Page 3 - In Focus Newsletter_March 2019

Checklist for Culturally Responsive Instruction

On March 18, 2019, the New York State

Education Department (NYSED) released a
set of guidance and resources to help
districts implement research supported
social-emotional learning (SEL) programs in
their schools.

Formal assessment of SEL outcomes
enables districts to measure students' SEL
skills and implement targeted supports to
increase those skills. Formal assessment
also sends an important message to
students, families, teachers and staff - it indicates that non-academic outcomes are a priority for a

school or district.

To assist districts in tackling the challenges that come along with measuring SEL, this month's
Hanover Research brief provides strategies that school and district leaders can use to 1) prioritize
which skills to measure and 2) select assessment methods and instruments. The brief also
includes a Checklist for Developing SEL Assessments, which can help district leaders make
decisions regarding which instruments to use or what qualities an internally-developed SEL
assessment should have.

C l i c k h e r e t o d o w n l o a d t h e b r i e f

Social Workers Play a Vital Role in Improving

School Climate

Hal Lawson, Professor of Educational Policy
and Leadership, and also Professor of
Social Welfare at the University at Albany

School of Education has studied and
published a substantial body of work on
school climate and social-emotional
learning. “Social Workers’ Leadership for
Positive School Climates via Data-
informed Planning and Decision
Making,” co-authored by UAlbany Assistant
Professor Laura Hopson, discusses how the
unique skills of school social workers play a
vital role in improving school climate and
can be an invaluable resource in
implementing an SEL program.