Beyond Content: Incorporating Social Emotional Learning Into the Strive Together Framework

A Letter from the StriveTogether Task Force on Measuring Social and Emotional Learning Mainstream education has traditionally put an emphasis on mastery of core academic content, particularly since the inception of “No Child Left Behind.” However, emerging research is demonstrating that other, non-content competencies are important to success in school and career. The StriveTogether Network is focused on supporting this full range of competencies in our communities. Recognizing a connection between building social emotional competencies and academic success, and hearing much interest in the subject within the Network, the StriveTogether Cradle to Career Network launched, early this year, the Task Force on Measuring Social and Emotional Learning comprised of representatives from the Network as well as experts in the field. Our charge was to: • Determine a menu of social and emotional competencies that are well related to achievement, are malleable, and that cradle-to-career partnerships can track and measure as part of their work • Identify a set of scalable measures / assessments of these competencies To accomplish these goals, Philliber Research Associates was engaged to study this complex and emerging field, and identify competencies and measures that met criteria decided upon by the Task Force, which placed an emphasis on improvement of student achievement. The Task Force on Measuring Social and Emotional Learning is very pleased to offer this report entitled Beyond Content: Incorporating Social and Emotional Learning into the StriveTogether Framework which fulfills the objectives identified above. This report has been developed to serve as a resource to the Network, helping guide its membership of cross-sector education partnerships as they identify competencies upon which to focus and to measure. The Task Force’s approach to this research has taken into account the unique context of the Cradle to Career Network, specifically the nature of a cross-sector and data-driven method of improvement in which communities come together around an agreed-upon set of outcomes and data they want to improve. (see www.strivetogether.org for more information on the StriveTogether approach to improving student achievement.) Thus, throughout the research review, the emphasis was placed on identification of competencies and measurement of these competencies versus identifying best practice interventions. There is certainly value in understanding what is working in terms of building these social and emotional competencies, which lead to improved academics, but as cradle-to-career To access the full three volume report, please visit: www.strivetogether.org/library/ communities know, often the solutions exist in their own backyards. So, a critical first step is understanding what to measure and what the data are telling them before identifying solutions. Still, we have taken care to include competencies that are, in fact, malleable so that communities can find strategies to enhance these among their young people, should they choose to do so. Organized into three volumes – Volume I identifying and defining competencies that are clearly related to academic achievement and are malleable, Volume II summarizing available measures in the context of the cradle-to-career continuum, and Volume III offering a compendium of assessment tools – this report serves as a foundational resource for cradle-to-career partnerships as they explore this emerging field. We hope that this report will also serve as a resource to the broader field, and that national organizations and foundations with an interest in “beyond content” learning will build upon this base as they seek to make advancements in academic achievement. We look forward to partnering in that endeavor as we know this is only the beginning of this important work. Finally, the Task Force extends heartfelt thanks to Philliber Research Associates for their excellent work and, more importantly, their flexibility as we found our path on this part of our Roadmap. The Task Force also wishes to thank our working group who did the heavy lifting on reviewing materials and providing feedback – your dedication is much appreciated and has been invaluable to this report. The StriveTogether Task Force on Measuring Social and Emotional Learning Rebecca Boxx, Providence Children and Youth Cabinet Stephanie Carpenter, Treasure Valley Education Partnership* Valerie Carlin, Aspen Community Foundation Jaci David, Blandin Foundation Yordanos Eyoel, New Profit Lennon Flowers, Ashoka Valerie Greenhill, EdLeader 21* Lucy Herz, NYC Success Collaborative* Becky Hoffman, Adams County Youth Initiative Anne Jones, Every Hand Joined* Marjori Maddox Krebs, University of New Mexico* Paul Mattessich, Wilder Research* Micaela Mercado, McSilver Institute Melissa McCoy, The Strive Partnership* Sarah Milnar, Milwaukee Succeeds Elizabeth Pauley, Boston Foundation Kent Pekel, The Search Institute* Larry Rosenberger, Marin Promise Michelle Timmons, EdWorks Daniel Voloch, iMentor Samantha Wigand, United Way Worldwide* *denotes working group participant To access the full three volume report, please visit: www.strivetogether.org/library/