Provide schools with resources, technical assistance, and well-validated measurement tools to support SEL¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report concludes that "State agencies and districts should provide schools with resources and technical assistance as they seek to encourage SEL," because data alone will not drive school success. Staff need training on analyzing and acting on data and on implementing high-quality programs, professional development, and organizational changes. States can also supply well-validated measurement tools, from climate surveys to observation protocols, that districts may use for local improvement.

Design Implications¶

Context¶

Requirements¶

• Staff need to be trained on how to analyze and act on the data they collect and how to implement high-quality programs, professional development, and school organizational changes

Constraints¶

• The report states that data alone will not drive school success; measurement tools must be well designed and well implemented to help educators make strategic decisions

Target Learners¶

• K-12 students and the educators and districts serving them

Target Learning Goals¶

• building educator capacity to use SEL and school climate data for improvement

Related Strategies¶

• Technical assistance providers should plan to work themselves out of a job by building districts' internal capacity
• Build district capacity so improvement gains are sustained without direct external supports
• Build agency analytic capacity by hiring technically skilled staff, partnering with vendors, and providing data-use training

Examples¶

-

Key Sources¶

• Melnick, H., Cook-Harvey, C. M., & Darling-Hammond, L. (2017). Encouraging social and emotional learning in the context of new accountability. Palo Alto, CA: Learning Policy Institute. http://learningpolicyinstitute.org/product/sel-new-accountability