Our school uses the Hope Survey, as modified by EdVision Schools to measure progress in social/emotional learning. More information is available here:
Discussion
I agree that a richer set of measures that capture the full gamut of what society values in student and school success is important. But a perhaps equally important part of the question is how those new measures are used. Our organization, Education Evolving, generally feels the set of measures used as part of a universal statewide accountability system should be relatively limited, with more measures used as part of individual performance agreements between charter schools and their authorizers, and even more measures used internally by schools for benchmarking and to iteratively learn what works and further refine their program. More on all this in this blog I wrote a couple months ago.
e.e. cummings helped explain why wise schools help develop the whole child: We do not believe in ourselves until someone reveals that deep inside us something is valuable, worth listening to, worthy of our trust, sacred to our touch. Once we believe in ourselves we can risk curiosity, wonder, spontaneous delight or any experience that reveals the human spirit.”
New survey says principals like the idea of measuring social/emotional learning but are eager for help about how to measure it: https://www.the74million.org/article/principals-support-social-emotional-learning-but-83-dont-know-how-to-measure-its-success-study-finds/?utm_source=The+74+Million+Newsletter&utm_campaign=455b9da750-EMAIL_CAMPAIGN_2017_11_06&utm_medium=email&utm_term=0_077b986842-455b9da750-49030853
Below is taken from our progress report intro, specifically regarding the emotional intelligences and how SV measures them. At the end of each subject on the report, there is a line for Student Participation, so that each subject is evaluated (a student might exhibit stronger participation in one subject than another.) "Participation Rubric Overview: Skyview is a natural place for children to engage the personal intelligences (intrapersonal/ interpersonal) to enhance participation and responsibility for learning. The Participation Descriptors below are intended to provide a view of your child’s active engagement (through the personal intelligences) with each of the standards. The goal for every child is to be engaged intrinsically in every area, where they are internally motivated to learn and take the necessary responsibility to be successful. A child may be engaged intrinsically in most areas, and still need support and guidance in others to be in a position to take the necessary responsibility to be successful. The personal intelligences (intra/ interpersonal intelligences) inform that engagement:
Intrapersonal intelligence (at Primary) Involves the acquisition and application with skills of self-reflection, self-understanding, and self-esteem, including the ability to “step outside of the self” and reflect on one’s thinking, behavior, and moods.
Interpersonal intelligence (at Primary) Involves learning and applying the skills of human relating that go beyond the family, including the social skills of cooperation and collaboration with other people.
AI - Active Intrinsic (Personal Intelligences)
Student is self-directed and intrinsically engaged with learning in this area and displays a range of actions that include the skills of concentration, and focusing the mind; growth in individual self-esteem and appreciation for one’s uniqueness; concerned with acquiring various self-improvement skills; ability to define and understand the whys of personal likes and dislikes; understanding with how one’s own behavior affects others; and applying the skills of cooperation and collaboration.
AE - Active Extrinsic (Personal Intelligences)
Student is needing mild to moderate support to be self-directed and engaged with learning in this area and needs assistance for a range of actions that include developing skills of concentration, and focusing the mind; growth in individual self-esteem and appreciation for one’s uniqueness; concerned with acquiring various self-improvement skills; ability to define and understand personal likes and dislikes; and understanding of how one’s own behavior affects others; and applying the skills of cooperation and collaboration.
NE - Not Engaged (Personal Intelligences)
Student is not engaged with learning in this area and is not displaying skills for regulating self, accepting personal responsibility and making appropriate choices; completing tasks independently and with care, using listening skills and following directions; making observable effort to learn, and interacting respectfully and cooperatively with peers.
Thanks, Mr. Jacobson. Where is your school, and is additional information available on the school's website? Joe Nathan, director, Center for School Change, St.Paul, Mn
Hi Joe! I'm with Skyview School in Prescott, Arizona. Here's our site, skyviewschool.org. There's lots of information on the site but let me know if you need more. :) Dianne