The Other Side of the Report Card

Assessing Students' Social, Emotional, and Character Development

Maurice J. Elias, Joseph J. Ferrito, Dominic C. Moceri

• Publisher: Corwin
• Year: 2015
• ISBN:
  9781506338460
• Edition: 1
• Topic: Bildung
• Subtopic: Evaluierung & Bewertung im Bildungswesen

To better serve the whole child, look at the whole report card. Although parents and teachers spend more time in conferences talking about behavior than they do about rubrics and test scores, too many teachers are still guessing when it comes to using outdated behavior ratings and comments to describe the whole child. With this book, you’ll take report cards to the next level, integrating social-emotional learning and character development into any grading system. Resources include

• Guided exercises for analyzing existing report cards
• Suggested report card designs
• Tips on improving teacher-parent communication
• Case studies
• Testimonials from teachers and students

1 Is It Realistic to Include Social-Emotional Skills and Character on Report Cards?

In This Chapter

Utility: We provide overviews of social-emotional learning (SEL) and character development (CD) and identify specific behaviors representative of each. A description of the lack of support in research for current comment systems and some key rationales as to why report card comments should be changed are included. This chapter also includes an analysis of driving forces for making changes to comments and an overview of the inefficient nature of current comment systems.

Maximizing Guide Resources: Consider adapting or distributing this part of the Guide for key stakeholders or staff to promote awareness and buy-in.

Key Takeaway and Reflection Points:

• SEL refers to a set of skills. A prominent categorization is the CASEL 5, which includes self-awareness, self-management, social awareness, relationship skills, and responsible decision making (see Table 1.1).
• CD refers to both moral character rooted in virtues (e.g., integrity, justice, and respect) and performance character (e.g., perseverance, optimism, and work ethic) (see Table 1.2).
• Taken together, SEL and CD can be referred to as SECD (social, emotional, and character development), highlighting the overlap and importance of both.
• States and countries are integrating SEL and CD into a variety of mandated programming, including early learning standards and the Common Core and related state standards.
• Current report card comment systems lack research demonstrating their efficacy in promoting student success in school and life.
• Consider the “Driving Forces for Adding SECD to Report Cards” bulleted points. How salient are practical and conceptual advantages for your school or district?

The saying “What is important is what gets assessed” is a bit too simplistic. In fact, the first question should be “What is important?,” followed by “How can we assess it?” So the answer to the question that opens the chapter, “Is it realistic to include social-emotional skills and character on report cards?,” depends on how important you feel those areas are to your students, fellow educators, school, and community.

If you value data, then you will be reassured that over 200 studies support the significance of the role of social-emotional and character development on student academic outcomes, classroom behavior, attitudes toward school, treatment of other students, and beliefs in their own competences and efficacy (Brown, Corrigan, & Higgins-D’Alessandro, 2012; Durlak, Domitrovich, Weissberg, & Gullotta, 2015; see also www.characterandcitizenship.org).

If you simply love children, believe in the developmental education of the whole child, understand what is necessary for college and career success, or want to prepare students for the tests of life and not just a life of tests, you may also value social-emotional and character development. While much has been written about this area, we want to share our perspective here.

What Is Social-Emotional and Character Development?

Simply put, social-emotional and character development represents the convergence of two trends in education, social-emotional learning (SEL) and character education (CE). Both SEL and CE have two flagship organizations, the Collaborative for Academic, Social, and Emotional Learning (CASEL) and Character.org (formerly the Character Education Partnership), and each has a website that is an outstanding source of ongoing information about each perspective, www.casel.org and www.character.org.

SEL refers to a set of skills that are important elements of everyday life and are present and relevant from infancy through old age: recognizing and managing emotions, developing empathy and concern for others, establishing effective relationships in one-on-one and group contexts, making responsible and ethical decisions, and handling challenging situations constructively. These skills allow students to function well in classrooms, in schoolyards, on the bus, during recess, and in after-school programs. They are able to calm themselves when upset, initiate friendships and resolve conflicts respectfully, and make choices that are ethical and safe. Table 1.1 includes the most common definition of SEL mentioned earlier in the introduction, the CASEL 5, with detailed definitions and behavioral examples (see Payton et al., 2008, for additional detail). From even a cursory reading, it should be clear how essential these skills are for virtually everything that occurs in schools, whether in classroom or other contexts, because both the skills and what happens in schools are grounded in interpersonal relationships.

Character has two essential parts: moral character and performance character. Moral character encompasses the knowledge of essential virtues—such as integrity, justice, caring, respect, and citizenship—needed for successful interpersonal relationships, ethical conduct, and productive living. Performance character represents the qualities and competencies individuals need to live up to their potential for excellence, including enacting the virtues of moral character. Attributes and skills such as perseverance, optimism, a sound work ethic, emotion regulation, interpersonal and communication skills, and problem solving are all needed to perform in a way that reflects one’s moral character in school, after school, vocationally, in higher education, and in the community.

Table 1.2 presents a set of character strengths based on the work of Paul Tough and the KIPP schools cited earlier in the introduction. These strengths are commonly identified as part of positive psychology and often included as part of character education programs. In Table 1.2, the strengths are accompanied by behavioral indicators. As with SEL, whether one looks at the strengths or the indicators, it is hard to imagine a well-functioning school in the absence of appropriate character development on the part of children.

In this Guide, we refer to SEL, CE, and their more descriptive combination, SECD—social-emotional and character development—to integrate these ideas and show that regardless of whether a school chooses to emphasize one or the other, both concepts include a combination of skills and values necessary to prepare students for success in school and life.

SOURCE: http://www.kipp.org/our-approach/strengths-and-behaviors

Why Should We Be Concerned About SEL or Character?

SEL and Character Are Connected to Current and Emerging Mandates

More and more states and countries are turning their attention to early learning standards; bullying prevention; alcohol, drug, and tobacco prevention; whole-child education; career and college readiness, and the Common Core and related state standards. In each of these areas, social-emotional and character competencies are essential, as we will elaborate below and in case examples in Chapters 4 and 5. For the Common Core State Standards and those that have been substituted for them, strong social-emotional and cognitive learning skills are required on the part of students. These skills include emotion vocabulary and recognition, careful and accurate listening, self-regulation, persistence, inquiry, teamwork, reflection, nonviolent conflict resolution, and problem solving (http://www.casel.org/state-standards-for-social-and-emotional-learning/).

In addition, states, districts, and schools with some kind of SEL or CE or related mandate are coming under greater pressure to have systematic assessment in these areas. Ideally, these assessments will be closely linked to the SEL or CE approaches being used in their settings. Among the most efficient and effective ways to accomplish this is via existing school report cards.

We Are Already Rating These Areas but Ineffectively

In fact, educators have always been concerned about students’ social-emotional and character development. Usually, this has been referred to under general categories of behavior, citizenship, and work habits, but they have long been a focus of educators’ concerns and parent–teacher conversations. These have found their way onto report card comment sections as the primary avenue teachers have consistently used for providing feedback to parents and students on behavior. Originally, those comments would be written in open-ended spaces, but in recent years, these spaces have been supplemented and often supplanted by drop-down menus or checklists of comments from which educators choose some that are most applicable. However, most of these comment systems are problematic.

The Inefficient Nature of Current Comment Systems

There is little published research on existing comment systems. Systematic examination by the Rutgers Social-Emotional Learning (SEL) Lab of report cards from twenty-three schools in five districts has supported the findings of Friedman and Frisbie’s (1995) study that revealed that comment systems can vary tremendously across schools. Formats range from unstructured space for teachers to write comments to computerized drop-down menus of as many as eighty different possible comments, from which teachers select two per student per subject area per marking period. Many comments examined by our Lab do not identify a specific observable behavior, skill, or skill set. Instead, comments are stated broadly, lacking definition of what exact behavior or behaviors students must display or how consistently they must do so to support a comment. Examples include the following: tries hard but finds the subject difficult; shows improvement; interferes with class progress; needs to seek help; and shows excellence. These dilute or misdirect the potential impact of the feedback and create immense potential for different interpretations of the same comment among teachers, parents, and students.

To maximize educational efforts and prepare students for both academic tasks as well as the tests of life, additional consideration should be given to the immense potential impact of well-designed comment sections. What is realistic will remain the ultimate question for any modification to current practices, as schools continually face pressures to promote academic achievement with limited resources and seemingly endless lists of responsibilities. Addressing behaviors that have systematically been found in research and practice to promote academic success can be done in a feasible way by modifying current report card comment systems.

Driving Forces for Adding SECD to Report Cards

Any change in educational practice asks many individuals to look at what they are doing and do things differently. This cannot be asked or considered without well-thought-out justification. In that light, consider the following driving forces for making changes:

• Pedagogical requirements of Common Core State Standards and related standards require social-emotional and character competencies.
  • The Common Core has requirements, such as “attending to text complexity and close reading of text,” that are in direct contrast to what students experience outside of school. Their text messages are anything but complex, and much of their close reading is focused on picture captions. Indeed, text is often seen as cumbersome for young people. So while they can and should learn about text complexity and close reading, the process of learning will engender inevitable frustrations, for which a range of SECD competencies will be essential for mastery. Perhaps even more explicitly, the Common Core requires students to question one anoth...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Contents
• Table List
• Foreword
• Acknowledgments
• Publisher’s Acknowledgments
• About the Authors
• Acknowledgements
• Introduction
• 1 Is It Realistic to Include Social-Emotional Skills and Character on Report Cards?
• 2 Methods Currently in Practice: Yours and Others’
• 3 Adapting Your Report Card Comments for Sel and/or Character
• 4 Implementation and Case Study Examples: General Principles and Application to a District New to SEL
• 5 Implementation With Case Study Examples for Schools With Current SEL or Character Programming
• 6 Most Frequent Challenges Addressed and Overcome: Reassuring and Involving Parents and Aligning to Early Childhood Education and Career and Technical Education Goals
• 7 Checklist of Important Considerations
• 8 Literature Review on Previous Studies Related to “The Other Side” of the Report Card
• Resource
• References
• Index
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