This brief provides practical guidance for school leaders to use climate data to draw in stakeholders to the work of continuous improvement and building equitable outcomes for students.
This report defines school and classroom climate and describes how it differs from similar concepts, such as culture and context. The report then discuss the strengths and weaknesses of various methods that are conventionally used to assess school and classroom climate, explores important considerations when assessing school climate, and includes a list of resources with additional information on various instruments for school climate assessment.
This tool focuses on an educator self-assessment for supporting student well-being, which includes an array of trauma-informed strategies. The self-assessment was designed with a virtual learning environment in mind.
The Stop, Think, Act: Ready to Assess toolkit helps educators, practitioners, and policymakers decide if and when they are ready to assess their systems’ conditions for learning and SEL development.
- Highlights the importance of implementation readiness and the conditions that foster SEL and development;
- Includes assessments of learning conditions in and out of school; and
- Updates the list of available social and emotional competency assessments.
As schools strive to develop a systematic approach to meeting the social, emotional, and behavioral (SEB) SEB health of all students, often with limited resources and competing priorities, there is a need for responsive, efficient, and effective systems and data to improve outcomes. Universal SEB screening is one component of such a comprehensive approach and is increasingly being adopted by schools and districts across the country. The purpose of this guide is to summarize the current state of research and practice related to universal SEB screening and provide practical and defensible recommendations
This report describes the state of the field of student social and emotional competence assessment and envisions the conditions in which the field can continue to develop in ways that tangibly benefit teaching and learning.
This report was created by the SEL Assessment Work Group (AWG), a group of scholars, test developers, and educators focused on supporting high-quality social and emotional competence assessment. The AWG aims to bring conceptual clarity to the field, provide guidance to the field about what high-quality practical assessments are currently available, and stimulate further advances in the field of applied SEL assessment.