To better serve the whole child, look at the whole report card.
Students are more than their academic grades—you know it and their parents know it. The progress they make in social-emotional learning and character development is essential to their success in school and in life. But while educators have made great strides in improving grading for academic achievement, we’ve left too many teachers still guessing when it comes to outdated behavior ratings and comment sections.
That’s where this book comes in. Grounded in research and in the author’s work with teachers and administrators, it offers guidance on retooling report cards to better reflect the whole child, integrating SEL and CD into any school- or district-wide grading system. Resources include
- Guided exercises for analyzing existing report cards
- Samples and suggested report card designs
- Tips on improving communication with parents
- Case studies highlighting common challenges
- Testimonials from teachers and students
‘When you take report cards to the next level, you make sure that communication reflects all of the important characteristics of success—and ensure that students develop the skills they need for the future. This book brilliantly illuminates the key role played by social-emotional learning in each student’s development and it challenges the tradition of relegating the SEL/EQ observations to the back of the report card. If we want to develop better communities, this book shows the way.’
Dr. Neil Mac Neill Ph D, Ed D – Head Master
Ellenbrook Indpendent Primary School
‘The ultimate goal of misbehavior is attention. When children don’t get the attention they need through the proper behavior, they will get it any way they can. Children want to be loved and cared about. SEL will help them to learn the proper ways to get attention. It will also help teachers better understand the misbehaviors and redirect students toward positive behavior.’
Pamela L. Opel – Teacher, Intervention Specialist
Gulfport School District
Tabella dei contenuti
Introduction
Annotated Table of Contents
Process Overview and How this Guide can be Utilized
Chapter 1- Is it Realistic to Include SEL Skills and Character on Report Cards?
Chapter 2 – Methods Currently in Practice: Yours and Others’
Chapter 3 – Adapting Your Report Card Comments for SEL and/or Character
Chapter 4 – Implementation and Case Study Examples
Chapter 5 – Implementation with Case Study Examples for Schools with Current SEL or Character Programming
Chapter 6 – Most Frequent Challenges Addressed and Overcome: Reassuring and Involving Parents, Aligning to Early Childhood Education and Career and Technical Education Goals
Chapter 7 – Checklist of Important Considerations
Chapter 8 – Literature Review on Previous Studies Related to “The Other Side” of the Report Card
Chapter 9 – Guidelines and Resources for Social-Emotional and Character Development Programming in Schools
Essential Reference Tables
Table 1: The CASEL 5: Definitions and Skills Examples
Table 2 Character Strengths and Behavioral Indicators
Table 3 – Steps to Evaluating Current Report Card Comments in Your School
Table 4 – Common Characteristics of Student Behavior by Grade and the Overlap with SEL
Table 5 – Common Characteristics of Student Behavior by Grade and the Overlap with Character
Table 6 – Example: SEL Likert Rating System
Table 7 – Example: Character Likert Rating System
Table 8 – Example: SEL Rubric Rating System
Table 9 – Example: Character Rubric Rating System
Online Supplement – Developmentally Adapted SEL Likert Rating System With References
Online Supplement- SEL Skill Trajectory Grades 1-12
Resources
Circa l’autore
Dominic C. Moceri graduated with his Ph.D. in clinical psychology from Rutgers, The State University of New Jersey. While at Rutgers, Dominic′s research focused on quantifying the dissemination, implementation, sustainability, and scalability of evidence-based practices in schools and other settings. Dominic was co-principal investigator of the initial SEL Report Card Indicator studies, the foundation for this book. Additionally, he was the lead creator of the Schools Implementing Towards Sustainability (SITS) scale, a user-friendly and scalable measure of the system of sustainable implementation framework (Moceri et al., 2012). He received his M.S. in clinical psychology from Rutgers and his B.A. with honors in psychology from the University of Michigan.
Dr. Moceri currently practices cognitive-behavioral therapy and conducts psychological assessments with children, adolescents, and adults in his home state of Michigan. He assesses and treats a wide variety of presenting problems, including anxiety, depression, inattention, hyperactivity, oppositionality, and rage attacks. He specializes in the treatment of obsessive-compulsive disorder, anxiety disorders, and tic disorders using exposure and response prevention and habit reversal training.
Take a look at a review on The Other Side of the Report Card, published by the New Jersey Association of School Psychologists here.
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