviewees.SOURCE: Sacramento City Unified School District | ||||||
| Encouraging Social and Emotional Learning: Next Steps for States This brief from the Learning Policy Institute provides recommendations for how state agencies can measure and promote SEL in their accountability and continuous improvement plans.SOURCE: Learning Policy Institute | ||||||
| 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 | ||||||