Conclusion

CHAPTER 6

Monitoring Student Learning of SEL

Vignette: Determining If Teaching SEL Is Actually Making

a Difference ........................................ 293 Understanding the Value of Collaboratively Created Common

Formative SEL Assessments ............................. 296 Creating SEL Common Formative Assessments .................. 296 Ways to Measure SEL Skills Throughout the School Day ......... 302 Analyzing Data From Common Formative Assessments ......... 304 Individual Student Data Considerations ..................... 312

Conclusion ............................................ 314 Tips for Administrators, Teachers, and Support Staff .............. 314

Appendix ............................................... 315 SEL Transition Activities .................................. 317 Interactive Whiteboard Daily Routine Examples ................. 327

SEL Journal Prompts ..................................... 331

References and Resources ................................ 333

Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349

About the Authors

Tracey A. Hulen, an education consultant and elementary and middle school mathematics specialist, has been part of the leadership team at two model professional learning communities (PLCs) in Fairfax County, Virginia. She specializes in mathematics and social-emotional learning and has a wide range of experience collaborating about datadriven instruction. She served as a mathematics specialist at Mason Crest Elementary School in Annandale, Virginia, the first model PLC to receive Solution Tree’s annual DuFour Award in 2016. While serving in this role, Tracey worked with preK–6 teams of teachers and was instrumental in helping build and support the school’s innovative mathematics program. Under her leadership, Mason Crest consistently achieved outstanding results in mathematics on the Standards of Learning for Virginia Public Schools. Her work also included supporting early childhood teams with integrating social-emotional learning with academic learning.

In addition to her work at Mason Crest, Tracey worked with the mathematics team in the Fairfax County Public Schools (FCPS) Instructional Services Department for four years, which serves 141 elementary schools. During that time, she supported the development of FCPS’s rigorous mathematics curriculum, assessments, and instructional programs. Tracey’s work included creating and facilitating FCPS’s mathematics professional development for administrators, instructional coaches, and elementary teachers. In addition, she provided more individualized support to schools in planning, creating assessments, discussing data, supporting lesson study, differentiating instruction, and utilizing best practices in mathematics.

In 2006, Tracey was a Title I mathematics coach who passionately led other mathematics specialists and resources teachers in Fairfax County’s Title I schools. Tracey previously served as a member of the National Council of Teachers of Mathematics Educational Materials Committee, advising board members on matters related to the

council’s publications, as well as proposing, reviewing, and approving manuscripts for publication. She is a coauthor of What About Us?: The PLC at Work® Process for Grades PreK–2 Teams and has been published in AllThingsPLC Magazine and The Journal of Mathematics and Science: Collaborative Explorations from the Virginia Mathematics and Science Coalition.

Tracey earned a bachelor of science in education from Pennsylvania State University; a master’s in education (mathematics specialist) from the University of Virginia; and, most recently, a specialization in The Teacher and Social-Emotional Learning (SEL) from the University of Colorado–Boulder.

To learn more about Tracey’s work, visit www.theducationalsolutions.com or follow @traceyhulen on Twitter.

Ann-Bailey Lipsett is a special education consultant with eighteen years of experience working with children, families, and schools. She founded her educational consulting company, Lipsett Learning Connection, in 2016 to develop positive social-emotional learning experiences for all children, regardless of their abilities and backgrounds. She works with schools, foundations, and individual families in one-on-one, virtual, and group settings. Many of Ann-Bailey’s beliefs in education formed during her six-year tenure at Mason Crest Elementary School in Fairfax County, Virginia— the first school to win the DuFour Award. It was here that she truly came to understand that all means all and how to set high expectations while providing students with the help they need through the power of a collaborative team.

As an education writer, Ann-Bailey has blogged for the Council for Exceptional Children’s Reality 101 blog in 2014 as well as for Joey’s Foundation. In this latter endeavor, she followed the growth of one child with cerebral palsy learning to use an augmentative and alternative communication device. She is the coauthor of PREVENT Problem Behaviors: Seven Contemplative Discipline Steps, and she authored the article “Supporting Emotional Regulation in Elementary School: Brain-Based Strategies and Classroom Interventions to Promote Self-Regulation,” published in Learning Landscapes. Ann-Bailey has presented her work on increasing engagement in students with disabilities at the state, national, and international levels.

Ann-Bailey is a fellow in the Infant-Parent Mental Health Program at the University of Massachusetts–Boston. She earned her bachelor’s degree from Washington and Lee University in Lexington, Virginia, and her master’s in special education from the University of Virginia. She has advanced her understanding of neurodevelopmental practices through her coursework through the Interdisciplinary