Yearly Setup - Recommended usage
Table of Contents
Overview
Implementation of the DESSA System may vary, depending on your program's needs. Generally, the recommendation for implementing the DESSA System includes:
Beginning of the Year Ratings
Universal Screening
After working with students in-person for at least four weeks, educators will complete a DESSA-mini rating on all students. An overall estimation of the Social-Emotional Total score will be reported to describe each student’s overall social-emotional competence in one of three categories:
- Strength range: T-score of 60 and above
- Typical range: T-score of 41 to 59
- Need for Instruction range: T-score of 40 or below
Conditional Assignments
Educators will complete a DESSA (or DESSA-HSE) on students whose score on the DESSA-mini (or DESSA-HSE mini) was in the Need for Instruction range. The following scores will be reported:
- Social-Emotional Composite (total score)
- Self-Awareness
- Self-Management (includes Goal-Directed Behavior)
- Social-Awareness
- Relationship Skills
- Goal-Directed Behavior
- Responsible Decision Making (includes Personal Responsibility and Decision Making)
- Optimistic Thinking
SEL Instruction
Instructional materials may be found in the DESSA System in the STRATEGIES tab. Educators may use these materials to provide instruction in Social and Emotional Learning (SEL) to develop students' social-emotional competence. Using the results of progress monitoring tools, educators can update their instructional plans and continue to provide targeted and universal SEL instruction.
| GROWTH STRATEGIES | FOUNDATIONAL PRACTICES |
|
What are Growth Strategies? Instructional lessons that are used with DESSA data to provide SEL instruction |
What are Foundational Practices? Instructional lessons designed to create a culture and climate for Social and Emotional Learning; practices integrate several SEL competencies |
| Audience: Universal (Whole Group), Small Group, Individual, Home-Based | Audience: Universal (Whole Group) |
Progress Monitoring
It is recommended that DESSA-mini ratings are spaced by at least 60 days and DESSA ratings are spaced by at least 90 days to allow sufficient time for skill acquisition to occur. In general, it is recommended that progress monitoring occur at least once or twice during the school year. This provides an opportunity to determine if students are benefitting from SEL instruction and whether any adjustments to instruction are necessary.
For students who were in the Typical or Strength range on the Universal Screening:
An alternate form of DESSA-mini may be used to monitor students' progress in acquiring social-competence. This is optional.
For students who were in the Need for Instruction range on the Universal Screening:
An alternate form of the DESSA-mini or the DESSA may be used to monitor students' progress and adjust targeted instruction as needed.
Continuation of SEL Instruction: SEL instruction is continued for students at the universal and targeted levels.
End of the Year Rating
For students who were in the Typical or Strength range, an alternate form of DESSA-mini can be used to evaluate change in social-emotional competence across the year.
For students who were in the Need for Instruction range, a follow-up DESSA can be used to evaluate change in both overall social-emotional competence and in the social-emotional competencies across the year.