SEL Programming (Not Present)

Recommended Initiative 2.3a

(IF SEL PROGRAMMING IS PRESENT, CLICK HERE.)

Click each deliverable below to expand its key design considerations.

Launch SEL programming adoption process by assembling and training SEL program adoption committee

Who are the key teachers, counselors, administrators, and other non-classroom staff needed to spearhead the selection of a dedicated SEL? Have we engaged diverse stakeholders in the program selection process?
Who will lead the planning of this working group?

Review, select, and purchase SEL program using CASEL SEL program rubrics and adoption processes

Can we build upon programs that are currently available from our district or system?
How does the program selected align with our current instructional practices, curriculum, and assessment?
What does research and our school’s community context (school and classroom climate and performance data) suggest is the right SEL program?
Have we contemplated potential equity and inclusion issues in our SEL approach, such as those identified by National Equity Project, and taken steps to address them?

Select Group 1 early adoption schools and identify clear expectations, roles, and responsibilities for staff

What does data (e.g. surveys, leader interest) suggest which schools and leaders are primed to participate in an early adoption?
How will expectations, roles, and responsibilities for SEL curriculum and implementation vary for mental health staff, teachers. and leaders?
How might we further differentiate tier 2 and tier 3 SEL supports?

Determine progress monitoring and feedback mechanism for Group 1 early adoption schools

What feedback and data will we collect to monitor early adoption schools?
Can we incorporate research-based non-academic assessments like those in the CASEL Assessment Guide aligned to its SEL framework, Brown University’s EdInstruments repository, and the California School Climate, Health, and Learning Surveys?
Monitor the impact of SEL through walkthroughs and surveys like the ones offered by Panorama.
How do we utilize structures for schoolwide walkthroughs/instructional rounds and observation & feedback to support SEL initiatives?
How will schools report feedback on early adoption?

Execute summer and ongoing training for Group 1 in the adopted SEL program, including its philosophy and underpinnings

Who will lead training on a new SEL program?
How will we ensure adequate time to introduce the SEL program during summer training, and ongoing follow-up during the school year?

Implement structures to create dedicated opportunities for SEL (e.g. scheduling, advisory, morning meeting)

Execute quarterly progress monitoring (Q1, Q2, Q3, Q4)

Conduct EOY stepback and determine next steps to grow adoption based on lessons learned

To what extent did SEL adoption impact SEL competencies?
What does data (e.g. surveys, leader interest) suggest are major lessons learned?
Which schools and leaders are primed to participate in the next phase of adoption?

Purchase SEL program for Group 2

Based on our EOY stepback, what additional materials are needed to ensure successful implementation for Group 2 schools? Were any additional support resources created during Group 1 implementation?

Execute training on SEL program for new teachers at Group 1

What aspects of SEL implementation do new teachers need to be successful?
How will new teachers receive ongoing support following training? Who will support them?