Luck is Not a Strategy: Making the most of your SEL measurement
March 9, 2022
Melissa Spadin
Director, System of Supports
Learning and Leadership Services
Felicia Singleton
Director, System of Supports
Student Services and Programs
Acknowledging the Land
Community Agreements
● Assume goodwill
● Be fully present
● Share the air
● Stay curious
● Listen and speak from the heart
● Breathe and take care of yourself
● Tell your own story
GRENZIA
The SEL 3 Signature Practices
Engaging Practices
Optimistic Closure
Welcoming Activity
Greetings designed for inclusion
Reflections and looking forward
Attentive Listening
“Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted.”
-Albert Einstein
Welcoming Activity
Breakout Room Activity:
What do you wish you could measure? What would you like to quantify or make tangible?
Welcoming Activity
Intended Outcomes
How do you feel about assessment?
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Multi-tiered System of Support (MTSS) is an
integrated, comprehensive framework that aligns academic, behavioral, and social-emotional learning in a fully integrated system of support for the benefit of all students.
MTSS offers the potential to create needed systemic change through intentional design and redesign of services and supports to quickly identify and match to the needs of all students.
Assessment is the process of systematically gathering information to inform education-related decisions.
Data use is the practice of using data or information to inform practice- at the individual level, or at the program, site, or organizational level- to drive improvements in practice.
Defining Assessment and Data
Assets Based Framing
Those who intend to measure and assess SEL must guard against bias, assess for sound reasons, protect individual privacy, and consider the strengths of youth and adults.
Those assessing must be clear on why, what, and to what end they are assessing. Otherwise, schools, districts, programs, and service providers run the risk of assessing SEL through a deficit lens.
Ensure that data are used only to help and empower youth, never harm them or violate their privacy. Consider the equity implications of interpreting and sharing data.
When transparent and accessible, data can empower youth and families to drive positive changes in their schools and programs.
Transparency and Accessibility
A Student Assessment Bill of Rights
Making SEL Assessment Work: Ten Practitioner Beliefs
1. Begin intentionally and with a strong vision.
2. Assess strengths, not deficits.
3. Create a positive culture and climate.
4. Implement and assess with an equity lens.
5. Recognize the importance of adult social-emotional competence.
6. Measure for growth, not an endpoint.
7. Foster adult capacity continuously.
8. Authentically engage and collaborate with youth and families.
9. Use data to continuously improve SEL practice.
10. Implement universal and differentiated approaches to SEL development.
Types of Social Emotional Learning Assessments
SEL Screener Assessments
Accountability/Outcome Assessments
Outcome assessments are typically large scale, end of year, point in time measures to determine the current state and see if there has been any change or improvement from the previous year. In California, this includes collecting climate data from a variety of educational partners for the LCAP and SPSA plans to fulfill accountability purposes.
Program Evaluation/
Implementation Assessments
SEL Competency Assessments
Let’s Reflect!
A decision making
conversation process
“What’s assessed is what’s addressed”
What…
Why?
GRENZIA
Who?
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Where?
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How?
GRENZIA
How?
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When?
GRENZIA
What Next?
Q & A
Optimistic Closure
Thank you