The Illinois School Board Journal
Resources, May/June 2020

Front Page
By Theresa Kelly Gegen
The impacts of recent events are incalculable. We are all touched, some more than others, by the coronavirus pandemic and then, as its grip on our lives began to ease, by stark racial injustice and the resulting protests and activism. 
IASB Online Learning

Leadership Letter
By Thomas E. Bertrand
In May IASB issued guidance to help school boards frame conversations about all of the issues surrounding in-person and remote learning, and student safety.

Policy Page: Addressing SEL Needs of Students and Stakeholders
By Boyd Fergurson
What we face currently is similar from the standpoint of the fear, emotional toll, tragedy, and isolation such a widespread emergency brings to our lives. Our current situation is dissimilar from the era of the horse and buggy, early automobile, and the rural conditions of the one-room schoolhouse, in that we have remote electronic capabilities and well-developed educational systems to address the needs of our students, teachers, parents, and commnities.

In a March 26, 2020 article in Phi Delta Kappan, authors Timothy P. Shriver and Roger P. Weissberg state they are delighted to see just how quickly the SEL movement has grown over the last several years. …

Recent efforts from the California Department of Education (CDE), with additional funding provided by a private educational foundation, have resulted in guidance and resources for supporting SEL during distance learning.

Information about SEL in Illinois can be found at the website of the Illinois State Board of Education (ISBE). …

For districts who are members of the Illinois Association of School Boards (IASB) and are subscribers of the Policy Reference Education Subscription Service (PRESS), language in Policy 6:65, Student Social and Emotional Development, speaks about those requirements.

Understanding SEL
By Theresa Kelly Gegen
Social and emotional learning (SEL) brings emotional wellness into schools, with intentionality, in systems and structures designed to help students learn and grow beyond (yet with) math, language arts, sciences, and social studies. As with academic learning, what students need under the umbrella of SEL varies as much as the individuals themselves. SEL aims to manage that umbrella through storms universal to personal, integrating SEL into the curriculum while considering impacts on academic success, equity, and school safety.
The CASEL Wheel of Core SEL Competencies and explanation of resiliencies.
ISBE Social and Emotional Learning Standards
Does It Make More Sense to Invest in School Security or SEL?” by Diana Anthony, EdSurge, August 28, 2018
CASEL School Guide: Community Partnerships
User Generated Education: Helping Learners Move Beyond “I Can’t Do This”
Advance Illinois SEL Connections
The National Scope: Recommendations for Action from Nation at Hope

The Collaborative Change Model: A Map for Schools Through COVID-19
By Doug Bolton
The three elementary school principals were aligned in their squares on the screen of my laptop. Remote learning had just begun and we were working together to create ways to support their staff, students and families during COVID-19.  …

Mary Jo Barrett’s Collaborative Change Model has helped therapists make the most of therapy’s natural cycles and rhythms.

Examining SEL for Emerging Bilinguals
By Diallo Brown
Public school districts in many counties in Illinois are experiencing demographic changes to student populations, including English Language Learners (ELLs/ELs), increasingly known as Emergent Bilinguals (EBs). These students may experience learning deficits when English is the students’ second language, particularly when they rarely hear or speak English outside of the school setting. 

  • ACCESS for ELLs Summative Assessment. (2014). About ACCESS. [Website]. Retrieved from
  • American Psychological Association. (2015). Individuals with Disabilities Education Act (IDEA). [Website]. Retrieved from
  • Artiles, A. J. & Ortiz, A. A. (2002). English language learners AND special education: Before assessing a child for special education, first assess the instructional program. Washington D. C.: Center for Applied Linguistics. Retrieved from
  • Bilingual vs. ESL. (2009 – 2012). [Website]. Retrieved from
  • Brooks, A. K. & Kavanaugh, P. C. (1999). Empowering the surrounding community. In P. Reyes, J. D. Scribner, & A. P. Scribner (Eds.), Lessons from high performing schools: Creating learning communities (pp. 61-93). New York: Teacher College Press.
  • California Department of Education. (2015). Title III FAQS. [Website]. Retrieved from
  • Carrasquillo, A. & Rodri╠üguez, V. (1996). Language minority students in the mainstream classroom. Clevedon, England: Multilingual Matters.  
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). New York, London: Continuum.
  • Gandara, P., & Contreras, F. (2009). The Latino education crisis: The consequences of failed social policy. Cambridge, MA: First Harvard University Press.
  • Goldenberg, C. (2008). Teaching English language learners: What research says—and does not say. Washington, DC: American Educator.
  • Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency academic achievement. Thousand Oaks, CA: Sage Publishing.
  • Houk, F. A. (2005). Supporting English language learners: A guide for teachers and administrators. Portsmouth, NH: Heinemann.
  • Illinois State Board of Education. (n.d.). Illinois Report Card 2016-2018. [Website]. Retrieved from
  • Lee, S. J. (2005). Up against whiteness: Race, schools, and immigrant youth. New York: Teachers College Press.
  • Nzai, V. & Guzman, N. (2011). Educating south Texas Mexican Americans from anti-oppressive pedagogical approach: A call for culturally responsive teaching. The Journal of Border Educational Research, 10(1), 85-94.
  • Maguire, M. & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step-by-
  • Step Guide for Learning and Teaching Scholars.  All Ireland Journal of Teaching and Learning in Higher Education, Volume N 3.
  • Noble. H. & Smith, J. (2014) Qualitative analysis: a practical example. Evid Bases Nurs
  •             Volume 17 No. 1.
  • Patton, M. Q. (2001). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
  • Quinn, P. (2012). Helping Hispanic students succeed. Milwaukee, WI: Julian John Publishing. 
  • Serpa, M. B. (2011) An imperative for change: Bridging special and language learning education to ensure a free and appropriate education in the least restrictive environment for ELLs with disabilities in Massachusetts.  Boston, MA: Gaston Institute Publications
  • Wagner, T., Kegan, R., Lahey, L. L., Lemons, R. W., Garnier, J., Helsing, D., Howell, A., & Rasmussen, H. T. (2006). Change leadership: A practical guide to transforming our schools. San Francisco, CA: John Wiley & Sons, Inc.
  • Valdes, G. (2010). Learning and not learning English: Latino students in American schools.  New York: Teachers College Press.
  • U. S. Department of Education. (n.d.). Building the legacy: IDEA 2004. [Website]. Retrieved from
  • U. S. Department of Education. (2010). Title III accountability: Behind the numbers. [Website]. Retrieved from
  • World-Class Instructional Design and Assessment (WIDA). (2013). English language proficiency standards and resource guide. (7th ed.). University of Wisconsin, Madison, WI: Board of Regents of the University of Wisconsin System, on behalf of WIDA Consortium. 
  • World-Class Instructional Design and Assessment (WIDA). (2014). Mission & the WIDA story. [Website]. Retrieved from

Practical PR: When Preparing for Back to School, SEL Wellness is Key
By Mary Morgan Ryan

Looking ahead, school district staff, students, and families are all wondering what school will look like in the Fall of 2020. At the time of this writing, it is uncertain whether public schools will offer in-person instruction, remote learning, or a hybrid of both. Districts are preparing for all three possibilities.
CASEL COVID-19 Resources