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Choosing the Right Social and Emotional Learning Programs and Practices16091GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>Educators have become increasingly interested in supporting students to cultivate inter- and intra-personal skills such as collaborative teamwork, self-management and responsible decision making – skills that are developed through the process of social and emotional learning (SEL). The federal Every Student Succeeds Act (ESSA) has created new opportunities for educators to incorporate evidence-based SEL interventions (such as curricula, programs, and practices) into their schools and classrooms. Educators across the country are not only expressing support for SEL but are adopting programs and practices to promote SEL. A new <a href="https&#58;//www.rand.org/pubs/research_reports/RR2739.html">guide</a> we developed with colleagues at the nonpartisan RAND Corporation is meant to help educators adopt evidenced-based interventions that fit the needs of their students and communities. </p><p>Identifying evidence-based interventions is one important step in reaping the benefits of SEL-related investments. Educators can use our 2017 <a href="https&#58;//www.rand.org/pubs/research_reports/RR2133.html">report</a> to learn more about SEL interventions that align with ESSA’s standards of evidence. Another <a href="/knowledge-center/Documents/Navigating-Social-and-Emotional-Learning-from-the-Inside-Out.pdf">guide</a> by Harvard University professor Stephanie Jones and colleagues synthesizes key information about SEL interventions, including the focus of the intervention, the ages or grade levels of students for whom the intervention was designed and the instructional approach utilized. </p><p>Another important step in maximizing the benefits of investments in SEL is matching these investments to the local context. Just as we would expect educators to select academic curricula based on their alignment with local education standards and the needs of students in their communities, the selection of SEL interventions should be based on similar criteria. </p><p>To support state and local education leaders in selecting evidence-based SEL interventions, our new <a href="https&#58;//www.rand.org/pubs/research_reports/RR2739.html">guide</a> shows how to conduct an assessment for SEL to identify the needs of their specific students and community. A needs assessment is a systematic approach to identifying strengths and areas that need improvement, as well as other contextual factors that might influence the adoption and implementation of new interventions. A needs assessment enables educators to be more confident that the SEL interventions they choose focus on areas of need and are therefore more likely to produce the desired improvements. An assessment is also required for certain ESSA funding streams.</p><p>Carrying out a needs assessment involves several steps&#58; (1) identifying a range of data sources that provide information about student performance, behaviors and attitudes and about classroom and school-level practices and resources; (2) analyzing and synthesizing these data; (3) and seeking input from stakeholder groups including educators, parents, students and community members. </p><p>Educators conducting a needs assessment to inform decisions about SEL may want to consider the following guidance&#58;</p><ul><li>Identify assessments that measure students’ social and emotional skills to understand where students are starting out and to monitor progress. <a href="https&#58;//www.rand.org/education-and-labor/projects/assessments.html">Online tools</a> can help provide information about these assessments and their features, but educators should interpret results from assessments cautiously and in the context of other information such as student academic achievement, school attendance and behavioral data.</li><li>Interpret student data with consideration for the broader context in which student learning takes place; the classroom environment, school policies and surrounding community conditions can all influence students’ social and emotional development.</li><li>Consider partnering with researchers and technical assistance organizations to analyze and make sense of data on SEL needs.</li><li>Where multiple needs are identified, focus on those needs most aligned with local goals and educational priorities.</li><li>Promote the goal of equitable opportunities across student groups by ensuring that the collection and analysis of data, and the decisions that result because of the data, are designed to meet the needs of all, rather than just some, students.</li></ul><p>It is important to remember that needs can change and will likely evolve as schools see students developing the skills that led educators and administrators to seek out evidence-based SEL interventions in the first place. Educators across the country are working to help their students develop the capabilities that will maximize their opportunities to achieve productive, engaged, and rewarding lives. Being attuned to student and community needs—and the ways these change over time—could also help dedicated educators focus their time and resources on the areas where they might have the greatest impact.</p><p><em>Stephani Wrabel is an associate policy researcher and Laura Hamilton is distinguished chair in learning and assessment and a senior behavioral scientist at the nonprofit, nonpartisan RAND Corporation. Both are members of the faculty of the Pardee RAND Graduate School.</em></p> Stephani Wrabel and Laura Hamilton932019-02-05T05:00:00ZNew guide helps educators adopt interventions that fit needs of students and communities.2/5/2019 3:00:52 PMThe Wallace Foundation / News and Media / Wallace Blog / Choosing the Right Social and Emotional Learning Programs and Practices New guide helps educators adopt interventions that 2859https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Looking Toward a Nation at Hope16104GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 <p>“I don’t see this as an initiative – I see this as the way we do schools.” </p><p>That comment by LaTanya McDade, chief education officer in Chicago Public Schools, captured the spirit at the launch in Washington, D.C., of a new report&#58; <a href="http&#58;//nationathope.org/report-from-the-nation/"><em>From A Nation at Risk to a Nation at Hope&#58; Recommendations from the National Commission on Social, Emotional, and Academic Development.</em></a> </p><p>The Wallace Foundation was one of a group of foundations funding the commission’s work, which has unfolded over the past two years or so, and was one of more than 100 signatories to its recommendations.</p><p>Although they have no direct authority, national commissions can play important roles in promoting dialogue and defining issues. In 1983, the landmark report <em>A Nation at Risk </em>was credited with sparking the standards-based accountability movement. In a nod to that report, the new report’s title, coined by Washington Post columnist Michael Gerson, referenced the power of that earlier report as an agenda-setting device–but with the twist that its findings give us new hope for progress. </p><p>If <em>A Nation at Risk </em>focused on a particular kind of accountability, <em>A Nation at Hope </em>urges a broader focus on tapping the <em>combined </em>forces of academic learning and social and emotional learning&#58; “After two decades of education debates that produced deep passions and deeper divisions, we have a chance for a fresh start. A growing movement dedicated to the social, emotional and academic well-being of children is reshaping learning and changing lives across America. On the strength of its remarkable consensus, a nation at risk is finally a nation at hope.”</p><p><img class="wf-Image-Left" alt="SEAD-Report-Launch-ch1.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Looking-Toward-a-Nation-at-Hope/SEAD-Report-Launch-ch1.jpg" style="margin&#58;5px;" /></p><p>At the heart of the report is a finding that “Social, emotional, cognitive, linguistic and academic development are deeply intertwined in the brain and in behavior and together influence school and life outcomes, including higher education, physical and mental health, economic well-being, and civic engagement.” This means that providing more opportunities for acquiring social and emotional skills has the chance to improve both academic outcomes, and the ability to compete in the labor market, the report concludes.</p><p>An implication, said Mary Helen Immordino-Yang, a professor at the USC Rossier School of Education, is that educators focus both on transferring knowledge to students, and seeking to understand them and create a climate where learning can flourish. In addition to recognizing that we need to “enable children to relate well to other people and manage emotions,” we need to recognize that “the process of building knowledge can often be connected to emotions.” </p><p>Rooted on the finding that academic learning and social and emotional learning are “intertwined,” the report makes key six recommendations&#58; </p><ul><li>Set a vision for student success that prioritizes the whole child.</li><li>Transform learning settings so they are physically and emotionally safe and foster strong bonds among students and adults.</li><li>Change instruction to teach students social, emotional and cognitive skills; embed these skills in academics and schoolwide practices.</li><li>Build adult expertise in child and adolescent development.</li><li>Align resources and leverage partnerships across schools, families and communities to address the whole child.</li><li>Forge closer connections between research and practice to generate useful, actionable information for educators.</li></ul><p><img class="wf-Image-Left" alt="SEAD-Report-Launch-ch2.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Looking-Toward-a-Nation-at-Hope/SEAD-Report-Launch-ch2.jpg" style="margin&#58;5px;" /></p><p>The livestreamed launch saw a broad range of support for the commission’s work.</p><p>Josh Bolten, president and CEO of the Business Roundtable representing the nation’s 200 largest corporations employing 17 million people, said that over the past two years, concerns have grown among his members that while “they can find people, they can’t find people who are prepared technically and with the soft skills they need to enter the workforce.” In 2017, he noted, when asked about the greatest headwinds they face, for the first time concerns about the labor force nudged out regulation; by 2018, labor was the lead concern by a two-to-one margin. Businesses, he said, are already engaged in some way “to try to make sure that the education system is preparing graduates to do the jobs they have.” </p><p>From the policy community, Gov. Mitch Daniels applauded the notion that SEL was a “missing ingredient” in educational attainment, saying “this report is timely, necessary and the gap is not going to be filled by the environments that the children go home to after schools.” He also urged inclusion of social and emotional learning in the curricula of the nation’s 1,300 colleges of education, one of the recommendations in the report.</p><p>Former Delaware Governor Jack Markell offered that “movements will spread when there are narratives of people doing this right,” and suggested that parent-teacher associations and others could share stories of success that can be emulated and adapted locally rather than in a “top-down” manner. </p><p>Marc Morial, CEO of the National Urban League, said a focus on social and emotional learning was a strong fit with the League’s emphasis on excellence and equity. “There is something commonsensical about this. For us to raise the next generation, we have to imbue them with a range of skills. Now we have to be much more intentional about it because of changes in family structure, diversity and globalization.”</p><p>He, like others, urged that community-based organizations providing afterschool be part of the solution. “It’s going to take a symphony, it’s going to take an orchestra, I want to make sure afterschool providers are in the band and not in the stands.”</p><p>That was a theme also shared by Josh Garcia, deputy superintendent in Tacoma Public Schools, a Wallace grantee, who emphasized the importance of having multiple partners and not just one. He described an “accordion strategy” used over the past decade to shape the Tacoma Whole Child Initiative that comprised four shifts&#58; schools, parents, afterschool providers and partnerships between all three. By accordion, he meant devising plans, listening to the community for ideas and input, and then closing the accordion to revise the plan–then repeating the process. Garcia credited the plan for helping boost high school graduation ratesfrom 55 percent in 2010 to 89 percent in 2018, along with significant decreases in absenteeism, and tardiness and expulsions.</p><p>LaTanya McDade of Chicago Public Schools emphasized the value of partnerships with research organizations, noting the Chicago schools partnership with the University of Chicago Consortium on School Research, and emphasizing the value of public-facing reports that both mark progress and hold the district and its partners accountable. “When you expose the data in a meaningful way, then you are dealing with a common set of facts, and that builds understanding in the community that this work really matters.”</p><p>An example of research that affected practice was a study by the Consortium highlighting differential disciplinary patterns across schools. Fixing that involved changing adult practice, she noted. For example, Sabrina Anderson, a principal in Chicago Public Schools, described how they now begin each morning with a chance for students to share anythingthat would stop them from learning. When conflicts do arise, students in a dispute go to the “peace center” in the classroom, turn over a water bottle filled with glitter and watch the glitter fall to the bottom–reminding them to take the time to listen and talk through their differences. </p><p>Panelists, as well as Tim Shriver, co-chair of the commission, urged organizations and individuals to act on the recommendations.</p><p>“The question before is all of us is can we mount the energy on the implementation and execution side and can we hold together this cross section which includes teachers, and business and community providers to push sensible change,” said Morial of the National Urban League. “What’s exciting about this is this is the next generation of education reform with excellence and equity as its guiding principle.”</p><p>And Becky Pringle, vice president of the National Education Association, returned to the theme that in outlining a consensus, the report created the ground for action at the local and state levels&#58; “I am energized that we are putting students at the core of this work. The report is so comprehensive and so well structured. Thank you. We have the research, we have the evidence…This is power, and together we will be worthy of our students.”</p><p>Wallace’s own work focuses on learning more about the intersection of schools and out-of-school time organizations in providing opportunities for students to acquire social and emotional skills. You can read about what we’ve already learned about social and emotional learning <a href="/knowledge-center/social-and-emotional-learning/pages/default.aspx">here</a>. </p> Lucas Bernays Held182019-01-15T05:00:00ZNew report from national commission taps combined forces of academic learning and social and emotional development1/16/2019 3:36:15 PMThe Wallace Foundation / News and Media / Wallace Blog / Looking Toward a Nation at Hope New report from national commission taps combined forces of academic learning and social 2339https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Want Stronger Communities? Create a Bridge to the Arts.16127GP0|#8056f3bc-89c1-4297-814a-3e71542163be;L0|#08056f3bc-89c1-4297-814a-3e71542163be|Building Audiences for the Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>Over the past decade and a half, The Wallace Foundation has worked with dozens of arts organizations and experienced researchers&#160;to better <a href="/knowledge-center/pages/the-road-to-results-effective-practices-for-building-arts-audiences.aspx">understand effective strategies</a> arts organizations can use to build audiences. We've also sought to understand how government<a href="/knowledge-center/pages/arts-learning-and-arts-engagement.aspx"> policies</a> can support these efforts.</p><p>Underlying this work is a firm belief in the benefits of the arts. As described by RAND's <a href="/knowledge-center/pages/gifts-of-the-muse.aspx"> <em>Gifts of the Muse</em></a><em>, </em>which was commissioned by Wallace, the arts can&#160;confer benefits&#160;for individuals, such as enjoyment, learning&#160;and new perspectives, as well as community-level benefits like social capital, community identity, and new relationships among people.</p><p>Of course, Wallace is hardly the only philanthropy supporting the arts.&#160;</p><p>In a recent speech at the National Museum of American History, Alberto Ibarguen, president and chief executive officer of the Knight Foundation, offered another community-level perspective on why the arts are important in American life.&#160;His speech draws on a new report (<a href="https&#58;//knightfoundation.org/sotc/overall-findings/" target="_blank"><em>Knight Soul of the Community&#58;</em></a><em>Why People Love Where They Live and Why It Matters&#58; A National Perspective</em>) that contains findings highly consistent with those in <em>Gifts</em>. </p><p>Here's some of what Ibarguen said&#58; </p><p class="wf-Element-Callout">Over the course of three years—from 2009 to 2011—Knight and Gallup spoke with 43,000 people in 26 communities around the country. Our question was simple&#58; What attaches people to the place where they live? The study was called ‘Soul of the Community’ and we found that, contrary to conventional wisdom, social offerings and aesthetics bind people to place and to each other even more than what we had expected&#58; education or jobs.<br><br>Art binds. Culture generates social capital and strengthens a community’s character. Art brings people together physically—at galleries, museums, performance spaces—and culturally, through its capacity to tell a community’s shared story, to inspire reflection, and form connections that transcend differences. <br> <br>The insight that art and culture bind people to place has animated our work ever since the Gallup study. It inspired the launch of the Knight Arts Program, which, over the last 10 years, has awarded more than $270 million to artists and art institutions in eight cities across the country. That includes $125 million in Miami, which has been ground-zero for our efforts.<br></p><p>In the study, the Gallup organization asked people how attached they were to their communities. They then asked about residents' perceptions of various community attributes and analyzed the correlation between those perceptions and the level of community attachment.</p><p>While the findings don't prove causality, they suggest, as the report notes that &quot;other factors, beyond basic needs, should be included when thinking about economic growth and development. These seemingly softer needs have an even larger effect than previously thought when it comes to residents' attachment to their communities.&quot;</p><p>The 10 top correlations between offering and attachment are ranked below, with social offerings topping the list, followed by&#160;openness,&#160;aesthetics (including architecture and parks), education and basic services.</p><p> <img class="wf-Image-Left" src="/News-and-Media/Blog/PublishingImages/knight-foundation-correlations.jpg" alt="" style="margin&#58;5px;" />&#160;</p><p>In 2010, the most recent year of the study, Gallup probed more deeply into what was behind &quot;social offerings&quot; and expanded the list to include &quot;arts and cultural opportunities&quot; and &quot;social community events.&quot;&#160;The results are below, suggesting that &quot;arts and cultural opportunities&quot; matter a great deal.</p><p> <img class="wf-Image-Left" alt="social-offerings.jpg" src="/News-and-Media/Blog/PublishingImages/social-offerings.jpg" style="margin&#58;5px;" />&#160;</p><p>This is a far cry from the commonly heard idea that the arts are elitist, and it suggests, at a minimum, that residents’ perception of a community’s arts and culture offerings correlates with their sense of connection to that community. Put another way, the arts may be an important way (though probably not the only one) for people in communities to come together through shared, meaningful experiences. It also underscores the value of finding ways for arts organizations to expand their audiences, and connect with their communities.</p><p>You&#160;can&#160;read or listen to Ibarguen's full talk <a href="https&#58;//knightfoundation.org/speeches/art-binds-people-to-place-and-to-each-other" target="_blank">here</a>. </p> And to read more about how arts organizations can engage more people in the arts, visit our <a href="/knowledge-center/pages/wallace-studies-in-building-arts-audiences.aspx">Building Audiences for Sustainability</a> page. &#160; Lucas Bernays Held182018-06-27T04:00:00ZNew Knight Foundation report suggests arts and cultural opportunities can increase8/21/2018 3:29:58 PMThe Wallace Foundation / News and Media / Wallace Blog / Want Stronger Communities New Knight Foundation report suggests arts and cultural opportunities can increase community 20258https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx

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