Many school districts use attendance, behavior, and coursework (ABC) data as the key indicators in their early warning systems. Now, with the new Every Student Succeeds Act (ESSA) legislation, we must also look deeper at the nonacademic indicators of achievement and improvement. So, what if we could add resiliency and social, emotional data to develop a truer picture of the whole student?
This Solutions to the Dropout Crisis webcast explores the benefits of assessing students’ values, motivations, stress levels, health habits, confidence, and connections and then comparing results to what we know about successful high school graduates. We will discuss the following:
• Real life examples of how ABC data, when used in isolation, would have missed finding at-risk students
• Overview of resiliency research (including longitudinal studies linking strong resiliency to academic success)
• Using resiliency data with MTSS and RTI
• Planning interventions based on resiliency data
Resources
Close, W. and Solberg, V. S. H. (2008). Predicting achievement, distress, and retention among Lower Income Latino Youth. Journal of Vocational Behavior, 72, 31-42.
Davis, A., Solberg, V. S., de Baca, C., & Gore, T. H (2014). Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress Toward Graduation. Journal of Education for Students Placed at Risk, 19, 169-182.
Frazelle, S. & Nagel, A. (2015). A practitioner’s guide to implementing early warning systems (REL 2015–056). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved from http://ies.ed.gov/ncee/edlabs.
Gillis, S. A. (2011). A Structural Equation Model of Resiliency in Adolescence. University of Wisconsin-Milwaukee. Doctoral Research Dissertation.
Masten, A., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2, 425–451.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30–38.
Solberg, V.S.H. (n.d.). Empirical research and underlying research framework for Success Highways. Denver, CO: ScholarCentric.
Solberg, V.S.H., Close, W., & Metz, A.J. (2002). Promoting success pathways for middle and high school students: introducing the Adaptive Success Identity Plan for school counselors. In C. L. Juntunen & D. R. Atkinson (Eds.), Counseling across the lifespan (pp. 135-157). Thousand Oaks, CA: Sage.
http://gettingsmart.com/2016/05/social-and-emotional-learning-and-assessment-the-demand-is-clear/ Getting Smart Blog post: Social and Emotional Learning and Assessment: The Demand is Clear.