SEL Programming (Present)

Recommended Initiative 2.3b

If SEL programming is already in place: Strengthen and deepen integration of SEL practices within academic instruction in culturally-responsive ways that acknowledge the social and emotional impacts of the pandemic.

(IF SEL PROGRAMMING IS NOT PRESENT, CLICK HERE.)

Deliverables & Design Considerations

Click each deliverable below to expand its key design considerations.

TIMING: SPRING 2021

Solicit a credible audit of SEL program implementation

To what extent is our SEL program implemented as intended?
To what extent do our classroom teaching practices manifest cultural competence, developmental appropriateness, and other principles of SEL integration?
What artifacts and evidence of SEL resources, trainings, and whole school and classroom implementation will form the basis of our audit?
How will we communicate the results of the audit with the SEL working group? With the wider school community?

Create a working group charged with strengthening integration of SEL practices, comprised of teachers, department leaders, and network staff

Have we gathered a diverse set of stakeholders with deep investment in school-wide SEL practices and the credibility to influence their peers?

timing: SCHOOL YEAR 2021-22

Execute leader and staff training on the philosophy and guidance principles of SEL integration; include look fors such as developmental appropriateness, cultural relevance and competence, the use of collaborative structures, student agency, voice, and choice, student risk taking, etc.

To what extent do we have internal (district, school) access to high quality training on SEL integration?
What are key priorities and outcomes for leader and staff training?

Audit teaching practices for developmental appropriateness, cultural competence, and the use of collaborative structures

To what extent do our classroom teaching practices manifest cultural competence, developmental appropriateness, and other principles of SEL integration?
To what extent do our classroom learning activities encourage student agency, risk taking and reflection, and the exploration of issues relevant to them?
To what extent do our classroom environments operate by shared agreements and routines for connection, support, and inclusion?

Use data from audit to determine a limited number of teaching practices as a school-wide focus for training and support

What does research and our school’s community context (school/classroom climate and performance data) suggest should be the emphasis of the SEL teaching practices?
Given our other priorities this year, what is a reasonable number of practices we can focus on as a school?
What key look-fors will we train our leaders and staff on the principles of SEL integration?

Integrate classroom SEL practices into teacher PD, reinforcing the use of those already within high quality tier 1 curricular materials

What specific SEL moves will we integrate into PD?
Where are there opportunities to integrate moves within existing high quality tier 1 curricular materials?

DOWNLOAD THESE DELIVERABLES AS A PDF →