The document discusses measuring social emotional learning in educational programs. It provides an overview of social emotional learning and the CASEL model. It then discusses how the GYLI program measures SEL through creating a logic model, distinguishing between outputs and outcomes, using pre- and post-program evaluation tools, and analyzing results to improve programming. The GYLI program designs various domestic and international experiences for students and teachers to develop skills like leadership, service, and cultural awareness over multiple years.

1. Measuring Social Emotional Learning

2. Overview
• What is SEL
• My context
• Programs we design
• How we measure SEL
• Why SEL are the key indicators for
long-term success
• Q&A

3. Warm Up
Partner ConversaCons
• Who is your best teacher and why?
• How does your idenCty shape your
classroom?
• Rank your global programs on a scale
of 1-10

4. What is Social
Emo5onal Learning
SEL

5. Social and emotional learning (SEL) is the
process through which children and adults
acquire and effectively apply the knowledge,
attitudes, and skills necessary to understand
and manage emotions, set and achieve
positive goals, feel and show empathy for
others, establish and maintain positive
relationships, and make responsible decisions.
~CASEL

6. CASEL Model

7. Why SEL is the Key Metric:
90% of K-12 superintendents say students'
engagement with school, hope for the future and
graduaCon rates are very important measures of
school effecCveness. Just one in 10 say
standardized test scores are very important; 52%
say they are somewhat important.
Source:
VALERIE J. CALDERON AND JEFFREY M. JONES,
Gallup EducaCon Sept 28, 2018

8. SEL ArCcles and Research:
Forbes: October 2018
Louisville Business Journal: October 2018
A growing body of research, however, suggests that academic
preparaCon is only one piece of the puzzle. This research shows
that teaching students to manage their emoCons, resolve conflicts,
and make responsible decisions can be equally important.
Chicago Tribune: October 2018
Social and emoConal intelligence are key for students of color
Lynchberg VA News Advance: October 2018

9. My Context

10. THE GYLI STORY

11. Stuart Center / GYLI Team
MaC Nink
Exec. Director
Sheeba Mays
Asst. Director
Ingrid Valdez
Intl Program Cord.
Erin English
Office Mgr /
Program Facilitator

12. • HS Sequence of Programs
• 160 students and teachers: CT,
LA, NM, Costa Rica
• Custom programs –115 participants
• On campus workshops
• 500+ participants: WI, DE, PA,
NJ
GYLI Scale
2018
Stuart Center

13. Stuart Center
9th Grade Retreat
Speakers and Discussions
Clubs Engagement
Current Events
Global Program Design
Co-Curricular Global Travel
1 on 1 Student & Teacher Advising
Classroom Collaborations
Independent Study
GYLI Programs

14. Programs we Design

15. Spring Break Experiences 10-14 days
v Dominican Republic
v Russia
v India
v Asia: China, Singapore, Taiwan
v California
v Pacific Northwest
v Panama, Nicaragua, Costa Rica

16. Single School Summer Experiences 10-14 days
v France
v Asia: China, Singapore, Taiwan
US State Dept 30 Day programs
v Inbound Exchange programs: Iraq, Mexico,
Middle East / North Africa
v Outbound Exchanges: Costa Rica Panama

17. Full Class experiences 2-8 days
v 8th Grade: New Mexico
v 9th Grade: Retreat Center
v 9th Grade: On campus
v 10th Grade: Community engagement and
service

18. Quick Overview of GYLI

19. Year 1: “Sailing in the Wake of our Ancestors”

20. Year 2: “Developing Your Personal Leadership Vision”
Lama Founda*on Northern New Mexico

21. YEAR 3: “EXPERIENCING MODELS OF GLOBAL
LEADERSHIP AND PLURALISM”
Earth Univ. Costa Rica

22. EDUCATORS PROGRAM
FOR TEACHERS--DOM. REPUBLIC

23. Process of Mesuring SEL
1. Create a logic model/process map
2. DisCnguish between outputs and outcomes
3. Create Pre- and Post- program evaluaCon
tools
4. Train leaders and students on these elements
5. Use results to drive program changes, and
curricular integraCon, and professional
development

24. Environmental Sustainability
Multicultural Identity
Religious Pluralism
Collaborative
Leadership Circle of
Community
Service
Living
GYLI
programs
Leader Learning
Plan and
Reflection
GYLI Framework of Experien5al Educa5on

25. GYLI Logic Model

26. Outcomes vs. Outcomes
Outputs
• People served
• Hours worked
• Lessons taught
• Snap shot of quanCty
at a fixed point
• Snap shot of
cumulaCve quanCty
Outcomes
• Measure of LEARNING
OVER TIME
• Short, medium and long
term impact
• Change in habits, skills and
knowledge
• Change in behavior and
antudes
• ApplicaCon of skills and
knowledge
26

27. Sample Eval Tool Year 1 Student Pre-Test

28. Ques5ons??