ESSENTIALS · 2020. 10. 22. · Key Terms The purpose of the CASEL Guide to Schoolwide SEL is to...
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schoolguide.casel.org The CASEL ����e �� SCHOOLWIDE SEL ESSENTIALS A printable compilation of key activities and tools for school teams
Transcript of ESSENTIALS · 2020. 10. 22. · Key Terms The purpose of the CASEL Guide to Schoolwide SEL is to...
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Editable Lines
Focus Area 2 Focus Area 3Focus Area 4
Focus Area 1A
schoolguide.casel.org
The CASEL ����e �� SCHOOLWIDE
SELESSENTIALS
A printable compilation of key activities and tools
for school teams
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Second Edition, March 2020For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2020 CASEL | All rights reserved.
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The CASEL Guide to Schoolwide SEL leads school-based teams through a process for systemic SEL implementation. This printable summary offers a compact set of essential tools for use during professional learning or as a quick reference for coaches and SEL team leaders. It includes illustrated overviews of the four focus areas and fundamental resources within each section. More detailed content and many more resources are available in the full CASEL School Guide at schoolguide.casel.org.
Key Terms . . . . . . . . . . 1
Indicators of Schoolwide SEL . . . . . . . 2
A Process for Schoolwide SEL . . . . . . . 3
Sample Implementation Timeline . . . . . . . 4
Essential Tools from Focus Area 1 . . . . . . . 8 Assembling an SEL Team Steps for Developing a Shared Vision for Schoolwide SEL Schoolwide SEL Implementation Rubric Developing Goals for Schoolwide SELPreparing SEL Team Meeting Agendas
Essential Tools from Focus Area 2 . . . . . . . 33 Personal Assessment and Reflection Creating Staff Shared Agreements Modeling SEL for Students
Essential Tools from Focus Area 3 . . . . . . . 43 Developing Schoolwide Norms Selecting an Evidence-Based Program SEL in the Classroom Self-Assessment Strategies for Establishing School-Family Partnerships in Support of SEL Partnering with Community Organizations to Support SEL
Essential Tools from Focus Area 4 . . . . . . . 57 Indicators of Schoolwide SEL Walkthrough Protocol SEL Data Reflection Protocol
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Key Terms
The purpose of the CASEL Guide to Schoolwide SEL is to provide research-informed, field tested guidance and tools that support schools in coordinating and building upon evidence-based SEL practices and programs to achieve systemic implementation. The CASEL School Guide is grounded in nearly 25 years of research and is composed of learnings from dozens of practitioners and content area experts in the fields of SEL and education.
Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
Schoolwide SEL is a systemic approach to infusing social and emotional learning into every part of students’ educational experience -- across all classrooms, during all parts of the school day and out-of-school time, and in partnership with families and communities. This involves cultivating caring, participatory, and equitable learning environments and using evidence-based practices that actively involve all students in their social, emotional, and academic growth.
SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) is the country’s leading Prek-12 SEL practice, policy and research organization. For 25 years, CASEL has been a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL) and has made the case for SEL as an integral part of education. Through research, practice, and policy, CASEL collaborates with thought leaders to equip educators and policymakers with the knowledge and resources to advance social and emotional learning in equitable learning environments so all students can thrive. Watch a short video about CASEL at http://bit.ly/WhatIsCASEL
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INDICATORS OF SCHOOLWIDE SEL
casel.org
Schoolwide SEL is a systemic approach to integrating academic, social, and emotional learning across all school contexts. This approach provides a learning environment that infuses SEL into all aspects of instruction and promotes equitable outcomes for all students. Central to this system is high-quality professional learning and the use of data for continuous improvement. When fully implemented, schoolwide SEL contributes to more successful and equitable outcomes for young people, and is evidenced by the following indicators:
Explicit SEL instruction
Students have consistent opportunities to cultivate, practice, and reflect on social and emotional competencies in ways that are developmentally appropriate and culturally responsive.
SEL integrated with academic instructionSEL objectives are integrated into instructional content and teaching strategies for academics as well as music, art, and physical education.
Youth voice and engagementStaff honor and elevate a broad range of student perspectives and experiences by engaging students as leaders, problem solvers, and decision-makers.
Supportive school and classroom climatesSchoolwide and classroom learning environments are supportive, culturally responsive, and focused on building relationships and community.
Focus on adult SEL
Staff have regular opportunities to cultivate their own social, emotional, and cultural competence, collaborate with one another, build trusting relationships, and maintain a strong community.
Supportive disciplineDiscipline policies and practices are instructive, restorative, developmentally appropriate, and equitably applied.
A continuum of integrated supportsSEL is seamlessly integrated into a continuum of academic and behavioral supports, which are available to ensure that all student needs are met.
Authentic family partnerships
Families and school staff have regular and meaningful opportunities to build relationships and collaborate to support students’ social, emotional, and academic development.
Aligned community partnerships
School staff and community partners align on common language, strategies, and communication around all SEL-related efforts and initiatives, including out-of-school time.
Systems for continuous improvement
Implementation and outcome data are collected and used to monitor progress toward goals and continuously improve all SEL-related systems, practices, and policies with a focus on equity.
COM
MU
NIT
Y
FA
MIL
YSC
HO
OL
CLA
SSRO
OM
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FOCUS AREA 2
Strengthen Adult SELDevelop staff capacity for cultivating their own social, emotional, and cultural competence; modeling SEL; and building collaborative and trusting relationships.
FOCUS AREA 1
Build Foundational Support and PlanCreate awareness, commitment, and ownership by building foundational knowledge among staff, developing a shared vision, and engaging in collaborative planning.
FOCUS AREA 4
Practice Continuous ImprovementCollect, analyze, and use implementation and outcome data to make decisions about SEL implementation. Tools include implementation rubrics, walkthrough protocols, staff surveys, and student data analyses.
FOCUS AREA 3
Promote SEL for StudentsCoordinate evidence-based programs and practices to create a welcoming climate and culture and provide opportunities for students to develop their SEL competence throughout and beyond the school day. Learn about:
• Evidence-based SEL programs and approaches
• Explicit SEL instruction
• Integrating SEL into academic instruction
• Youth voice and engagement
• Family and community partnerships
• Integrating SEL into school systems and policies Access it today at
schoolguide.casel.org
A Process for Schoolwide SELThe CASEL Guide to Schoolwide SEL is not a stand-alone program
or curriculum. Instead, it is a comprehensive online resource that provides a step-by-step process to help you achieve schoolwide SEL. Organized into four
Focus Areas, this resource offers expert guidance and field-tested tools to help you implement SEL strategically, systemically, and effectively.
Use the interactiveSEL Planner
to drive your school’s implementation:
Implementation rubric
Needs and resources inventory
Priority- and goal-setting
Action planning
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CASEL G
uide to Schoolwide SEL: Sam
ple Implem
entation Timeline
Schoolwide SEL im
plementation is an ongoing, iterative process. In C
ASEL’s experience, full implem
entation of schoolwide SEL often takes
three to five years but will depend on each school’s individual circum
stances and goals. The timeline below
is intended to offer broad guidance for how
schools might engage w
ith the School Guide’s focus areas throughout the school year to drive system
ic implem
entation. In general, w
e recomm
end that schools engage with all of Focus Area 1: Build Foundational Support and Plan in the first few
months of
implem
entation. Schools will then engage in Focus Area 2: Strengthen Adult SEL and Focus Area 3: Prom
ote SEL for Students at a pace and depth that m
akes sense for their plan. Focus Area 4: Reflect on Data for C
ontinuous Improvem
ent should be integrated throughout the entire planning and im
plementation process.
Month 1
• Gain principal com
mitm
ent, designate an SEL leadand form
a team (Focus Area 1A).
• Engage staff, families, and com
munity partners in
foundational learning (Focus Area 1A) .
Month 2-3
• Develop a shared vision for SEL (Focus Area 1B).
• Review needs, resources, and current im
plementation using the
SEL Implem
entation Rubric & Program
Inventory (Focus Area 1B).•Set short term
goals and develop an implem
entation plan (FocusArea 1B) , including a plan to collect data to assess progressthroughout the year (Focus Area 4).
• Plan a professional learning strategy (Focus Area 2).• Establish a com
munications plan
(Focus Area 1) .•C
reate a budget for SEL (Focus Area 1B) .
Month 3-11
• Based on your goals and implem
entation plan, engage in aligned strategiesto strengthen adult SEL com
petencies and capacity (Focus Area 2) .
• Based on your goals and implem
entation plan, engage in aligned strategiesto prom
ote SEL for students (Focus Area 3) , including the adoption of anevidence-based SEL program
.• Regularly collect and review
implem
entation and outcome data to m
onitorprogress and engage in rapid learning cycles to m
ake real-time pivots for
continuous improvem
ent (Focus Area 4).
Month 11-12
• Take the Schoolwide SEL Im
plementation Rubric to
reflect on progress and identify areas for growth.
• Summ
arize and review SEL data
(Focus Area 4) .• Based on rubric reflection and data review
, revisitthe im
plementation plan to m
ake adjustments for
the coming year (Focus Area 4).
AUG
UST
SEPTEMBER
OCTO
BERN
OVEM
BERD
ECEMBER
JANU
ARYFEBRU
ARYM
ARCHAPRIL
MAY
JUN
E
YEAR 1 O
F IMPLEM
ENTA
TION
4
https://schoolguide.casel.org/focus-area-1a/overview/https://schoolguide.casel.org/focus-area-1a/create-a-team/https://schoolguide.casel.org/focus-area-1a/foundational-learning/https://schoolguide.casel.org/focus-area-1b/overview/https://schoolguide.casel.org/focus-area-1b/rubric-and-goal-setting/https://schoolguide.casel.org/focus-area-1b/rubric-and-goal-setting/https://schoolguide.casel.org/focus-area-1b/communication-planning/https://schoolguide.casel.org/focus-area-1b/budget-for-sel/https://schoolguide.casel.org/focus-area-2/overview/https://schoolguide.casel.org/focus-area-2/overview/https://schoolguide.casel.org/focus-area-3/overview/https://schoolguide.casel.org/focus-area-3/overview/https://schoolguide.casel.org/focus-area-4/overview/https://schoolguide.casel.org/focus-area-4/overview/https://schoolguide.casel.org/focus-area-4/overview/https://schoolguide.casel.org/focus-area-4/overview/https://schoolguide.casel.org/focus-area-1b/shared-vision/https://schoolguide.casel.org/focus-area-1b/needs-and-resource-assessment/https://schoolguide.casel.org/focus-area-2/learn/personalized-professional-learning-plans-for-sel/https://schoolguide.casel.org/focus-area-4/overview/https://schoolguide.casel.org/rubric/
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SUM
MER
/BE
GIN
NIN
G
OF
YEAR
•Re
view
cur
rent
resu
lts o
n th
e Sc
hool
wid
eSE
L Im
plem
enta
tion
Rubr
ic a
nd m
ake
anup
date
d ac
tion
plan
(Foc
us A
rea
1B).
• Re
view
impl
emen
tatio
n an
d ou
tcom
e da
tafro
m p
revio
us ye
ar(s)
and
upd
ate
impl
emen
tatio
n pl
an a
s nec
essa
ry, w
ithyo
ur S
EL vi
sion
and
long
-term
goa
ls as
agu
ide
(Foc
us A
rea
4).
•Re
view
team
role
s, sh
ared
agr
eem
ents
,an
d pr
oced
ures
and
set m
eetin
gs d
ates
,ag
enda
s, an
d da
ta c
olle
ctio
n sc
hedu
les
for t
he sc
hool
yea
r(F
ocus
Are
a 1A
).
• Su
mm
arize
pro
gres
s and
nex
t ste
ps a
ndpr
esen
t to
staff,
fam
ilies,
and
com
mun
itypa
rtner
s (Fo
cus A
rea
4)
• En
gage
all s
taff,
fam
ilies,
and
com
mun
itypa
rtner
s in
a re
fresh
er o
n SE
L, a
nd o
nboa
rdne
w st
aff (
Focu
s Are
a 1A
& 2
).
MID
DLE
O
F YE
AR
• Bas
ed o
n yo
ur im
plem
enta
tion
plan
,en
gage
in a
ligne
d st
rate
gies
tost
reng
then
adu
lt SE
L co
mpe
tenc
ies
and
capa
city
(Foc
us A
rea
2).
• Bas
ed o
n yo
ur im
plem
enta
tion
plan
,en
gage
in a
ligne
d st
rate
gies
topr
omot
e SE
L fo
r stu
dent
s(F
ocus
Are
a 3)
.
• Col
lect
and
revi
ew im
plem
enta
tion
and
outc
ome
data
to m
onito
r pro
gres
san
d m
ake
real
-tim
e pi
vots
for
cont
inuo
us im
prov
emen
t(F
ocus
Are
a 4)
.
END
O
F YE
AR
•Tak
e th
e Sc
hool
wid
e SE
LIm
plem
enta
tion
Rubr
ic to
refle
ct o
npr
ogre
ss a
nd id
entif
y ar
eas f
or g
row
th(F
ocus
Are
a 1B
).
•Sum
mar
ize, r
evie
w, a
nd re
flect
on
SEL
data
(Foc
us A
rea
4).
•Bas
ed o
n ru
bric
refle
ctio
n an
d da
tare
view
, rev
isit y
our S
EL g
oals
and
impl
emen
tatio
n pl
an to
mak
ead
just
men
ts fo
r com
ing
year
(Foc
us A
rea
4).
YEA
RS 2
AN
D B
EYO
ND
5
https://schoolguide.casel.org/focus-area-1a/create-a-team/https://schoolguide.casel.org/focus-area-1a/foundational-learning/https://schoolguide.casel.org/focus-area-2/overview/https://schoolguide.casel.org/focus-area-2/overview/https://schoolguide.casel.org/focus-area-3/overview/https://schoolguide.casel.org/focus-area-4/overview/https://schoolguide.casel.org/focus-area-4/overview/https://schoolguide.casel.org/focus-area-4/overview/https://schoolguide.casel.org/focus-area-4/overview/https://schoolguide.casel.org/rubric/https://schoolguide.casel.org/rubric/https://schoolguide.casel.org/focus-area-1b/action-plan/https://schoolguide.casel.org/focus-area-1b/action-plan/https://schoolguide.casel.org/focus-area-4/overview/
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Focus Area 1A
: Build Aw
areness, Com
mitm
ent, and O
wnership
Month(s)
May - August
AugustKey Activities
Create a TeamFoundational Learning
• Before the end of the previous school year, principal recruited SEL team
lead and key team
mem
bers, and allocated a budget for SEL.
• Team m
et three times over
the summ
er to: ° Establish team
roles, shared agreem
ents, and m
eeting procedures, and put w
eekly meetings on
the calendar for every other Tuesday for the school year.° Attend a tw
o-day district-provided training on schoolw
ide SEL im
plementation.
• Team planned an all-staff
meeting to introduce SEL
and develop staff shared agreem
ents during an in-service day before the start of the school year.
• Team prepared an after-
school introduction to SEL for all fam
ilies during the first m
onth of school.
Focus Area 1B:
Create a Plan
Month(s)
September - O
ctoberKey Activities
Shared Vision
• Held all-staff meeting to share
priorities for shared vision and identify core them
es and language to include in a draft.
• Team used notes from
all-staff m
eeting to draft shared vision.• Facilitated a sim
ilar vision process w
ith families and
comm
unity partners on Back-to-School N
ight and integrated their perspectives into the draft.
• S hared a revised draft with
school staff and students through their hom
erooms,
allowing for am
endments.
• Held an all-school vote on the vision to ensure w
idespread agreem
ent.• Shared final draft in the school’s
newsletter and printed posters
to hang throughout comm
on areas.
Focus Area 1B:
Create a Plan
Month(s)
September - O
ctoberKey Activities
Action Plan;Two-W
ay Com
munication
• Using the vision, the results ofthe Schoolw
ide SELIm
plementation Rubric, the
Program & Initiative Inventory,
and the staff survey, the SEL team
identified three key priorities: staff SEL and relationships, adopting an evidence-based program
, and im
prroving classroom clim
ate.• Team
developed SMARTIE
goals and action steps for eachpriority.
•Team determ
ined the datathey w
ould review and
prepared a schedule for datacollection throughout the yearto track progress tow
ardSM
ARTIE goals.•Team
developed a com
munication plan to
provide updates and seekinput/collaboration fromfam
ilies and comm
unitypartners.
Focus Area 2:
Strengthen Adult SEL
Month(s)
October - M
archKey Activities
Learn, Collaborate, Model
• Prepared objectives and made
contacts for professionallearning to support staff SELand relationship building
•Conducted sm
all groupsessions in grade level team
m
eetings to use personal SEL self-assessm
ent tools and share strategies for integrating SEL into daily classroom
practices.
• Scheduled and planned two
professional learning sessionsfor all staff using tw
o hoursduring in-service days in January and M
arch° SEL team
led learning onestablishing a grow
th m
indset and learning from
colleagues (January). ° SEL team
coordinated with
an outside provider to provide session on cultural responsiveness (M
arch).
Below is a detailed exam
ple of how a school’s first year of im
plementation m
ay look
Focus Area 4:
Practice Continuous
Improvem
ent
Month(s)
AugustKey Activities
Continuously Improve
Schoolwide SEL
Implem
entation• D
uring the all-staff meeting,
the SEL team also surveyed
staff on their perceptions ofschool and classroomclim
ate and their responsesto questions about theirhopes and goals for theschool and students, to beused at a future m
eeting todevelop the school's vision.
° Complete the SEL
Implem
entation Rubric and P rogram
& Initiative Inventory to establish baseline and identify SEL w
ork that has already taken place
6
-
Focu
s Are
a 4:
Re
flect
on
Dat
a fo
r C
ontin
uous
Impr
ovem
ent
Mon
th(s
)
Dec
embe
r - J
anua
ry
Key
Acti
viti
es
Cont
inuo
usly
Impr
ove
Scho
olw
ide
SEL
Impl
emen
tatio
n•T
eam
wor
ked
with
cla
ssro
omte
ache
rs to
surv
ey st
uden
ts o
nth
eir p
erce
ptio
ns o
f cla
ssro
omcl
imat
e an
d an
alyz
e re
sults
and
plan
dur
ing
grad
e le
vel
team
mee
tings
•Tea
m c
ondu
cted
lear
ning
wal
ks th
roug
hout
the
build
ing
to c
olle
ct o
bser
vatio
nal d
ata
on th
e pr
ogre
ss o
f SEL
impl
emen
tatio
n.• T
eam
sum
mar
ized,
revi
ewed
, an
d sh
ared
staf
f and
stud
ent
surv
ey d
ata
and
lear
ning
wal
kob
serv
atio
ns w
ith st
aff a
t the
begi
nnin
g of
an
all-s
taff
mee
ting,
hig
hlig
hted
pro
gres
sm
ade
tow
ard
goal
s set
ear
lier
in th
e ye
ar, t
hen
shar
edpo
tent
ial i
mpl
emen
tatio
n ne
xtst
eps f
or th
eir f
eedb
ack.
Focu
s Are
a 4:
Re
flect
on
Dat
a fo
r C
ontin
uous
Impr
ovem
ent
Mon
th(s
)
Mar
ch -
May
Key
Acti
viti
es
• Tea
m re
view
ed fe
edba
ck fr
om p
ilot
teac
hers
and
hel
d fo
cus g
roup
s with
st
uden
ts to
det
erm
ine
whe
ther
to
fully
ado
pt th
e pi
lote
d pr
ogra
m.
•Tea
m co
nduc
ted
end-
of-y
ear s
taff
scho
ol a
nd cl
assr
oom
clim
ate
surv
ey
a nd
a le
arni
ng w
alk
thro
ugho
ut th
e bu
ildin
g.•T
eam
com
pile
d da
ta fr
om le
arni
ng
wal
ks, s
urve
ys, f
amily
and
com
mun
ity
even
ts, a
ttend
ance
, and
clas
sroo
m
cond
uct t
o tra
ck p
rogr
ess a
nd u
sed
a da
ta re
view
pro
toco
l to
refle
ct a
nd
plan
nex
t ste
ps.
• Upd
ated
resu
lts o
n th
e Sc
hool
wid
e SE
L Im
plem
enta
tion
Rubr
ic.• D
evel
oped
shor
t-ter
m g
oals
for
the
follo
win
g sc
hool
year
: °
Impl
emen
t evid
ence
-bas
ed
prog
ram
with
fide
lity.
° Co
ntin
ue st
reng
then
ing
staf
f SE
L an
d re
latio
nshi
ps.
°D
evel
op a
ligne
d co
mm
unity
par
tner
ship
s to
supp
ort S
EL
Focu
s Are
a 3:
Prom
ote
SEL
for S
tude
nts
Mon
th(s
)
Dec
embe
r - J
anua
ry
Key
Acti
viti
es
Clas
sroo
m: S
uppo
rtive
Cl
assr
oom
Env
ironm
ent
• All
teac
hers
wor
ked
with
thei
rho
mer
oom
stud
ents
toes
tabl
ish c
lass
room
shar
edag
reem
ents
.•G
rade
-leve
l tea
ms m
etaf
ter d
evel
opin
g sh
ared
agre
emen
ts to
deb
rief p
roce
ss.
• Tea
m c
oord
inat
ed a
sche
dule
for t
each
ers t
o vi
sit e
ach
othe
r's c
lass
room
s to
obse
rve
othe
r stra
tegi
es fo
r int
egra
ting
SEL
into
cla
ssro
om p
ract
ices
.
Focu
s Are
a 3:
Prom
ote
SEL
for S
tude
nts
Mon
th(s
)
Janu
ary
- Feb
ruar
yM
arch
- M
ay
Key
Acti
viti
es
Clas
sroo
m: S
uppo
rtive
Cla
ssro
om E
nviro
nmen
t
• Con
vene
d an
adv
isory
cou
ncil
with
teac
her,
fam
ily,
com
mun
ity p
artn
er, a
ndst
uden
t rep
rese
ntat
ion
toch
oose
an
evid
ence
-bas
edSE
L pr
ogra
m fo
r the
scho
ol.
• SEL
team
rese
arch
edan
d pr
esen
ted
advi
sory
com
mitt
ee w
ith d
istric
t-su
ppor
ted
SEL
prog
ram
optio
ns.
•Adv
isory
cou
ncil
revi
ewed
5
prog
ram
fina
lists
and
hel
dvo
te to
cho
ose
one
prog
ram
to p
ilot (
one
clas
sroo
m p
ergr
ade
band
to p
ilot t
his y
ear).
•Sha
red
advi
sory
cou
ncil
proc
ess,
cons
ider
atio
ns, a
ndde
cisio
n in
scho
ol n
ewsle
tter
and
on w
ebsit
e.
• Prin
cipal
com
mun
icate
d ab
out t
he se
lect
ion
of t
he p
ilot
SEL
prog
ram
dur
ing
all-s
taff
mee
ting
and
afte
r-sch
ool
fam
ily m
eetin
g.• T
eam
pla
nned
a ro
llout
of t
he p
rogr
am a
nd p
rofe
ssio
nal
lear
ning
:
• Tea
m a
rrang
ed fo
r all s
taff
to vi
sit p
ilot c
lass
room
to
obse
rve
prog
ram
impl
emen
tatio
n• T
eam
wor
ked
with
prin
cipal
to id
entif
y an
SEL
perio
d in
th
e be
ll sch
edul
e fo
r the
follo
win
g sc
hool
year
an
d a
cale
ndar
of o
ngoi
ng p
rofe
ssio
nal le
arni
ng
and
coac
hing
.
Cont
inuo
usly
Impr
ove
Scho
olw
ide
SEL
Impl
emen
tatio
n
° Pilo
t in
one
class
room
per
gra
de b
and
for t
he re
mai
nder
of t
he ye
ar.
° If r
espo
nse
and
initi
al re
sults
are
stro
ng, f
ull r
ollo
ut to
all c
lass
room
s the
follo
win
g sc
hool
year
.
° Pur
chas
ed m
ater
ials
for p
ilot t
each
ers a
nd p
revie
wed
t
hem
with
all s
taff
in sm
all g
roup
mee
tings
.
° Pilo
t tea
cher
s atte
nded
initi
al tr
aini
ng in
Mar
ch a
nd b
egan
impl
emen
tatio
n in
Apr
il with
bi-w
eekl
y c
oach
ing.
° Pilo
t tea
cher
s pro
vided
feed
back
on
train
ing
and
coa
chin
g.
7
-
A: Build Awareness, Commitment, and Ownership
B: Create a Shared Plan
Focus Area 1 will help you set up a strong foundation and plan for systemic, schoolwide social andemotional learning (SEL). To launch SEL implementation, use the tools in this section to build an SEL team, offer foundational learning that enables all stakeholders to understand the importance of SEL and their role in promoting it, and create a shared vision for SEL.
Learn more about this component of schoolwide SEL at schoolguide.casel.org/focus-area-1a/.
Next, use these tools to plan for implementation by assessing areas of strength and need to set goals, to prepare structures for ongoing two-way communication between stakeholders and the SEL team, and to allocate the resources—including time, people, and funds—to support your SEL effort.
Learn more about this component of schoolwide SEL at schoolguide.casel.org/focus-area-1b/.
ORGANIZE
FOCUS AREA 1
-
ESSENTIAL TOOLS from FOCUS AREA 1
Assembling an SEL Team - helps you identify potential SEL team members.
10
Preparing SEL Team Meeting Agendas - provides guidance, an example, and a template for creating clear, purposeful meeting agendas that include all team members and are closely tied to a long-term plan for SEL implementation.
12
Steps for Developing a Shared Vision for Schoolwide SEL - provides a model for structuring a conversation about developing a shared vision for SEL or integrating SEL into your school’s existing shared vision.
12
Schoolwide SEL Implementation Rubric - a self-assessment to take stock of a school’s progress and needs in all four focus areas for systemic, schoolwide SEL
15
Developing Goals for Schoolwide SEL - a useful link between the implementation rubric and an action plan, the SMARTIE goals template should be used in conjunction with the school’s vision statement to prioritize clear, motivating goals for SEL.
22
ADDITIONAL RESOURCES AVAILABLE at SCHOOLGUIDE.CASEL.ORG
● Online version of the implementation rubric which allows you to save yourresults, record goals, mark progress over time, and jump to relevant parts ofthe School Guide for more information
● A meeting template for discussing rubric results as a team● A program and initiative inventory to help the SEL team learn about past and
present SEL-related work that has occurred in the school.● More tools for increasing efficiency, ownership, and inclusion of all stakeholder
perspectives within the SEL Team● Sample presentations, videos, and readings to support early-stage learning
about SEL● Templates for preparing ongoing communication and learning for all
stakeholders and estimating costs for SEL implementation
29
https://schoolguide.casel.org/resource/assembling-an-sel-team/https://schoolguide.casel.org/resource/steps-for-developing-a-shared-vision-for-schoolwide-sel/https://schoolguide.casel.org/rubric/https://schoolguide.casel.org/resource/developing-goals-for-schoolwide-sel/https://schoolguide.casel.org/resources/https://schoolguide.casel.org/rubric/https://schoolguide.casel.org/focus-area-1a/create-a-team/https://schoolguide.casel.org/focus-area-1a/foundational-learning/https://schoolguide.casel.org/focus-area-1a/foundational-learning/https://schoolguide.casel.org/focus-area-1b/budget-for-sel/https://schoolguide.casel.org/resource/schoolwide-sel-program-and-initiative-inventory/https://schoolguide.casel.org/resource/rubric-meeting-template/https://schoolguide.casel.org/resource/sel-team-agenda/https://schoolguide.casel.org/focus-area-2/learn/https://schoolguide.casel.org/focus-area-1a/communication-planning/
-
10
Assembling an SEL Team Collaborating closely with out-of-school time partners? See the OST-enhanced version of this tool and others at schoolguide.casel.org/out-of-school-time-tools
Role Considerations for selection Suggested Member(s)
Team Lead
Choose a team lead who: ● Is a full-time school employee with the flexibility and commitment
to attend meetings and do light preparation work.● Is ideally a highly organized, big-picture thinker who is eager to
improve school climate and move SEL forward.● Has the trust and respect of the school community.● Is capable of leading the team through the continuous
improvement process.
Data Lead
Choose a Data Lead who: ● Has access to a range of schoolwide data that will be used to
monitor progress toward SEL goals.● Has skills in summarizing data clearly and accurately to share with
stakeholders. ● Will be objective and equity-minded when presenting data for
group reflection.● Has skills in facilitating action planning based on learnings from
data reflection.
Principal or Assistant Principal
Choose an administrative lead who: ● Has the flexibility and commitment to attend team meetings. ● Has the decision-making power to move initiatives forward.
Teachers ● Representatives from each grade
band or subject area● Special education teachers● Specials teachers (e.g., PE, art)● Interventionists or coaches
Choose teachers who: ● Are trusted colleagues in the school who represent a range of
experiences. While you may have passionate staff who are eagerto participate, limiting yourself to those who self-select may not create a group that the rest of your staff sees as representative.
● Have positive, mutually respectful relationships with other teachers.
Related Service Providers ● Psychologist● Social worker● Nurse● Speech pathologist
Choose an RSP that: ● Has built positive relationships with staff.● Has content area expertise that could be an asset to the team.● Can offer adequate availability to attend meetings.
Support Staff ● Counselor● Dean● Security● Classroom assistants● Clerks● Lunchroom and recess staff● Other
Choose support staff who can offer unique perspectives on student life. For example: ● The school’s counselor often has strong relationships with
students and staff that can be beneficial. ● A school dean or disciplinarian typically has strong influence on
school climate. ● Security guards and classroom assistants often see schools from
a different perspective that adds value to this process.
https://schoolguide.casel.org/out-of-school-time-tools/
-
11
Role Considerations for selection Suggested Member(s)
Key opinion leaders
Look for individuals who: ● Are recognized as informal leaders by others.● Are thoughtful and outspoken about school improvement.● Have influence with school stakeholders.
By involving these individuals from the beginning, the SEL team will be better able to anticipate challenges and create a plan that will be well-received by the community.
Out-of-School-Time partners
Choose OST partners who: ● Have built positive relationships with students and school staff.● Have influence over OST programming● Have the flexibility to attend meetings regularly
Community partners: ● Mental and/or Behavioral Health
providers ● Health partners● Coaches
Community partners: ● Can be a link to understanding the school’s surrounding
community. ● Will help the school keep in mind the larger context in which
they operate.● Can extend social emotional learning into other contexts.
Families Look for family members who represent varied experiences within the school community, and who have children in multiple grade levels.
Students
Remember that sometimes the students who are most readily thought of as “leaders” by school staff may not be representative of the student body. Choose two to three students who: ● Represent the diverse experiences of the overall student body.
That is, do not simply choose students who excel academically, socially, and emotionally.
● Feel strongly about how the school operates.
-
Develop a Shared Vision for Schoolwide SEL
Collaborating closely with out-of-school time partners? See the OST-enhanced version of this tool.
Note: This tool was created by CASEL staff based on our work with school teams. However, we encourage schools to adapt it to best meet their unique needs. Though the process can look different ways, three important components should be present:
● Gathering input from diverse stakeholders● Synthesizing input to create a vision statement● Sharing, getting feedback, and reworking the vision statement
Time commitment: The time needed to develop a shared vision will differ from school to school. Plan to dedicate 90 minutes to 3 hours to complete steps 1-3 of the activity below.
1. Gather Stakeholders
It’s recommended that schools include as many staff, families, students, out-of-school-time providers, and community partners as possible in creating a shared vision. However, it may be unrealistic to engage all these stakeholders at one time. Larger school communities may wish to hold several sessions or convene focus groups to get a wide variety of viewpoints.
Consider the following questions: ● How will you bring in diverse perspectives?● What systems and structures does your school already have in place to hear from students,
families, and community?● What new strategies might you try?
2. Ask Individuals to Identify Their “Personal Why”
Before groups can identify their shared vision, it’s helpful for each individual to consider their own beliefs about the purpose of school and their vision for young people. Ask individuals to use the following prompts to get their thoughts flowing. Participants should respond to the prompts that inspire them. No need to answer them all!
• What do we want all our students to know and be able to do when they leave our school?• What kind of skill-building is most important in supporting our students to reach their full
potential?• What do we want our school community to feel like, sound like, and look like?• What do students and adults need in order to learn and thrive here?
Provide about 10 minutes for participants to write silently. If you’d like, you can ask participants to share some of their big ideas with a partner. Next, participants take about 5 minutes to formulate a personal vision statement (1-2 sentences) based on their free-writes. Alternatively, you may have participants discuss their free writes in small groups and take notes on emerging themes and recurring words or phrases.
12
https://schoolguide.casel.org/uploads/sites/2/2019/01/SharedVision_061719_OST.pdf
-
3. Ask Small Groups to Identify Their “Shared Why”
If you had participants engage in discussion instead of creating a personal vision statement, skip the steps in the next two paragraphs and provide each group the opportunity to share out their emerging themes and recurring words or phrases.
If participants wrote personal vision statements, break the stakeholders into small groups. Ask participants to share their personal vision statements. As they share, others in the group write down key words or phrases they hear on separate sticky notes. When each participant has shared their vision statement, the team should have a pile of sticky notes with various important words or phrases.
As a group, stakeholders work together to find connected words and phrases and determine common themes. You may want to have them do this on a piece of chart paper so they can label the themes that arise.
From here, provide each group the opportunity to share out their emerging themes and re-occurring words or phrases.
The school community at Spry Elementary in Chicago, IL, break up into small groups to identify common themes
4. Incorporate Group Feedback into a Single Shared Vision
From here, there are multiple ways to build your school’s vision statement. With patience and collaboration, it’s possible to create a shared vision that captures the spirit of the entire school community. Below is one recommendation for how you might proceed:
● The SEL Leadership team uses each group’s themes to draft a shared vision that represents allstakeholder groups. This might include themes generated during multiple sessions withteachers, families, students, and communities.
● After creating a draft vision statement, share it with stakeholders for feedback. Whendetermining how you will engage in this process, it is helpful to consider the systems and
13
-
structures your school already has in place to hear from students, families, and community. For example, you might share the draft vision statement for feedback at a parent night.
Another example of how a school community drafted a shared vision comes from Spry Elementary in Chicago. This team used a three-level consensus-building process. Once individuals engaged in preliminary guiding questions, six small groups formed and drafted shared visions. Those six groups then combined into three larger groups and merged their shared visions. Those three larger groups then finalized a shared vision for SEL, as demonstrated by the graphic below.
5. Make your Shared Vision Visible and Actionable
Now that you have done the work to create a shared vision, it’s important to make it visible, prominent, and actionable. This will be key to sustainability. Launch the idea in creative ways that will appeal to the school and create momentum. Some practices include painting it on the entry hall wall or putting it on the school’s website, letterhead, and T-shirts for field day. Refer to your shared vision for SEL frequently in:
● Staff meetings● Internal email communications● Communications with families and your network about new projects and initiatives● Hiring and orienting new staff
14
-
Build
Aw
aren
ess,
Com
mitm
ent,
and
Ow
ners
hip
24
31
FOC
US
AREA
1A R
UBR
IC
Foun
datio
nal S
EL
Lear
ning
Opp
ortu
nitie
s
SEL
Team
Two-
Way
Com
mun
icat
ion
An S
EL te
am m
eets
occ
asio
nally
w
ith fe
w s
truct
ured
role
s an
d re
spon
sibi
litie
s.
An S
EL te
am is
in th
e in
itial
st
ages
of d
evel
opm
ent.
An S
EL te
am, w
ith d
esig
nate
d ro
les
and
resp
onsi
bilit
ies,
mee
ts
at le
ast m
onth
ly to
refle
ct o
n da
ta, p
lan
for i
mpr
ovem
ents
, and
le
ad s
choo
lwid
e SE
L in
itiat
ives
. Th
e te
am is
repr
esen
tativ
e of
the
scho
ol c
omm
unity
and
incl
udes
st
uden
ts, f
amilie
s, an
d co
mm
unity
gr
oups
in d
ecisi
on-m
akin
g pr
oces
ses.
An S
EL te
am m
eets
regu
larly
w
ith d
esig
nate
d ro
les
and
and
resp
onsi
bilit
ies.
Stud
ents
, fa
milie
s, an
d co
mm
unity
gro
ups
are
cons
ulte
d w
hen
team
s ar
e m
akin
g de
cisi
ons
that
wou
ld
dire
ctly
impa
ct th
em.
Foun
datio
nal S
EL le
arni
ng
oppo
rtuni
ties
have
bee
n pr
ovid
ed
to s
ome
key
stak
ehol
ders
(s
taff,
fam
ilies,
and
com
mun
ity
partn
ers)
. Mem
bers
of t
he s
choo
l co
mm
unity
hav
e a
gene
ral
unde
rsta
ndin
g of
SEL
and
its
impa
ct o
n st
uden
ts’ d
evel
opm
ent.
Foun
datio
nal S
EL le
arni
ng
oppo
rtuni
ties
are
not y
et p
rovi
ded.
Foun
datio
nal S
EL le
arni
ng
oppo
rtuni
ties
are
prov
ided
for
all s
choo
l sta
ff in
the
first
yea
r of
impl
emen
tatio
n an
d th
en a
t lea
st
annu
ally
for n
ew s
choo
l sta
ff,
fam
ilies,
com
mun
ity p
artn
ers,
and
as p
art o
f the
onb
oard
ing
proc
ess.
Alm
ost a
ll m
embe
rs
of th
e sc
hool
com
mun
ity c
an
disc
uss
SEL’s
impo
rtanc
e an
d its
impa
ct o
n st
uden
t out
com
es
and
unde
rsta
nd th
eir o
wn
role
in
help
ing
stud
ents
dev
elop
soc
ial
and
emot
iona
l com
pete
ncie
s.
Foun
datio
nal S
EL le
arni
ng
oppo
rtuni
ties
have
bee
n pr
ovid
ed fo
r sch
ool s
taff,
fam
ilies,
and
com
mun
ity p
artn
ers
but
are
not y
et o
ffere
d an
nual
ly.
Man
y m
embe
rs o
f the
sch
ool
com
mun
ity c
an d
iscus
s SE
L’s
impo
rtanc
e an
d its
impa
ct o
n st
uden
ts’ d
evel
opm
ent.
Not
e yo
ur s
choo
l’s p
rogr
ess
and
need
s in
thes
e ar
eas:
Two-
way
SEL
com
mun
icat
ions
be
twee
n th
e SE
L te
am a
nd
all s
take
hold
ers
have
not
yet
be
en p
lann
ed.
Som
e st
ruct
ures
to s
uppo
rt tw
o-w
ay S
EL c
omm
unic
atio
ns
betw
een
the
SEL
team
and
all
stak
ehol
ders
are
in p
lace
, but
ar
e no
t yet
use
d in
way
s th
at a
re
cons
isten
t.
The
SEL
team
and
sch
ool
lead
ersh
ip e
ngag
es in
con
siste
nt
two-
way
SEL
com
mun
icat
ions
w
ith a
ll st
akeh
olde
rs in
clud
ing
staff
, oth
er s
choo
lwid
e te
ams,
com
mun
ity p
artn
ers,
fam
ilies,
and
out-o
f-sch
ool t
ime
prov
ider
s.
The
SEL
team
and
sch
ool
lead
ersh
ip e
ngag
es in
con
siste
nt
two-
way
SEL
com
mun
icat
ions
w
ith a
ll st
akeh
olde
rs in
clud
ing
staff
, oth
er s
choo
lwid
e te
ams,
com
mun
ity p
artn
ers,
fam
ilies,
and
out-o
f-sch
ool t
ime
prov
ider
s. Th
e SE
L te
am re
gula
rly re
view
s w
heth
er c
omm
unic
atio
ns a
re
effec
tive
at e
ngag
ing
stak
ehol
ders
in
sch
oolw
ide
SEL.
15
-
24
31
Reso
urce
s
Plan
ning
Shar
ed V
isio
n
Crea
te a
Sha
red
Plan
FOC
US
AREA
1B R
UBR
IC
The
SEL
team
has
ass
esse
d ne
eds
and
reso
urce
s, an
d be
gun
iden
tifyi
ng S
.M.A
.R.T.
I.E. g
oals
and
actio
n st
eps.
The
SEL
team
has
ass
esse
d ne
eds
and
reso
urce
s an
d de
velo
ped
a on
e-ye
ar (a
t min
imum
) SEL
im
plem
enta
tion
plan
with
S.
M.A
.R.T.
I.E. g
oals
, act
ion
step
s, an
d as
sign
ed o
wne
rshi
p. T
his
plan
is fu
lly
inte
grat
ed w
ith o
ther
sch
oolw
ide
prio
ritie
s an
d pl
ans.
The
team
re
view
s th
eir g
oals
and
the
plan
re
gula
rly to
mon
itor i
mpl
emen
tatio
n an
d m
ake
nece
ssar
y ad
just
men
ts.
The
SEL
team
has
ass
esse
d ne
eds
and
reso
urce
s, ab
d de
velo
ped
a on
e-ye
ar (a
t m
inim
um) S
EL im
plem
enta
tion
plan
with
S.M
.A.R
.T.I.E
. goa
ls,
actio
n st
eps,
and
assi
gned
ow
ners
hip.
The
SEL
team
is id
entif
ying
fu
ndin
g an
d re
sour
ces
to s
uppo
rt sc
hool
wid
e SE
L.
Fund
ing
for s
choo
lwid
e SE
L ha
s no
t yet
bee
n di
scus
sed
and
prio
ritize
d.
Ther
e is
a st
able
long
-term
bu
dget
for S
EL re
sour
ces,
incl
udin
g pr
ofes
sion
al le
arni
ng,
mat
eria
ls, a
nd s
taffi
ng. T
he
scho
ol h
as a
lloca
ted
staff
tim
e fo
r en
gagi
ng in
SEL
-rel
ated
act
iviti
es
incl
udin
g pr
ofes
sion
al le
arni
ng.
Ther
e is
a on
e-ye
ar b
udge
t for
SE
L re
sour
ces
that
incl
udes
fu
ndin
g fo
r pro
fess
iona
l lea
rnin
g an
d m
ater
ials
need
ed to
sup
port
SEL
inst
ruct
ion.
The
sch
ool h
as
allo
cate
d st
aff ti
me
for e
ngag
ing
in S
EL-r
elat
ed a
ctiv
ities
incl
udin
g pr
ofes
sion
al le
arni
ng.
Not
e yo
ur s
choo
l’s p
rogr
ess
and
need
s in
thes
e ar
eas:
A sh
ared
visi
on fo
r sch
oolw
ide
SEL
has
not y
et b
een
deve
lope
d.
The
SEL
team
is b
egin
ning
to
asse
ss n
eeds
and
reso
urce
s.
The
SEL
team
has
beg
un
enga
ging
sta
keho
lder
s, in
clud
ing
stud
ents
, fam
ilies,
staff
, and
co
mm
unity
mem
bers
, as
colla
bora
tors
for d
evel
opin
g a
shar
ed v
ision
for s
choo
lwid
e SE
L.
The
SEL
team
col
labo
rate
d w
ith
a gr
oup
of s
take
hold
ers
who
ar
e re
pres
enta
tive
of th
e sc
hool
co
mm
unity
to d
evel
op a
sha
red
visi
on fo
r sch
oolw
ide
SEL
that
has
be
en c
omm
unic
ated
to th
e en
tire
scho
ol c
omm
unity
.
The
SEL
team
col
labo
rate
d w
ith a
gro
up o
f sta
keho
lder
s w
ho a
re re
pres
enta
tive
of th
e sc
hool
com
mun
ity to
dev
elop
a
shar
ed v
ision
for s
choo
lwid
e SE
L. T
he s
hare
d vi
sion
has
bee
n co
mm
unic
ated
to th
e en
tire
scho
ol c
omm
unity
, info
rms
plan
ning
and
impl
emen
tatio
n,
and
is re
visi
ted
regu
larly
.
16
-
24
31
FOC
US
AREA
2 R
UBR
IC
Stre
ngth
en A
dult
SEL
Com
pete
ncie
s an
d Ca
paci
ty
Staff
Col
labo
ratio
n
Adul
t SEL
and
Cul
tura
l Com
pete
nce
Prof
essi
onal
Lea
rnin
g to
St
reng
then
Sta
ff Ex
pert
ise
Not
e yo
ur s
choo
l’s p
rogr
ess
and
need
s in
thes
e ar
eas:
Staff
eng
age
in h
igh-
qual
ity a
nd o
ngoi
ng
prof
essi
onal
lear
ning
, incl
udin
g re
ceiv
ing
coac
hing
and
feed
back
. The
se p
rofe
ssio
nal
lear
ning
opp
ortu
nitie
s de
velo
p th
eir s
kills
fo
r cul
tivat
ing
supp
ortiv
e, e
quita
ble
lear
ning
en
viro
nmen
ts a
nd p
rom
otin
g SE
L fo
r stu
dent
s;
are
alig
ned
to th
e sc
hool
’s SE
L go
als;
and
sc
affol
ded
to s
uppo
rt st
aff b
ased
on
thei
r rol
es
and
curre
nt k
now
ledg
e of
SEL
. The
SEL
team
co
llect
s st
aff fe
edba
ck to
sha
pe a
n eff
ectiv
e ap
proa
ch to
ong
oing
sup
port
and
coac
hing
.
Staff
eng
age
in h
igh-
qual
ity
prof
essi
onal
lear
ning
mul
tiple
tim
es
thro
ugho
ut th
e ye
ar to
dev
elop
th
eir s
kills
for c
ultiv
atin
g su
ppor
tive,
eq
uita
ble
lear
ning
env
ironm
ents
an
d pr
omot
ing
SEL
for s
tude
nts.
Th
ese
prof
essi
onal
lear
ning
op
portu
nitie
s ar
e al
igne
d to
the
scho
ol’s
SEL
goal
s an
d sc
affol
ded
to s
uppo
rt st
aff b
ased
on
thei
r rol
es
and
curre
nt k
now
ledg
e of
SEL
.
Mea
ning
ful o
ppor
tuni
ties
for s
taff
to re
flect
on
and
dev
elop
thei
r ow
n so
cial
, em
otio
nal,
and
cultu
ral c
ompe
tenc
ies
are
built
into
re
gula
r sta
ff m
eetin
gs a
nd p
art o
f the
sch
ool’s
ov
eral
l pro
fess
iona
l lea
rnin
g st
rate
gy. T
hese
op
portu
nitie
s in
clud
e st
ruct
ured
act
iviti
es
to s
uppo
rt st
aff in
pra
ctic
ing
self-
care
and
ex
amin
ing
thei
r min
dset
s an
d bi
ases
. The
SEL
te
am re
gula
rly re
view
s da
ta re
late
d to
adu
lt SE
L an
d cu
ltura
l com
pete
nce
to p
lan
ongo
ing
supp
ort.
Mea
ning
ful o
ppor
tuni
ties
for s
taff
to re
flect
on
and
deve
lop
thei
r ow
n so
cial
, em
otio
nal, a
nd c
ultu
ral
com
pete
ncie
s ar
e av
aila
ble
mul
tiple
tim
es th
roug
hout
the
year
. Th
ese
oppo
rtuni
ties
incl
ude
stru
ctur
ed a
ctiv
ities
that
sup
port
staff
in p
ract
icin
g se
lf-ca
re a
nd
exam
inin
g th
eir m
inds
ets
and
bias
es.
The
SEL
team
and
sch
ool l
eade
rshi
p in
tent
iona
lly fo
ster
a s
ense
of c
omm
unity
an
d sh
ared
pur
pose
am
ong
staff
, incl
udin
g us
ing
data
on
staff
per
cept
ions
to im
prov
e th
e w
ork
clim
ate.
Sta
ff ha
ve d
edic
ated
tim
e to
le
arn
from
eac
h ot
her,
shar
e be
st p
ract
ices
, an
d co
llabo
rativ
ely
prob
lem
-sol
ve a
roun
d SE
L im
plem
enta
tion
chal
leng
es. S
taff
norm
s or
sha
red
agre
emen
ts g
uide
resp
ectfu
l in
tera
ctio
ns, e
ffect
ive
colla
bora
tion,
and
an
incl
usiv
e st
aff c
ultu
re.
Lead
ersh
ip a
nd s
taff
regu
larly
mod
el s
ocia
l, em
otio
nal, a
nd c
ultu
ral c
ompe
tenc
ies
in
thei
r lan
guag
e an
d in
tera
ctio
ns w
ith o
ther
st
aff, s
tude
nts,
fam
ilies,
and
com
mun
ity
partn
ers.
Scho
ol le
ader
s an
d th
e SE
L te
am
have
bui
lt su
ppor
tive
rela
tions
hips
with
sta
ff an
d re
gula
rly a
ckno
wle
dge
staff
effo
rts
and
cont
ribut
ions
.
Staff
Mod
elin
g of
SEL
Som
e st
aff e
ngag
e in
hig
h-qu
ality
pro
fess
iona
l lea
rnin
g to
de
velo
p th
eir s
kills
for c
ultiv
atin
g su
ppor
tive,
equ
itabl
e le
arni
ng
envi
ronm
ents
and
pro
mot
ing
SEL
for s
tude
nts.
Staff
do
not y
et e
ngag
e in
hi
gh-q
ualit
y SE
L-re
late
d pr
ofes
sion
al le
arni
ng to
dev
elop
th
eir s
kills
for c
ultiv
atin
g su
ppor
tive,
equ
itabl
e le
arni
ng
envi
ronm
ents
and
pro
mot
ing
SEL.
Mea
ning
ful o
ppor
tuni
ties
for
staff
to d
evel
op th
eir o
wn
soci
al, e
mot
iona
l, and
cul
tura
l co
mpe
tenc
ies
are
offer
ed a
t lea
st
once
per
yea
r.
Staff
do
not y
et h
ave
oppo
rtuni
ties
to re
flect
on
and
deve
lop
thei
r ow
n so
cial
, em
otio
nal, a
nd c
ultu
ral
com
pete
ncie
s.
The
SEL
team
and
sch
ool
lead
ersh
ip re
gula
rly re
view
s th
eir
appr
oach
for f
oste
ring
com
mun
ity,
shar
ed p
urpo
se, a
nd c
olla
bora
tion
amon
g st
aff. S
taff
have
ded
icat
ed
time
for c
olla
bora
tion.
Sta
ff no
rms
or s
hare
d ag
reem
ents
gui
de
resp
ectfu
l int
erac
tions
, effe
ctiv
e co
llabo
ratio
n, a
nd a
n in
clus
ive
staff
cul
ture
.
Staff
hav
e de
dica
ted
time
for
colla
bora
tion,
and
hav
e de
velo
ped
norm
s or
sha
red
agre
emen
ts to
gu
ide
colla
bora
tion.
Staff
do
not y
et h
ave
op
portu
nitie
s to
bui
ld
colla
bora
tive
rela
tions
hips
.
Lead
ersh
ip a
nd s
taff
regu
larly
m
odel
soc
ial, e
mot
iona
l, and
cu
ltura
l com
pete
ncie
s in
thei
r la
ngua
ge a
nd in
tera
ctio
ns w
ith
mos
t sta
ff, s
tude
nts,
fam
ilies,
and
com
mun
ity p
artn
ers.
Staff
effo
rts
and
cont
ribut
ions
are
som
etim
es
ackn
owle
dged
.
The
SEL
team
is d
evel
opin
g an
app
roac
h to
sup
port
lead
ersh
ip a
nd s
taff
in m
odel
ing
soci
al, e
mot
iona
l, and
cul
tura
l co
mpe
tenc
ies
in th
eir l
angu
age
and
inte
ract
ions
with
oth
er
staff
, stu
dent
s, fa
milie
s, an
d co
mm
unity
par
tner
s.
Lead
ersh
ip a
nd/o
r sta
ff ha
ve
not y
et p
riorit
ized
mod
elin
g so
cial
, em
otio
nal, a
nd c
ultu
ral
com
pete
ncie
s in
thei
r in
tera
ctio
ns.
17
-
24
31
FOC
US
AREA
3 R
UBR
IC
Prom
ote
SEL
for S
tude
nts
SEL-
Inte
grat
ed In
stru
ctio
n
Expl
icit
SEL
Inst
ruct
ion
Teac
hers
hav
e pr
iorit
ized
and
plan
ned
to b
uild
incl
usiv
e,
rela
tions
hip-
cent
ered
, and
cu
ltura
lly re
spon
sive
pra
ctic
es
to c
reat
e su
ppor
tive
clas
sroo
m
envi
ronm
ents
. Cla
ssro
om
shar
ed a
gree
men
ts h
ave
been
co
llabo
rativ
ely
deve
lope
d in
som
e cl
assr
oom
s.
Teac
hers
hav
e no
t yet
pr
iorit
ized
the
use
of in
clus
ive,
re
latio
nshi
p-ce
nter
ed, a
nd
cultu
rally
resp
onsi
ve p
ract
ices
to
cre
ate
supp
ortiv
e cl
assr
oom
en
viro
nmen
ts.
Teac
hers
use
incl
usiv
e, re
latio
nshi
p-ce
nter
ed, a
nd c
ultu
rally
resp
onsi
ve
prac
tices
to c
reat
e su
ppor
tive
clas
sroo
m e
nviro
nmen
ts. S
trate
gies
are
de
velo
pmen
tally
app
ropr
iate
and
focu
s on
cre
atin
g a
com
mun
ity o
f lea
rner
s th
at
supp
orts
, hon
ors,
and
ackn
owle
dges
the
cultu
ral a
sset
s, co
ntrib
utio
ns, a
nd n
eeds
of
all
stud
ents
. Sha
red
agre
emen
ts a
re
colla
bora
tivel
y de
velo
ped,
con
siste
ntly
m
odel
ed b
y ad
ults
and
stu
dent
s, an
d w
oven
into
dai
ly ro
utin
es a
nd p
ract
ices
.
Som
e te
ache
rs u
se in
clus
ive,
re
latio
nshi
p-ce
nter
ed, a
nd
cultu
rally
resp
onsi
ve p
ract
ices
to
cre
ate
supp
ortiv
e cl
assr
oom
en
viro
nmen
ts. S
trate
gies
are
de
velo
pmen
tally
app
ropr
iate
and
fo
cus
on m
eetin
g th
e ne
eds
of
all s
tude
nts.
Shar
ed a
gree
men
ts
are
colla
bora
tivel
y de
velo
ped
and
mod
eled
by
mos
t adu
lts a
nd
stud
ents
.
Som
e st
uden
ts h
ave
dedi
cate
d tim
e du
ring
the
scho
ol d
ay to
le
arn
abou
t, re
flect
on,
and
di
scus
s SE
L co
mpe
tenc
ies
thro
ugh
deve
lopm
enta
lly
appr
oria
te a
nd c
ultu
rally
re
spon
sive
inst
ruct
ion.
The
scho
ol h
as n
ot y
et d
edic
ated
tim
e fo
r stu
dent
s to
lear
n ab
out,
refle
ct o
n, a
nd d
iscus
s SE
L co
mpe
tenc
ies
thro
ugh
deve
lopm
enta
lly a
ppro
pria
te a
nd
cultu
rally
resp
onsi
ve in
stru
ctio
n.
All s
tude
nts
have
ded
icat
ed ti
me
durin
g th
e sc
hool
day
to le
arn
abou
t, re
flect
on,
an
d di
scus
s SE
L co
mpe
tenc
ies
thro
ugh
deve
lopm
enta
lly a
ppro
riate
and
cul
tura
lly
resp
onsi
ve in
stru
ctio
n. S
EL in
stru
ctio
n is
prov
ided
by
teac
hers
; is
sequ
ence
d w
ith
conn
ecte
d an
d co
ordi
nate
d ac
tiviti
es;
uses
act
ive
form
s of
lear
ning
; foc
uses
on
deve
lopi
ng s
ocia
l and
em
otio
nal s
kills
; an
d ex
plic
itly
targ
ets
spec
ific
SEL
goal
s. SE
L in
stru
ctio
n is
conn
ecte
d to
oth
er
oppo
rtuni
ties
for p
ract
icin
g an
d re
flect
ing
on S
EL c
ompe
tenc
ies
thro
ugho
ut th
e da
y.
All s
tude
nts
have
ded
icat
ed ti
me
durin
g th
e sc
hool
day
to le
arn
abou
t, re
flect
on,
and
disc
uss
SEL
com
pete
ncie
s th
roug
h de
velo
pmen
tally
app
roria
te a
nd
cultu
rally
resp
onsi
ve in
stru
ctio
n.
SEL
inst
ruct
ion
is pr
ovid
ed b
y te
ache
rs; i
s se
quen
ced
with
co
nnec
ted
and
coor
dina
ted
activ
ities
; use
s ac
tive
form
s of
le
arni
ng; f
ocus
es o
n de
velo
ping
so
cial
and
em
otio
nal s
kills
; and
ex
plic
itly
targ
ets
spec
ific
SEL
goal
s.
SEL
stan
dard
s/go
als
are
embe
dded
in a
cade
mic
le
arni
ng in
som
e cl
assr
oom
s.
Som
e te
ache
rs u
se c
lass
room
di
scus
sion
and
col
labo
rativ
e st
ruct
ures
to e
ngag
e st
uden
ts,
and
enco
urag
e st
uden
ts to
co
nnec
t the
ir pe
rspe
ctiv
es a
nd
expe
rienc
es to
inst
ruct
ion.
Teac
hers
hav
e no
t yet
pr
iorit
ized
the
inte
grat
ion
of S
EL
into
inst
ruct
ion.
SEL
stan
dard
s/go
als
are
clea
rly
embe
dded
in a
cade
mic
lear
ning
, an
d st
uden
ts re
gula
rly s
hare
thei
r pe
rspe
ctiv
es o
n ho
w s
ocia
l and
em
otio
nal c
ompe
tenc
ies
conn
ect t
o w
hat
they
’re le
arni
ng. T
each
ers
activ
ely
enga
ge
stud
ents
in c
o-co
nstru
ctin
g kn
owle
dge
and
mak
ing
mea
ning
of c
onte
nt th
roug
h cl
assr
oom
disc
ussi
ons
and
colla
bora
tive
stru
ctur
es. T
each
ers
use
inte
ntio
nal
stra
tegi
es to
fost
er s
tude
nt o
wne
rshi
p ov
er th
eir l
earn
ing,
incl
udin
g co
nnec
ting
thei
r per
spec
tives
and
exp
erie
nces
to
inst
ruct
ion.
SEL
stan
dard
s/go
als
are
clea
rly
embe
dded
in a
cade
mic
lear
ning
. Al
l tea
cher
s us
e cl
assr
oom
di
scus
sion
s an
d co
llabo
rativ
e st
ruct
ures
to e
ngag
e st
uden
ts.
Teac
hers
enc
oura
ge s
tude
nts
to
conn
ect t
heir
pers
pect
ives
and
ex
perie
nces
to in
stru
ctio
n.
Supp
ortiv
e C
lass
room
Env
ironm
ent
Not
e yo
ur s
choo
l’s p
rogr
ess
and
need
s in
thes
e ar
eas:
18
-
24
31
FOC
US
AREA
3 R
UBR
IC
Prom
ote
SEL
for S
tude
nts
Evid
ence
-bas
ed S
EL P
rogr
ams
and
Prac
tices
Lead
ersh
ip a
nd s
taff
are
fam
iliar
with
mos
t of t
heir
stud
ents
’ cu
ltura
l bac
kgro
unds
, life
ci
rcum
stan
ces,
and
the
loca
l co
mm
unity
con
text
.
Lead
ersh
ip a
nd s
taff
are
not y
et
fam
iliar w
ith th
eir s
tude
nts’
cu
ltura
l bac
kgro
unds
, life
ci
rcum
stan
ces,
or th
e lo
cal
com
mun
ity c
onte
xt.
Lead
ersh
ip a
nd s
taff
are
deep
ly
know
ledg
eabl
e ab
out s
tude
nts’
lived
ex
perie
nces
, cul
tura
l bac
kgro
unds
, and
th
e lo
cal c
omm
unity
con
text
. In
stru
ctio
nal
mat
eria
ls off
er d
iver
se re
pres
enta
tions
of
cultu
re, r
ace,
gen
der,
and
othe
r ide
ntiti
es.
SEL
prac
tices
pro
vide
opp
ortu
nitie
s fo
r stu
dent
s to
lear
n ab
out c
ultu
ral
diffe
renc
es, e
xplo
re a
nd c
eleb
rate
thei
r ow
n so
cial
and
cul
tura
l ide
ntiti
es, a
nd
colla
bora
tivel
y de
velo
p in
clus
ive
and
equi
tabl
e le
arni
ng e
nviro
nmen
ts.
Lead
ersh
ip a
nd s
taff
are
fam
iliar w
ith s
tude
nts’
cultu
ral
back
grou
nds,
life
circ
umst
ance
s, an
d th
e lo
cal c
omm
unity
co
ntex
t. In
stru
ctio
nal m
ater
ials
offer
div
erse
repr
esen
tatio
ns o
f cu
lture
, rac
e, g
ende
r, an
d ot
her
iden
titie
s. SE
L pr
actic
es p
rovi
de
oppo
rtuni
ties
for s
ome
stud
ents
to
lear
n ab
out c
ultu
ral d
iffer
ence
s.
The
SEL
team
is b
egin
ning
to
plan
sch
ool c
limat
e im
prov
emen
t eff
orts
. Sc
hool
wid
e no
rms
and
shar
ed a
gree
men
ts h
ave
been
co
llabo
rativ
ely
deve
lope
d an
d al
igne
d to
the
scho
ol’s
SEL
visi
on.
The
SEL
team
has
not
yet
pr
iorit
ized
scho
ol c
limat
e eff
orts
. Th
e SE
L te
am re
gula
rly a
sses
ses
clim
ate
(thro
ugh
obse
rvat
iona
l dat
a, s
urve
ys, e
tc.)
and
mee
ts re
gula
rly to
pla
n im
prov
emen
t eff
orts
bas
ed o
n da
ta.
Scho
olw
ide
norm
s, sh
ared
agr
eem
ents
, rou
tines
, and
pr
oced
ures
sup
port
the
scho
ol’s
SEL
visi
on a
nd c
limat
e.
The
SEL
team
mee
ts re
gula
rly to
pl
an s
choo
l clim
ate
impr
ovem
ent
effor
ts a
nd is
beg
inni
ng to
col
lect
cl
imat
e da
ta.
Scho
olw
ide
norm
s, sh
ared
agr
eem
ents
, rou
tines
, and
pr
oced
ures
sup
port
the
scho
ol’s
SEL
visi
on a
nd c
limat
e.
Cul
tura
l Res
pons
iven
ess
The
scho
ol is
beg
inni
ng to
pr
ovid
e pr
ofes
sion
al le
arni
ng
arou
nd e
vide
nce-
base
d SE
L pr
ogra
m a
nd p
ract
ices
alig
ned
to th
e sc
hool
’s SE
L vi
sion
and
go
als,
and
cultu
ral a
nd li
ngui
stic
st
reng
ths.
The
SEL
team
is in
the
proc
ess
of c
olla
bora
tivel
y se
lect
ing
an e
vide
nce-
base
d pr
ogra
m
alig
ned
to th
e sc
hool
’s vi
sion
and
go
als,
and
cultu
ral a
nd li
ngui
stic
st
reng
ths.
The
scho
ol is
impl
emen
ting
with
fide
lity
an e
vide
nce-
base
d SE
L pr
ogra
m a
nd
prac
tices
acr
oss
all g
rade
leve
ls, a
nd
prov
idin
g on
goin
g im
plem
enta
tion
supp
ort t
o st
aff. P
rogr
am a
nd p
ract
ices
ar
e al
igne
d to
the
scho
ol’s
SEL
visi
on
and
goal
s, an
d ar
e cu
ltura
lly- a
nd
lingu
istic
ally
-res
pons
ive
to s
tude
nts.
The
SEL
team
regu
larly
use
s da
ta o
n fid
elity
of
impl
emen
tatio
n to
info
rm p
lann
ing.
The
scho
ol is
impl
emen
ting
with
fid
elity
an
evid
ence
-bas
ed S
EL
prog
ram
and
pra
ctic
es a
cros
s so
me
grad
e le
vels
, and
pro
vidi
ng
ongo
ing
impl
emen
tatio
n su
ppor
t to
sta
ff. P
rogr
am a
nd p
ract
ices
are
al
igne
d to
the
scho
ol’s
SEL
visi
on
and
goal
s, an
d ar
e cu
ltura
lly-
and
lingu
istic
ally
-res
pons
ive
to
stud
ents
.
Scho
ol C
limat
e
Not
e yo
ur s
choo
l’s p
rogr
ess
and
need
s in
thes
e ar
eas:
Staff
hon
or a
nd e
leva
te a
bro
ad ra
nge
of
stud
ent p
ersp
ectiv
es a
nd e
xper
ienc
es
by e
ngag
ing
them
as
lead
ers,
prob
lem
so
lver
s an
d de
cisi
on-m
aker
s, off
erin
g w
ays
for s
tude
nts
to s
hape
SEL
initi
ativ
es,
inst
ruct
iona
l pra
ctic
es, a
nd s
choo
l cl
imat
e. S
tude
nts
regu
larly
initi
ate
and
lead
act
iviti
es, s
olut
ions
, and
pro
je
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