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Innovations for Social and Emotional Learning Implementation: Lessons From the TOOLBOX Implementation Research Project
Fri, April 13, 2:15 to 3:45pm, Crown Plaza Times Square, Floor: Fifth Floor, Room 501/502Session Type: Symposium
Abstract
In order to scale up social and emotional learning programs, schools must develop an infrastructure for assessment and implementation. The TOOLBOX Implementation Research Project was intended to address practice-relevant questions with empirical information. This symposium will (1) compare student social-emotional competence on district-derived report card indicators to scores on the DESSA-Mini, a standardized behavior rating scale, (2) create and evaluate a new method for assessing dosage of SEL programming delivered through lesson-based and strategy-based approaches, and (3) determine how dose-form and dose-quality relate to gains in student social-emotional competence. Findings have implications for reducing teacher bias in assessment, measuring dosage more broadly (and separately by grade-level sub-groups), and differentiating implementation approaches in grades K-2 and grades 3-5.
Sub Unit
Chair
Papers
Teacher Ratings of Student Social-Emotional Competence: Comparing District-Developed Report Card Indicators and the Standardized Devereux Student Strengths Assessment–Mini (DESSA-Mini) - Emily J. Campbell, University of California - Berkeley; B. K. Elizabeth Kim, University of Southern California; Juyeon Lee, University of California - Berkeley; Valerie Shapiro, UC Berkeley
Creating an "Integrative Dosage" Measure for Social and Emotional Learning Interventions Implemented Across "Lesson-Based" and "Strategy-Based" Dose Forms - Juyeon Lee, University of California - Berkeley; Joe N. Roscoe, University of California - Berkeley; Kelly Lynn Ziemer, University of California - Berkeley; B. K. Elizabeth Kim, University of Southern California; Valerie Shapiro, UC Berkeley
Social and Emotional Learning Implementation Across Dose Forms: Developmental Differences in the Implementation-Outcome Relationship - Jennifer Robitaille, Aperture Education; Juyeon Lee, University of California - Berkeley; B. K. Elizabeth Kim, University of Southern California; Valerie Shapiro, UC Berkeley