Studies on academic achievement look at what actions educators can take to advance student outcomes. Lauded for its research base, the DESSA has been the subject of more than 130 peer-reviewed articles and reports. A joint study between Johns Hopkins and City Year followed more than 38,000 students and found that one tier of growth in […] The post Research on Academic Achievement: Connecting Social-Emotional Development to Student Outcomes appeared first on Aperture Education ..read more

A behind-the-scenes look at the process for updating assessments to ensure the best student support  By Jennifer Robitaille, Director of Research and Development, Aperture Education: A Riverside Insig With the release of the DESSA 2 for grades K-8, districts now get the only social-emotional skills and resilience system with post-pandemic norms to predict the appropriate […] The post What Does it Mean to Have Data with a Post-Pandemic Baseline? appeared first on Aperture Education ..read more

When educators use high leverage instructional practices, they promote students’ development of critical social, emotional, and behavioral skills. The Center for Great Teachers and Leaders identified ten common teaching practices that promote students’ social-emotional competence. They highlighted instructional strategies like classroom discussions, self-assessment, and student voice that can be used in classrooms to support positive […] The post Self-Assessment: A High Leverage Instructional Practice to Support Student Development appeared first on Aperture Education ..read more

Learning targets, also known as learning objectives, or “I can” statements, are established goals for student learning. Educators set learning targets ahead of a lesson so that students understand what they are supposed to be learning, why it is important for them to learn, and how they should be able to demonstrate that they understand the concept.  Developing High Quality Learning Targets  To establish high quality goals for student learning, anchor on these practices (Berger et al., 2014):  Introduce the objectives at the beginning of the lesson  Write the objectives ..read more

We can maximize instruction by effectively integrating social-emotional practices throughout the school day. Many times, we’ll hear from district leaders that they do not want to add another thing to educators’ plates. Good educators, though, are already doing many of these things. By emphasizing what educators are already doing by making their practices more intentional, they will better support their students’ social-emotional skill development.   Let’s look at three instructional components that educators are already using and understand how these practices can be crucial levers f ..read more

Unsure of which federal funds apply to your district? The DESSA System School Funding Guide outlines which funds are out there so that you can make the best decision for your program goals.   Directing federal funds toward your social-emotional program not only impacts that program but extends into directly impacting your students’ academic outcomes, test scores, attendance rates, and more.  Don’t let funding scare you. If you still have questions after reviewing the guide, reach out to us. A member of our Partnership team will guide you through the process so that you can apply ..read more

Social-emotional behavioral programming does not only apply to elementary school. Middle and high school secondary level education students need to focus on social-emotional skill development, too.   It’s previously been hard to do. If we asked what the response from your educators was during your initial attempt to bring social-emotional programs to your secondary schools, we would anticipate some moans and groans across your faculty meeting. You are not alone. Districts across the nation struggle with bringing what’s worked in K-5 to the upper grade levels. Don’t let the fear of those r ..read more

How measuring program curriculum through assessment supports the mental wellbeing of students  How do you ensure your wellbeing programs take a comprehensive approach to understanding how students feel and act? How do you make sure program elements are not only engaging, but also impactful? Although supporting the mental wellbeing of students requires a multi-faceted approach, it does not have to be complex. Equip educators with tools that work together seamlessly so that they can help students make meaningful progress in the pursuit of their academic and behavior goals to positively cont ..read more

When looking at your social-emotional behavioral skills program implementation plan at-large, do you have a plan for social-emotional progress monitoring? Monitoring tools play an important role in understanding how students apply the skills a curriculum teaches them.  The insights from progress monitoring provide valuable information to educators and district leaders. Educators can understand what parts of instruction work from the individual student and classroom levels. Grade level and district-wide, district leaders can understand trends in instruction, skill gaps, and ways to promote ..read more

Social-emotional assessments for students give districts data to inform universal support and targeted interventions. Understanding the differences between the types of assessments will equip school leaders with the right information to make the right decision for them.  DESSA Assessments The DESSA Assessments support a whole child environment through the encouragement of implementing social-emotional behavioral programs with fidelity. Within the DESSA System as a whole, educators can access universal screeners, assessments, and instructional strategies. Educators can take advantage of on ..read more