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Kansas school districts' missions reflect the Kansas State Board of Education's (KSBE) vision of preparing successful high school graduates. These districts locally measure progress toward achievement of the State Board of Education's social-emotional outcome and goal of each student developing the social, emotional and character competencies that promote learning and success in life.

The Kansas STAR Recognition Program seeks to provide Kansas districts an opportunity to validate the coherent, rigorous and sustained commitment required to improve adult and student outcomes. When implemented districtwide as a systemic, prevention-focused, responsive strategy rather than an intervention for a subgroup of students, social-emotional learning creates the equitable conditions necessary for student achievement and a safe, positive and healthy school climate.

Districts will have the opportunity to apply for Social-Emotional Growth recognition.

Suggested Artifacts:

Deadline to submit applications June 30, 2022.

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Kansas school districts' missions reflect the Kansas State Board of Education's (KSBE) vision of preparing successful high school graduates. These districts locally measure progress toward achievement of the State Board of Education's social-emotional outcome and goal of each student developing the social, emotional and character competencies that promote learning and success in life.

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Kansas Social Emotional & Character Development Standards

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Kansas Social Emotional & Character Development Standards

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Collaborative for Academic Social and Emotional Learning (CASEL)

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Collaborative for Academic Social and Emotional Learning (CASEL)

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The SEL Assessment Guide provides several resources for leaders and implementation teams in PreK-12th grade settings who are making decisions about selecting and using measures of student social and emotional learning (SEL).
Access the Assessment Guide

"We know that SEL is essential for students to thrive in school and in life. It is critical that we have data that accurately identify essential SEL student and adult skills. Ultimately these data must inform our policies, improve our climate, and inspire our practices to ensure equitable outcomes for all".

-Eric Moore, Chief of Accountability, Innovation and Research, Minneapolis Public Schools

CASEL spearheaded a three-year initiative (2016-2019) to make critical advancements in social-emotional competence assessment that can directly impact school districts and young people.

Learn more about the partnerships with CORE Districts, Transforming Education, xSEL Labs, the Harvard Taxonomy Project, the RAND Corporation, and nearly 20 other leading researchers and practitioners.

The initiative developed helpful guidance, tools, and resources for the field on assessment, frameworks, and SEL performance measures.

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Access the Assessment Guide "We know that SEL is essential for students to thrive in school and in life. It is critical that we have data that accurately identify essential SEL student and adult skills. Ultimately these data must inform our policies, improve our climate, and inspire our practices to ensure equitable outcomes for all".

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Rand Assessment Finder: find validated instruments

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Rand Assessment Finder: find validated instruments

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Measuring social, emotional, and academic competencies

The RAND Education Assessment Finder is a web-based tool that provides information about assessments of K-12 students' interpersonal, intrapersonal, and higher-order cognitive competencies. Practitioners, researchers, and policymakers can use it to explore what assessments are available, what they are designed to measure, how they are administered, what demands they place on students and teachers, and what kinds of uses their scores support.

Use the Assessment Finder to Search for Measures

Use the Assessment Finder

To get started, click the "Search for Measures" button below.
Search for Measures
Manuals

User Instructions (PDF)

This downloadable resource provides step-by-step instructions for how to navigate the tool, including example use cases.

Practitioner Guide

Jointly developed with members of the Assessment Work Group, this document provides practical guidance for practitioners who are interested in using student assessments of interpersonal, intrapersonal, and higher-order cognitive competencies to guide their practice.

About the Assessment Finder

Note: The assessment finder is no longer being updated, effective October 2020.

Competency Categories

The assessments reviewed cover a broad range of social, emotional, and academic competencies that go by a variety of names. Several frameworks have been developed to organize these competencies. The team organized the competencies based on a framework described in a 2012 National Research Council Report which specified three broad categories. In addition, we classified each measure using a taxonomy developed by Stephanie Jones and colleagues at the EASEL Lab at Harvard University that includes competency names drawn from all of the major frameworks, and initial searches in the Assessment Finder include all measures that have the same classification.

CASEL AWG and the RAND Education Assessment Finder

The RAND Education Assessment Finder is complemented by the SEL Assessment Guide, developed by the SEL Assessment Work Group (AWG). Both tools both help practitioners learn about measures of social and emotional learning, but they differ in several important ways. The RAND Education Assessment Finder includes measures of interpersonal (i.e., social), intrapersonal (i.e., emotional), and higher-order cognitive competencies, whereas the AWG SEL Assessment Guide includes only the first two of those three categories. In addition, the RAND Education Assessment Finder is intended to provide information about a wide range of measures that have been developed for research purposes as well as for use in practice, including information on the validity and reliability evidence associated with each measure. The SEL Assessment Guide, in comparison, is narrowed to just those measures currently being administered in schools and districts, and it focuses on how the measures can be used instructionally by practitioners.

Additional Resources

Project Partners

Funding for This Project

This work was conducted by RAND Education and Labor, a division of the RAND Corporation. Funding to support the work has been provided by the William and Flora Hewlett Foundation, The Wallace Foundation, The Raikes Foundation, the Einhorn Family Charitable Trust, and the Overdeck Family Foundation. These foundations are part of the Funders' Collaborative for Innovative Measurement (FCIM), a group of 15 private foundations and one federal agency partner, which was created during White House meetings held in 2015 to explore areas for coordination, collaboration, and information sharing that will advance the state of and appropriate usage of interpersonal and intrapersonal measures by educators, policymakers and researchers.

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The RAND Education Assessment Finder is a web-based tool that provides information about assessments of K-12 students' interpersonal, intrapersonal, and higher-order cognitive competencies. Practitioners, researchers, and policymakers can learn more about the project, its partners, and how to use the tool.

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Beginning August 1, 2022 all districts will have access to this report through their KESA portal.

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Beginning August 1, 2022 all districts will have access to this report through their KESA portal.

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Get oriented to your report with this video.

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Get oriented to your report with this video.

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Basic Overview Climate Types Report (1).mov

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Basic 411 about the Climate Types Report

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Basic 411 about the Climate Types Report

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School Climate Types Report Basics 411 08-23-22

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Welcome to the Kansas MTSS & Alignment Behavior and Social Emotional Learning repository of resources. The fundamental promise of Kansas MTSS is that all children can learn and achieve when they are provided with high-quality supports to match their needs. The goal of this repository is to provide resources to behavior and social emotional learning programs that may be helpful in meeting the needs of all students.

For more resources regarding our framework, please visit ksdetasn.org/mtss .

Susan Danner, MSED

Lea Harding, MSED

Emily Kessler, BCBA

Christina Mann, LSCSW

Susan Schiffelbein, MSED

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Welcome to the Kansas MTSS & Alignment Behavior and Social Emotional Learning repository of resources. The fundamental promise of Kansas MTSS is that all children can learn and achieve when they are provided with high-quality supports to match their needs. The goal of this repository is to

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There may be nothing more important in a child's life than a positive and stable relationship with a caring adult. For students, a positive connection to at least one school adult - whether a teacher, counselor, sports coach, or other school staff member - can have tremendous benefits that include reduced bullying, lower drop-out rates, and improved social-emotional capacities.

Rather than leave these connections to chance, relationship mapping invests time in making sure that every student is known by at least one adult.

Using this strategy, school staff identify youth who do not currently have positive connections with school adults during a private meeting. Those students are then paired with a supportive adult mentor within the school. Throughout the year, mentors support each other through the successes and challenges of building relationships with students, and school administrators routinely communicate with staff to determine how well the process is going. At the end of the year, the staff convenes to talk about how their efforts may have positively affected students. Adults may also choose to pay particular attention to "at risk" students as these connections may be particularly important for students who are having a hard time at home or in school.

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Relationship Mapping Strategy | Making Caring Common - Making Caring Common

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Use this online version of our popular Relationship Mapping Strategy for your school, community organization, or religious group to help ensure that everyone has a strong connection to someone else during challenging times.

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Webinar Series: Measuring Social Emotional Growth

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Webinar Series: Measuring Social Emotional Growth

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This webinar series, Measuring Social-Emotional Growth, is a collaborative effort among KSDE, the Kansans Can Competency Framework, and Kansas MTSS and Alignment. The live webinars occur weekly from 11:00-11:45am on Thursdays starting in mid-January 2022. Topics include:

1/13/22 Designing a data system for social-emotional learning (SEL)

1/20/22 Contextualizing social-emotional growth within the Kansans CAN Integrated Learning Process

1/27/22 Measuring students' behavior/social/emotional risk factors

2/3/22 Measuring students' knowledge and skill development at Tier I

2/10/22 Gathering feedback from families to inform SEL

2/17/22 Monitoring student progress within Tier 2 and Tier 3 behavior/social/emotional interventions

2/24/22 Using Kansas Communities that Care data to target protective and risk factors

3/3/22 Designing a districtwide SEL data system

3/10/22 Monitoring fidelity as part of your SEL data system

While the webinars won't be recorded, all registrants will receive a 10-minute video on the topic following each live webinar so register even if you aren't able to attend all nine live sessions. Learn about other professional development opportunities at https://www.ksdetasn.org/competency/training-opportunities.

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This webinar series, Measuring Social-Emotional Growth, is a collaborative effort among KSDE, the Kansans Can Competency Framework, and Kansas MTSS and Alignment. The live webinars occur weekly from 11:00-11:45am on Thursdays starting in mid-January 2022.

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Postive Childhood Experiences Elem Final 11-5-2020 lh

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Parent Engagement Info Flyer - Adolescent

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Parent Engagement Info Flyer - Adolescent

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This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

Lehmann, Jennifer 2015. Reflections on Out-of-Home Care. Children Australia, Vol. 40, Issue. 4, p. 280.

Best, Priscilla E. and Lambie, Ebony J. 2016. How to Work with Complex Families in Regional Tasmania: Putting Theory into Practice. Children Australia, Vol. 41, Issue. 4, p. 297.

Hickson, Helen Lehmann, Jennifer and Gardner, Fiona 2016. Exploring the Development of Reflective Capacity in Young People. Children Australia, Vol. 41, Issue. 2, p. 154.

Bunston, Wendy Franich-Ray, Candice and Tatlow, Sara 2017. A Diagnosis of Denial: How Mental Health Classification Systems Have Struggled to Recognise Family Violence as a Serious Risk Factor in the Development of Mental Health Issues for Infants, Children, Adolescents and Adults. Brain Sciences, Vol. 7, Issue. 12, p. 133.

Carter, C. Sue and Porges, Stephen W. 2018. Encyclopedia of Behavioral Neuroscience, 2nd edition. p. 707.

Kolacz, Jacek Lewis, Gregory F. and Porges, Stephen W. 2018. Handbook of Ultrasonic Vocalization - A Window into the Emotional Brain. Vol. 25, Issue. , p. 23.

Mendis, Kathy Lehmann, Jennifer and Gardner, Fiona 2018. Promoting Academic Success of Children in Care. The British Journal of Social Work, Vol. 48, Issue. 1, p. 106.

Porges, Stephen W. Davila, Maria I. Lewis, Gregory F. Kolacz, Jacek Okonmah‐Obazee, Stephanie Hane, Amie Ashley Kwon, Katie Y. Ludwig, Robert J. Myers, Michael M. and Welch, Martha G. 2019. Autonomic regulation of preterm infants is enhanced by Family Nurture Intervention. Developmental Psychobiology, Vol. 61, Issue. 6, p. 942.

Balu, Dilip and McLean, Loyola 2019. Conversations of Care: A Narrative Review of Collaborative Care Systems for Foster and Kinship Care. Australian and New Zealand Journal of Family Therapy, Vol. 40, Issue. 2, p. 228.

Beattie, Jill Griffiths, Debra Innes, Kelli and Morphet, Julia 2019. Workplace violence perpetrated by clients of health care: A need for safety and trauma‐informed care. Journal of Clinical Nursing, Vol. 28, Issue. 1-2, p. 116.

Harrison, Alexandra Murray 2019. Early Interaction and Developmental Psychopathology. p. 219.

Moore, Joan Elizabeth 2019. 'The Storying Spiral': a narrative-dramatic approach to life story therapy with adoptive/foster families and traumatised children. International Journal of Play, Vol. 8, Issue. 2, p. 204.

2020. Wegweiser Emotionsfokussierte Paartherapie. p. 344.

Smith, Karen E. and Pollak, Seth D. 2020. Early life stress and development: potential mechanisms for adverse outcomes. Journal of Neurodevelopmental Disorders, Vol. 12, Issue. 1,

Woodard, Kristina and Pollak, Seth D. 2020. Is there evidence for sensitive periods in emotional development?. Current Opinion in Behavioral Sciences, Vol. 36, Issue. , p. 1.

Welch, Martha G. Barone, Joseph L. Porges, Stephen W. Hane, Amie A. Kwon, Katie Y. Ludwig, Robert J. Stark, Raymond I. Surman, Amanda L. Kolacz, Jacek Myers, Michael M. and Lavoie, Pascal M. 2020. Family nurture intervention in the NICU increases autonomic regulation in mothers and children at 4-5 years of age: Follow-up results from a randomized controlled trial. PLOS ONE, Vol. 15, Issue. 8, p. e0236930.

Lucre, Kate and Taylor, Jon 2020. Sexual Crime and Trauma. p. 143.

Herrmann, Lukas Nielsen, Birgitte Lund and Aguilar-Raab, Corina 2021. The Impact of COVID-19 on Interpersonal Aspects in Elementary School. Frontiers in Education, Vol. 6, Issue. ,

Stakemann, Ruth and Jordan, Anne-Katrin 2021. Erkenntnisse aus der Polyvagal-Theorie und ihre Relevanz für die Musiktherapie mit Frühgeborenen. Musiktherapeutische Umschau, Vol. 42, Issue. 4, p. 376.

2021. Psychothérapie de la dissociation et du trauma. p. 357.

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Making the World Safe for our Children: Down-regulating Defence and Up-regulating Social Engagement to 'Optimise' the Human Experience | Children Australia | Cambridge Core

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This article has been cited by the following publications. This list is generated based on data provided by CrossRef. Lehmann, Jennifer 2015. Reflections on Out-of-Home Care. Children Australia, Vol. 40, Issue. 4, p. 280. Best, Priscilla E. and Lambie, Ebony J. 2016. How to Work with Complex Families in Regional Tasmania: Putting Theory into Practice.

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Basic psychological need theory: Advancements, critical themes, and future directions - Motivation and Emotion

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The study of basic psychological needs has witnessed a strong revival, in part spurred by Basic Psychological Need Theory (BPNT), one of the six mini-theories within Self-Determination Theory. Empirical studies on BPNT have increased exponentially since the millennium turn, leading to refinements an…

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Adverse Childhood Experiences (ACEs) - Vince Felitti

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Adverse Childhood Experiences (ACEs) - Vince Felitti

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The Relation Between Adverse Childhood Experiences and Adult Health: Turning Gold into Lead

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Positive Childhood Experiences (PCEs) - Christina Bethell

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Positive Childhood Experiences (PCEs) - Christina Bethell

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Find out more at our Kansas MTSS & Alignment BSEL Repository.