The very best SEL initiatives transform systems in ways that measurably improve teaching, learning, and student outcomes. The concept of system transformation can be daunting. How do we get from the system as it is to the system as we want it to be?
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Learn how educators can use student social and emotional competence assessments to decide what to teach to whom and to monitor student progress. We describe a specific set of steps educators can take to move from on-size-fits-all SEL to data-informed SEL.
Where are we with SEL assessment and where do we need to move to help ensure data truly inspires practice? The Assessment Work Group leads a conversation with researcher Clark McKown from xSEL Labs and members of the National Practitioners Advisory Group, Brenda McLaughlin of BellXcel and Susan Ward Roncalli of the Los Angeles Unified School District.
Along with 17 other states, Michigan has established SEL standards indicating the social and emotional competencies students should know and be able to demonstrate at different grade levels. But what are these competencies? What do the look like in real life? Why do they matter? And how can educators assess and address those competencies, but formally and informally? In this webinar series, Clark McKown, President of xSEL Labs, will describe social and emotional competencies, explore what it looks like and why it matters, and share formal and informal methods educators can use to assess and support the development of those competencies. Each webinar will cover a different competence.
* Describe what social awareness is and what its consequences are in daily life.
* Articulate formal and informal strategies for assessing social awareness.
* Plan explicit instruction and ongoing strategies to teach social awareness.
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* Describe what self-management is and what its consequences are in daily life.
* Articulate formal and informal strategies for assessing self-management.
* Plan explicit instruction and ongoing strategies to teach self-management.
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In this session, Paul Bauer and Ryan Maas from Traverse Bay Area Intermediate District describe specific tools and strategies they use to assess social and emotional competencies in Michigan's standards, and how they help their teams use the assessment data to support consistent and high-quality SEL practices.
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* Describe what relationship skills are and what their consequences are in daily life.
* Articulate formal and informal strategies for assessing relationship skills.
* Plan explicit instruction and ongoing strategies to teach relationship skills.
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* Describe what self-awareness skills are and what their consequences are in daily life.
* Articulate formal and informal strategies for assessing self-awareness.
* Plan explicit instruction and ongoing strategies to teach self-awareness.
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* Describe what decision-making skills are and what their consequences are in daily life.
* Articulate formal and informal strategies for assessing responsible decision-making.
* Plan explicit instruction and ongoing strategies to teach responsible decision-making.
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