Use the ten criteria in three ways: describe needs, evaluate candidate frameworks, and review frequently used frameworks systematically¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief prescribes three primary uses of the criteria: helping practitioners describe and decide what they need; evaluating frameworks they are considering by rating them and checking strength in priority areas; and reviewing the most frequently used frameworks systematically to support teaching about SEL and aligning frameworks. Ratings should be made with framework developers where possible and by neutral reviewers without conflicts of interest. The brief states: "The criteria can be a tool to help you review different frameworks you hear about or are considering."

Design Implications¶

Context¶

Requirements¶

• Work with the people who developed and/or are responsible for the framework where possible; ensure those writing descriptions and finalizing ratings are as neutral as possible and free of conflicts of interest

Constraints¶

• Where conflicts of interest are unavoidable, use other parties to ensure potential bias is both minimized and acknowledged

Target Learners¶

• practitioners in schools, systems, and community organizations serving preschool to high school students

Target Learning Goals¶

• intra- and inter-personal social and emotional competencies

Related Strategies¶

Examples¶

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Key Sources¶

• Blyth, D.A.; Borowski, T.; Farrington, C.A.; Kyllonen, P.; Weissberg, R.P. (2019). Ten Criteria for Describing and Selecting SEL Frameworks. Establishing Practical Social-Emotional Competence Assessments Work Group, Frameworks Briefs introductory series 3 of 3. https://consortium.uchicago.edu/publications/ten-criteria-for-describing-and-selecting-SEL-frameworks