78
schoolguide.casel.org The CASEL ����e �� SCHOOLWIDE SEL ESSENTIALS A printable compilation of key activities and tools for school teams
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
First Edition, October 2019
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 Preparing SEL Team Meeting Agendas Steps for Developing a Shared Vision for Schoolwide SEL
Schoolwide SEL Implementation Rubric Rubric Meeting Template Developing Goals for Schoolwide SEL
Essential Tools from Focus Area 2 . . . . . . . 34 Personal Assessment and Reflection Creating Staff Shared Agreements Modeling SEL for Students
Essential Tools from Focus Area 3 . . . . . . . 44 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 . . . . . . . 58 Indicators of Schoolwide SEL Walkthrough Protocol SEL Data Reflection Protocol
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 the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible 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 can help school communities advance educational equity by cultivating adult and student practices that close opportunity gaps and create more inclusive and equitable learning environments. By promoting understanding, examining biases, reflecting on and addressing the impact of racism, building cross-cultural relationships, and adopting schoolwide practices that emphasize equitable engagement and support, SEL can be used to drive systemic change, uplift marginalized voices, and promote belonging and equity.
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
1
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 improvementImplementation and outcome data are collected and used to 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
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
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Copy
righ
t © 2
019
| Co
llabo
rati
ve fo
r Ac
adem
ic, S
ocia
l, an
d Em
otio
nal L
earn
ing
(CAS
EL) |
cas
el.o
rg |
All
Righ
ts R
eser
ved.
Sam
ple
Impl
emen
tatio
n Ti
mel
ine
Scho
olw
ide
SEL
impl
emen
tatio
n is
an
ongo
ing
proc
ess.
In C
ASEL
’s ex
peri
ence
, ful
l im
plem
enta
tion
of s
choo
lwid
e SE
L of
ten
take
s th
ree
to
ve y
ears
but
ill
dep
end
on e
ach
scho
ols
indi
vidu
al c
ircu
mst
ance
s an
d go
als
he
tim
elin
e be
lo is
inte
nded
to o
ffer
bro
ad g
uida
nce
for
ho s
choo
ls m
ight
eng
age
ith th
e Sc
hool
ui
des
focu
s ar
eas
thro
ugho
ut th
e sc
hool
yea
r to
dri
ve s
yste
mic
impl
emen
tatio
n n
gen
eral
, e
reco
mm
end
that
sch
ools
eng
age
with
all
of F
ocus
Are
a 1:
Bui
ld F
ound
atio
nal S
uppo
rt a
nd P
lan
in th
e rs
t fe
mon
ths
of im
plem
enta
tion
Sc
hool
s w
ill th
en e
ngag
e in
Foc
us A
rea
2: S
tren
gthe
n Ad
ult S
EL a
nd F
ocus
Are
a 3:
Pro
mot
e SE
L fo
r St
uden
ts a
t a p
ace
and
dept
h th
at m
akes
se
nse
for
thei
r pl
an. F
ocus
re
a
ract
ice
ontin
uous
mpr
ovem
ent i
s in
tend
ed to
be
used
thro
ugho
ut a
ll of
impl
emen
tatio
n
Mon
th 1
• Gai
n pr
inci
pal c
omm
itmen
t, de
sign
ate
an S
ELle
ad a
nd fo
rm a
tea
m (F
ocus
Are
a 1A
). En
gage
sta
ff, f
amili
es, a
nd c
omm
unity
par
tner
sin
foun
datio
nal l
earn
ing
(Foc
us A
rea
1A).
Mon
th 2
-3
evel
op a
sha
red
visi
on (F
ocus
Are
a 1A
). e
vie
cur
rent
impl
emen
tatio
n, n
eeds
and
reso
urce
sSe
t goa
ls a
nd d
evel
op a
n im
plem
enta
tion
plan
(Foc
us A
rea
1).
lan
a p
rofe
ssio
nal l
earn
ing
stra
tegy
(Foc
us A
rea
1B).
Esta
blis
h a
com
mun
icat
ions
pla
n (F
ocus
Are
a 1B
).re
ate
a bu
dget
for
SEL
(Foc
us A
rea
1B).
Mon
th 3
-11
ase
d on
you
r im
plem
enta
tion
plan
, eng
age
in a
ligne
d st
rate
gies
to s
tren
gthe
n ad
ult S
EL c
ompe
tenc
ies
and
capa
city
(Foc
us A
rea
2).
ase
d on
you
r im
plem
enta
tion
plan
, eng
age
in a
ligne
d st
rate
gies
to p
rom
ote
SEL
for
stud
ents
(Foc
us A
rea
3).
dop
t an
evid
ence
-bas
ed S
EL p
rogr
am (F
ocus
Are
a 3)
. o
llect
and
rev
ie im
plem
enta
tion
and
outc
ome
data
(Foc
us A
rea
4).
Mon
th 1
1-12
ae
the
Scho
olid
e SE
L m
plem
enta
tion
ubri
cto
upd
ate
prog
ress
(Foc
us A
rea
1B).
Sum
mar
ie
and
revi
e S
EL d
ata
(Foc
us A
rea
4).
ase
d on
pro
gres
s an
d da
ta, r
evis
it th
eim
plem
enta
tion
plan
to m
ake
adju
stm
ents
for
com
ing
year
(Foc
us A
rea
4).
AUG
UST
SEPT
EMBE
RO
CTO
BER
NO
VEM
BER
DEC
EMBE
RJA
NU
ARY
FEBR
UA
RYM
ARC
HA
PRIL
MAY
JUN
E
YEA
R 1
OF
IMPL
EMEN
TATI
ON
For more inform
ation, tools, and resources, visit schoolguide.casel.org.Copyright ©
2019 | Collaborative for Academic, Social, and Em
otional Learning (CASEL) | casel.org | All Rights Reserved.
SUM
MER/
BEGIN
NIN
G
OF YEA
R
evie team
roles, norms, and
procedures and set meetings and
agendas for the school year(Focus Area 1A).
evie im
plementation and outcom
edata from
previous years of
implem
entation (Focus Area 4).
• Complete the Schoolw
ide SELim
plementation rubric to trac
current progress (Focus Area 1B).
ased on data, set goals and developor re
ne the implem
entation plan(Focus Area 1B).
• Summ
arize data and next stepsand present to staff, fam
ilies, andcom
munity partners (Focus Area 1A)
Engage all staff, families, and
comm
unity partners in a refresheron SEL, and onboard ne
staff(Focus Area 1A).
MID
DLE
OF YEA
R
ased on your implem
entationplan, engage in aligned strategiesto strengthen adult SELcom
petencies and capacity(Focus Area 2).
ased on your implem
entationplan, engage in aligned strategiesto prom
ote SEL for students(Focus Area 3).
ollect and revie im
plementation
and outcome data (Focus Area 4).
END
O
F YEAR
ae the School
ide SELm
plementation
ubricto update progress (Focus Area 1B).
Summ
arie and revie
SEL data(Focus Area 4).
• Based on progress and data,revisit the im
plementation plan
to make adjustm
ents forcom
ing year (Focus Area 4).
YEAR
S 2 AN
D B
EYON
D
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Copy
righ
t © 2
019
| Co
llabo
rati
ve fo
r Ac
adem
ic, S
ocia
l, an
d Em
otio
nal L
earn
ing
(CAS
EL) |
cas
el.o
rg |
All
Righ
ts R
eser
ved.
Focu
s A
rea
1A:
Build
Aw
aren
ess,
Com
mitm
ent,
and
Ow
ners
hip
Mon
th(s
)
May
- A
ugu
stA
ugu
st
Key
Act
ivit
ies
Crea
te a
Tea
mFo
unda
tion
al L
earn
ing
• Bef
ore
the
end
of th
epr
evio
us s
choo
l yea
r,pr
inci
pal i
dent
ied
SEL
team
lead
and
ey
team
mem
bers
, and
allo
cate
da
budg
et fo
r SEL
ea
m m
et th
ree
times
over
the
sum
mer
to
° Est
ablis
h te
am ro
les,
norm
s, a
nd m
eetin
g pr
oced
ures
, and
put
ee
ly m
eetin
gs o
n th
e ca
lend
ar fo
r eac
h ue
sday
for t
he s
choo
l ye
ar
° tte
nd a
to-
day
dist
rictw
ide
trai
ning
on
sch
oolw
ide
SEL
impl
emen
tatio
n.
hr
ough
out t
he y
ear,
team
dra
fted
agen
das
and
ensu
red
that
invi
tatio
nser
e sh
ared
ith
fam
ilypa
rtne
rshi
p le
ad a
nd
eyco
mm
unity
par
tner
s
ea
m p
lann
ed a
ndpr
ovid
ed a
n al
l-sta
ff SE
L10
1 in
trod
uctio
n du
ring
an in
-ser
vice
day
bef
ore
the
star
tof
the
scho
ol y
ear
ea
m p
lann
ed a
ndpr
ovid
ed a
n af
ter-
scho
olin
trod
uctio
n to
SEL
for a
llfa
mili
es d
urin
g th
e rs
tm
onth
of s
choo
l.
Focu
s A
rea
1A:
Build
Aw
aren
ess,
Co
mm
itmen
t, an
d O
wne
rshi
p
Mon
th(s
)
Sept
embe
r - O
ctob
er
Key
Act
ivit
ies
Shar
ed V
isio
n
el
d al
l-sta
ff m
eetin
g to
brai
nsto
rm p
riorit
ies
for s
hare
dvi
sion
ea
m u
sed
note
s fr
om a
ll-st
aff
mee
ting
to d
raft
sha
red
visi
on
ntr
oduc
ed d
raft
visi
on to
all p
aren
ts a
nd c
omm
unity
part
ners
on
ac-to
-Sch
ool
ight
and
invi
ted
feed
bac
nte
grat
ed a
ll fe
edba
c
from
fam
ilies
, stu
dent
s, a
ndco
mm
unity
par
tner
s in
to th
evi
sion
Sha
red
a na
l dra
ft to
sch
ool
staff
el
d an
all-
scho
ol v
ote
on th
evi
sion
to e
nsur
e id
espr
ead
agre
emen
t.
Sha
red
nal d
raft
in th
e sc
hool
sne
wsl
ette
r and
prin
ted
post
ers
to h
ang
thro
ugho
ut c
omm
onar
eas.
Focu
s A
rea
1B:
Crea
te a
Pla
n
Mon
th(s
)
Sept
embe
r - O
ctob
er
Key
Act
ivit
ies
Ru
bric
an
d G
oal S
etti
ng
Com
mu
nic
atio
n P
lan
nin
g
eam
com
plet
ed S
choo
lid
eSE
L im
plem
enta
tion
rubr
ic
ase
d on
rub
ric
and
staff
surv
ey, t
eam
iden
tied
thre
eey
pri
oriti
es fo
r sc
hool
yea
rst
reng
then
sta
ff S
ELan
d re
latio
nshi
ps, a
dopt
an
evid
ence
-bas
ed p
rogr
am, a
ndst
reng
then
cla
ssro
om c
limat
e.
eam
dev
elop
ed a
com
mun
icat
ion
plan
usi
ngsc
hool
’s ne
wsl
ette
r an
d so
cial
med
ia a
ccou
nt to
pro
vide
upda
tes
and
invi
ted
fam
ilies
and
com
mun
ity p
artn
ers
to r
eply
and
shar
e fe
edba
c
Focu
s A
rea
2:St
reng
then
Adu
lt SE
L
Mon
th(s
)
Oct
ober
- M
arch
Key
Act
ivit
ies
Lear
n
• Ini
tiate
d an
adu
lt SE
Lpr
ofes
sion
al le
arni
ng s
erie
s.
• Sch
edul
ed a
nd p
lann
ed th
ree
prof
essi
onal
lear
ning
ses
sion
sfo
r al
l sta
ff u
sing
to
hour
sdu
ring
eac
h sc
hool
in-s
ervi
ceda
y
° SE
L te
am p
lann
ed s
essi
ons
on:
- ev
elop
ing
staff
sha
red
agre
emen
ts
ctob
er
- Set
ting
pers
onal
SEL
goa
lsan
uary
° SE
L te
am c
oord
inat
ed w
ith
an o
utsi
de p
rovi
der
to
prov
ide
sess
ion
on c
ultu
ral
resp
onsi
vene
ss
arch
Belo
w is
a d
etai
led
exam
ple
of h
ow a
sch
ool’s
firs
t ye
ar o
f im
plem
enta
tion
may
look
Focu
s A
rea
4:
Prac
tice
Cont
inuo
us
mpr
ovem
ent
Mon
th(s
)
Au
gust
Key
Act
ivit
ies
Con
tin
uou
sly
Impr
ove
Sch
oolw
ide
SEL
Impl
emen
tati
on
ur
ing
the
all-s
taff
mee
ting,
team
als
o su
rvey
ed s
taff
on
thei
r pe
rcep
tions
of s
choo
lan
d cl
assr
oom
clim
ate
and
hat s
uppo
rt th
ey n
eed
for
SEL
impl
emen
tatio
n.
For more inform
ation, tools, and resources, visit schoolguide.casel.org.Copyright ©
2019 | Collaborative for Academic, Social, and Em
otional Learning (CASEL) | casel.org | All Rights Reserved.
Focus A
rea 4: Practice Continuous
mprovem
ent
Month(s)
Novem
ber - Decem
ber
Key Activities
Contin
uou
sly Improve
Schoolw
ide SEL Im
plemen
tation
eam conducted learning
al throughout the building
to collect observationaldata on the progress of SELim
plementation.
eam sum
mari
ed, revieed,
and shared staff survey and
althrough data to staff
atthe beginning of an all-staffm
eeting.
Focus A
rea 4: Practice Continuous
mprovem
ent
Month(s)
March
- May
Key Activities
Contin
uou
sly Improve
Schoolw
ide SEL Im
plemen
tation
eam conducted end-of-year
staff survey and a learning al
throughout the building
eam com
pleted Schoolide SEL
implem
entation rubric
eam com
piled all data to tracprogress throughout the year andengaged in a data revie
protocolto reflect and plan ne
t steps
eam shared sum
mary of data and
net steps to all staff and fam
iliesthrough new
sletter.
eveloped priorities for the
folloing school year
° mplem
ent evidence-based program
ith
delity
° ontinue strengthening staff
SEL and relationships.
° Engage student feedbac and
ideas in SEL implem
entation.
° Integrate SEL into academics.
Focus A
rea 3:Prom
ote SEL for Students
Month(s)
October - N
ovember
Key Activities
Classroom: Su
pportive Classroom
Environ
men
t
eam collaborated
ithclassroom
teachers duringgrade-level team
meetings
to develop a plan for engagingstudents in classroom
sharedagreem
ents.
eam developed and
provided a protocol ith
clear written instructions,
examples.
rade-level team
s met
after developing sharedagreem
ents to debriefprocess.
Focus A
rea 3:Prom
ote SEL for Students
Month(s)
Novem
ber - February
March
- May
Key Activities
Classroom: Su
pportive Classroom En
vironm
ent
onvened an advisorycom
mittee w
ith teacher,fam
ily, comm
unity partner,and student representationto choose an evidence-basedSEL program
for the school.
• SEL team researched
and presented advisorycom
mittee
ith district-supported SEL programoptions.
evieed program
nalists
and pricing.
eld vote and identi
edprogram
to adopt.
• Shared updates in schoolnew
sletter.
• Principal comm
unicated adoption of new SEL
program during all-staff m
eeting and after-schoolfam
ily meeting
eam planned a rollout of the program
andprofessional learning:
ilot in to classroom
s per grade band forthe rem
ainder of the year
Full rollout to all classrooms in follo
ing school year
• Purchased program m
aterials for all teachers, andteachers previe
ed materials during grade-level
team m
eetings.
• Pilot teachers attended initial training in March and
began implem
entation in ay
ith bi-ee
ly coaching
ilot teachers provided feedbac on training
and coaching.
eam com
municated updates from
pilot classroomto all staff and planned full staff professional learningfor the sum
mer.
eam
ored
ith principal to identify an SEL periodin the bell schedule for the follo
ing school yearand a calendar of ongoing professional learningand coaching.
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.
16
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
19
Rubric Meeting Template - guides SEL teams through a process for completing the Schoolwide SEL Implementation Rubric.
26
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.
29
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
● More tools for increasing efficiency, ownership, and inclusion of all stakeholderperspectives within the SEL Team
● Sample presentations, videos, and readings to support early-stage learningabout SEL
● Templates for preparing ongoing communication and learning for allstakeholders and estimating costs for SEL implementation
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Assembling an SEL Team
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 lightpreparation work.
● Is ideally a highly organized, big-picture thinker whois eager to improve school climate and move SELforward.
● Has the trust and respect of peers.
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, natural leaders in the school. While you
may have passionate staff who are eager toparticipate, limiting yourself to those who self-selectmay not create a group that the rest of your staff iswilling to get behind.
● Are respected by other teachers.
Related Service Providers (RSPs) ● 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 bebeneficial.
● A school dean or disciplinarian typically have stronginfluence on school climate.
● Security guards and classroom assistants often seeschools from a different perspective that adds valueto this process.
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Role Considerations for selection Suggested Member(s)
Key opinion leaders
Look for individuals who: ● Are recognized as an informal leader by others.● Are respected, trusted, and held in high regard within the
building.
These individuals can bolster the credibility of your team within the school community.
Out-of-School-Time partners Choose OST partners who: ● Have built positive relationships with school staff.● Have influence over OST programming
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 “model” students 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 excelacademically, socially, and emotionally.
● Feel strongly about how the school operates.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
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guid
e.ca
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9 | C
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eam
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eam
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tion
Step
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lan
all
-sta
ff m
ee
tin
g t
o
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ve
lop
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isio
n/
sh
are
d a
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em
en
ts
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lan
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se
nta
tio
n a
nd
activ
itie
s f
or f
am
ily n
igh
t
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ina
lize
SE
L v
isio
n/sh
are
d
ag
re
em
en
ts
-F
oll
ow
up
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mm
un
ica
tio
n
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sta
ff a
nd
fa
mil
ies
-M
ee
t w
ith
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rtn
ers t
o
co
mp
are
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d a
lig
n S
EL
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jectiv
es
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lan
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cia
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ed
ia
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ga
ge
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nt f
or t
he
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re
pa
re
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jectiv
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ake
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nta
cts f
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ro
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ssio
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rn
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rtu
nit
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or
th
e y
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r
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oo
rd
ina
te
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L c
on
te
nt f
or
Ja
nu
ary p
ro
fe
ssio
na
l
lea
rn
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da
y a
nd
on
go
ing
su
pp
ort p
lan
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re
pa
re
to
sh
are
SE
L
imp
lem
en
ta
tio
n b
en
ch
ma
rk
da
ta
at s
ta
ff m
ee
tin
g
-E
sta
bli
sh
pro
ce
ss f
or
co
nve
nin
g a
dvis
ory c
ou
ncil
to
re
vie
w e
vid
en
ce
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ase
d
pro
gra
ms
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hmar
k Da
ta fo
r Co
ntin
uous
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prov
emen
t
-D
istrib
ute
at a
ll-sta
ff
me
etin
g a
brie
f s
urve
y
askin
g s
ta
ff t
he
de
gre
e t
o
wh
ich
th
ey f
elt
th
ey h
ad
a
vo
ice
in
th
e v
isio
n
de
ve
lop
me
nt
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istrib
ute
SE
L
imp
lem
en
ta
tio
n s
urve
y t
o
all
sta
ff
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ff f
ocu
s g
ro
up
s i
n
gra
de
le
ve
l m
ee
tin
gs r
e:
vis
ion
, stu
de
nt s
tre
ng
th
s
an
d n
ee
ds
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id-ye
ar s
ta
ff/
co
mm
un
ity/ s
tu
de
nt s
urve
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sch
oo
l cli
ma
te
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ea
m d
oe
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Le
arn
ing
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lk
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ff f
ee
db
ack f
ro
m
pro
fe
ssio
na
l le
arn
ing
da
y
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M
arch
Ap
ril
May
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ne
SEL T
eam
Ac
tion
Step
s
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sta
bli
sh
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lectio
n
crit
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h a
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ory
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un
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po
ssib
le
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en
ce
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ase
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ro
gra
ms
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oo
rd
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te
pil
ot o
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-2
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en
ce
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ase
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ro
gra
ms i
n
cla
ssro
om
s f
ro
m e
ach
gra
de
ba
nd
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are
le
arn
ing
s f
ro
m p
ilo
t
pro
gra
m w
ith
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mm
un
ity
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lan
ho
w t
o s
ca
le u
p
th
ro
ug
ho
ut s
ch
oo
l n
ext
ye
ar
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oo
rd
ina
te
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L c
on
te
nt f
or
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ne
pro
fe
ssio
na
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arn
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y
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lem
en
ta
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n p
lan
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r n
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mp
lem
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For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
From here, determine how often the SEL team should meet (we recommend at least monthly) and plot out the core agenda items for each month. Here’s an example of how an SEL team might generate more specific agenda items for their meetings using the sketch from the previous page as a guide:
Sample Core Agenda Items for SEL Team Meetings
Sept.
-Develop SEL team norms-Define roles and responsibilities for all team members-Prepare agenda/rehearse presentation and activity to create shared vision and agreements at staff meeting, make exit slip, assign responsibilities -Determine materials for family night exhibit, edit the sample presentation, create a one-pager for families to take away, assign responsibilities
Feb.
-Finish recruiting Advisory Council and set up meeting to define selection criteria -Narrow list of evidence-based programs to review, assign responsibilities to collect sample materials -Check in about climate support for select classrooms, communicate with teachers about inviting others to observe their class meetings, coordinate sub schedule for teachers to visit one another’s classrooms
Oct.
-Organize & review staff feedback from shared vision staff meeting -Create version of shared vision & agreements for staff to ratify-Use feedback to generate key topics for professional learning-Invite afterschool, recess, and mentoring partners to meeting to share vision draft and compare SEL goals -Re-cap parent night, prepare follow-up communication, and plan to share SEL vision
March
-Set up meeting for Advisory Council to review programs and provide feedback, organize their feedback to review as a team -Prepare launch for pilot of 1-2 top evidence-based programs -Determine next steps for the SEL Advisory Council-Check in on classroom climate/ classroom visits
Nov.
-Plot out month-by-month social media plan to share SEL progress with families, invite input and partnership, assign responsibilities -Review list of potential partners and topics for staff/OST partner professional learning, assign team members to make inquiries -Prepare questions and assign responsibilities to facilitate focus groups in grade level team meetings -Organize and review focus group data to plan ongoing support
April
-Assign responsibilities to meet with teachers and students in pilot classrooms -Plan “open house” for staff and families to get familiar with the program we’re leaning toward -Use staff and student feedback to inform plan for larger roll-out of program next year
Dec.
-Edit CASEL’s staff/community/student survey and send out via multiple methods -Organize and review survey data and revisit implementation plan -Confirm presenters and content for professional learning day in January, assign responsibilities, make exit slip -Prepare team to conduct Learning Walk in a supportive way!
May
-Prepare agenda/rehearse presentation and activity for end-of-year professional learning day, make exit slip and assign responsibilities -Edit staff/family/student survey as needed and send out via multiple methods
Jan.
-Organize and review feedback from professional learning day to inform plan for ongoing support -Review results of Learning Walk, areas of strength and classrooms that may need targeted climate support -Organize progress data to share with staff and families, assign communication responsibilities -Determine how we will convene an Advisory Council to assist with selecting an evidence-based program, assign responsibilities to make contacts
June
-Complete Schoolwide SEL Rubric, compare results to last summer’s results -Organize and review staff feedback from professional learning day and survey data -Revisit goals and implementation plan, make adjustments for next year
Expect that incidental agenda items will arise throughout the year as well – we recommend setting up a structure for all team members to contribute additional agenda items in advance of each meeting to stay responsive to needs as they arise and to promote equity of voice among the team.
Each Team Member Matters! Each SEL team meeting agenda should include ways for every team member to contribute in a meaningful way. By intentionally setting up norms, routines, and activities that build an inclusive team culture, team members will be more likely to prioritize meetings and the tasks that take place outside of meetings. This also helps to ensure that the team’s work reflects diverse perspectives and tends to reduce the workload for the team leader. We recommend that SEL teams:
• Set aside time at the first meeting to co-develop team norms.• Create a rotating list of roles to share responsibilities among team members.• Incorporate the 3 Signature SEL Practices into each meeting
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
visi
t sch
oolg
uide
.cas
el.o
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right
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| Col
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Sam
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“One
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Data
to in
form
dis
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plan
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Da
ta fr
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EL
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rogr
ams
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iew
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ory
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cil e
valu
atio
ns to
sel
ect 1
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rogr
ams
to p
ilot,
orde
rm
ater
ials
-Nom
inat
e te
ache
rs fr
om e
ach
grad
e ba
nd fo
r pilo
t and
ass
ign
team
mem
ber t
oap
proa
ch e
ach
nom
i nee
-Out
line
crite
ria fo
r pilo
t cla
ssro
oms
and
how
we w
ill ga
ther
feed
back
at e
nd o
f yea
r
2.Ne
xt s
teps
for S
EL A
dvis
ory
Coun
cil
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up b
rain
stor
m (T
hink
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Pair-
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list w
ays
we c
an c
ontin
ue to
eng
age
our S
EL A
dviso
ry C
ounc
il now
that
they
hav
e he
lped
sel
ect a
pro
gram
to p
ilot
3.Cl
assr
oom
clim
ate
chec
kup
-Bas
ed o
n da
ta s
hare
-out
from
team
mem
bers
who
visi
ted
class
room
s to
follo
w up
afte
r Lea
rnin
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alk,
disc
uss
need
s fo
r add
itiona
l sup
port
and
lear
ning
aro
und
core
prac
tices
for p
ositiv
e cla
ssro
om c
limat
e
Addi
tiona
l age
nda
item
s ad
ded
by te
am
mem
bers
Stud
ent r
aise
d iss
ue a
bout
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otio
nal s
afet
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the
bus
(Mon
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Opp
ortu
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isit L
inco
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Ord
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sary
mat
eria
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arch
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Prin
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Flor
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EL A
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ater
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EL p
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lot p
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omin
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ate?
Tr
aini
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ilot t
each
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Next
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ting
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tion
Ever
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her W
edne
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4:3
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Opt
imis
tic c
losu
re
One
wor
d wh
ip-a
roun
d:
“A w
ord
or p
hras
e th
at re
flect
s ho
w I f
eel
abou
t mov
ing
forw
ard
with
this…
”
For more inform
ation, tools, and resources, visit schoolguide.casel.org. Copyright ©
2019 | Collaborative for Academic, Social, and Em
otional Learning (CASEL) | casel.org | All Rights Reserved.
Location: ______________ Tim
e: ______________
Sample SEL Team
Agenda Tem
plateDate: ______________ Team
mem
bers present: Team
norms:
Welcom
ing activity (See 3 Signature Practices Playbook for exam
ples)Activity description or circle question identified
Data to inform discussion and
planning Can be planned benchm
ark data, stakeholder feedback, or data to help frame an issue for problem
-solving
Core agenda items
Agenda Item A
Objective
Agenda Item B
Objective
Agenda Item C
Objective
Additional agenda items added by
team m
embers
Item A
Item B
Next steps
Action A Person responsible
Action B Person responsible
Action C Person responsible
Key info to be comm
unicated to staff/students/fam
ilies/comm
unity
Item A
Person responsible
Item B
Person responsible
Follow-up/new
items for next m
eeting Description
Next meeting date and location
Date/Location
Optim
istic closure (See 3 Signature Practices Playbook for exam
ples)
Activity description or circle question identified
Steps for Developing a Shared Vision for Schoolwide SEL
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 at least one hour to 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 you believe about students/ youth?• Why is it important that you are a part of this community?• What is your dream for our students/ youth?• What does success for students / youth look like?• What do students/ youth and adults need in order to learn and thrive?
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.
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved
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
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved
structures your school already has in place to hear from students, families, and community. Forexample, 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
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved
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
Shar
ed V
isio
n
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.
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.
A sh
ared
visi
on fo
r sch
oolw
ide
SEL
has
not y
et b
een
deve
lope
d.Th
e SE
L te
am c
olla
bora
ted
with
a g
roup
of s
take
hold
ers
who
are
repr
esen
tativ
e of
the
scho
ol c
omm
unity
to d
evel
op
a sh
ared
visi
on fo
r sch
oolw
ide
SEL.
The
sha
red
visi
on h
as b
een
com
mun
icat
ed to
the
entir
e sc
hool
com
mun
ity, in
form
s pl
anni
ng a
nd im
plem
enta
tion,
an
d is
revi
site
d re
gula
rly.
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
.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASEL
) | c
asel
.org
| Al
l Rig
hts
Rese
rved
.
Not
e yo
ur s
choo
l’s p
rogr
ess
and
need
s in
thes
e ar
eas:
24
31
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASEL
) | c
asel
.org
| Al
l Rig
hts
Rese
rved
.
Reso
urce
s
Two-
Way
Com
mun
icat
ion
Plan
ning
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
is b
egin
ning
to
asse
ss n
eeds
and
reso
urce
s.Th
e SE
L te
am h
as a
sses
sed
need
s an
d re
sour
ces
and
deve
lope
d a
one-
year
(at m
inim
um) S
EL
impl
emen
tatio
n pl
an w
ith
S.M
.A.R
.T.I.E
. goa
ls, a
ctio
n st
eps,
and
assi
gned
ow
ners
hip.
Thi
s pl
an is
fully
in
tegr
ated
with
oth
er s
choo
lwid
e pr
iorit
ies
and
plan
s. T
he te
am
revi
ews
thei
r goa
ls an
d th
e pl
an
regu
larly
to m
onito
r im
plem
enta
tion
and
mak
e ne
cess
ary
adju
stm
ents
.
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 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.
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.
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.
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.
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
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:
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. Fo
r mor
e in
form
atio
n, to
ols,
and
reso
urce
s, v
isit
scho
olgu
ide.
case
l.org
.C
opyr
ight
© 2
019
| Col
labo
rativ
e fo
r Aca
dem
ic, S
ocia
l, an
d Em
otio
nal L
earn
ing
(CAS
EL) |
cas
el.o
rg |
All R
ight
s Re
serv
ed.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASEL
) | c
asel
.org
| Al
l Rig
hts
Rese
rved
.
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
opria
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
, and
disc
uss
SEL
com
pete
ncie
s th
roug
h de
velo
pmen
tally
app
ropr
iate
an
d cu
ltura
lly re
spon
sive
inst
ruct
ion.
SE
L in
stru
ctio
n is
prov
ided
by
teac
hers
; is
sequ
ence
d w
ith c
onne
cted
and
co
ordi
nate
d ac
tiviti
es; u
ses
activ
e fo
rms
of le
arni
ng; f
ocus
es o
n de
velo
ping
soc
ial
and
emot
iona
l ski
lls; a
nd e
xplic
itly
targ
ets
spec
ific
SEL
goal
s. SE
L in
stru
ctio
n is
conn
ecte
d to
oth
er o
ppor
tuni
ties
for p
ract
icin
g an
d re
flect
ing
on S
EL
com
pete
ncie
s th
roug
hout
the
day.
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
ropr
iate
and
cu
ltura
lly re
spon
sive
inst
ruct
ion.
SE
L 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; u
ses
activ
e fo
rms
of
lear
ning
; foc
uses
on
deve
lopi
ng
soci
al a
nd e
mot
iona
l ski
lls; a
nd
expl
icitl
y ta
rget
s sp
ecifi
c SE
L go
als.
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:
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASEL
) | c
asel
.org
| Al
l Rig
hts
Rese
rved
.
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
ject
s to
im
prov
e th
eir c
lass
room
s, sc
hool
and
the
broa
der c
omm
unity
.
Stud
ents
do
not y
et h
ave
oppo
rtuni
ties
to ta
ke o
n le
ader
ship
and
dec
ision
-mak
ing
role
s.
Som
e st
uden
ts h
ave
oppo
rtuni
ties
to ta
ke o
n m
ore
tradi
tiona
l le
ader
ship
role
s su
ch a
s st
uden
t co
unci
l, pat
rols
, or l
eadi
ng
mor
ning
ann
ounc
emen
ts.
Stud
ents
are
offe
red
man
y op
portu
nitie
s to
take
on
lead
ersh
ip a
nd d
ecisi
on-m
akin
g ro
les
that
info
rm S
EL in
itiat
ives
, in
stru
ctio
nal p
ract
ices
, and
sc
hool
clim
ate.
Stu
dent
s ha
ve
oppo
rtuni
ties
to le
ad a
ctiv
ities
, so
lutio
ns, a
nd p
roje
cts
to im
prov
e th
eir c
lass
room
s, sc
hool
and
the
broa
der c
omm
unity
.
Stud
ent V
oice
and
Eng
agem
ent
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASEL
) | c
asel
.org
| Al
l Rig
hts
Rese
rved
.
24
31
FOC
US
AREA
3 R
UBR
IC
Prom
ote
SEL
for S
tude
nts
Dis
cipl
ine
Polic
ies
and
Prac
tices
Stud
ent S
uppo
rtA
cont
inuu
m o
f sup
ports
is
parti
ally
in p
lace
. The
SEL
team
is
cons
ider
ing
way
s to
cre
ate
com
mon
lang
uage
and
alig
n st
uden
t sup
ports
with
sch
oolw
ide
SEL
goal
s an
d pr
iorit
ies.
A co
ntin
uum
of s
uppo
rts is
not
ye
t ava
ilabl
e to
stu
dent
s.Th
e sc
hool
pro
vide
s a
cont
inuu
m o
f sup
port
s th
at m
eet t
he a
cade
mic
, soc
ial, e
mot
iona
l, an
d be
havi
oral
nee
ds o
f all
stud
ents
. The
SE
L te
am h
as c
reat
ed c
omm
on la
ngua
ge
and
alig
ned
all s
tude
nt s
uppo
rts a
nd re
late
d pr
ogra
ms
and
initi
ativ
es w
ith s
choo
lwid
e SE
L go
als
and
prio
ritie
s. Ea
ch y
ear,
the
SEL
team
take
s st
ock
of a
ll su
ppor
ts a
nd is
st
rate
gic
abou
t how
to im
prov
e in
tegr
atio
n in
th
e co
min
g ye
ar.
The
scho
ol p
rovi
des
a co
ntin
uum
of
sup
port
s to
mee
t the
aca
dem
ic,
soci
al, e
mot
iona
l, and
beh
avio
ral
need
s of
all
stud
ents
. The
SEL
te
am is
taki
ng s
teps
to c
reat
e co
mm
on la
ngua
ge a
nd a
lign
all
stud
ent s
uppo
rts
and
rela
ted
prog
ram
s an
d an
d in
itiat
ives
w
ith s
choo
lwid
e SE
L go
als
and
prio
ritie
s.
Disc
iplin
e po
licie
s an
d pr
actic
es
are
bein
g re
view
ed fo
r the
ir al
ignm
ent w
ith S
EL. D
ata
have
be
en re
view
ed to
det
erm
ine
if po
licie
s an
d pr
actic
es h
ave
been
ap
plie
d eq
uita
bly.
Disc
iplin
e po
licie
s an
d pr
actic
es
have
not
yet
bee
n re
view
ed to
de
term
ine
how
wel
l the
y al
ign
with
SEL
.
Disc
iplin
e po
licie
s an
d pr
actic
es p
rom
ote
SEL,
in
clud
ing
prov
idin
g op
portu
nitie
s fo
r stu
dent
s to
refle
ct, p
robl
em s
olve
, and
bui
ld p
ositi
ve
rela
tions
hips
. The
se p
olic
ies
and
prac
tices
ta
ke in
to a
ccou
nt s
tude
nts’
deve
lopm
enta
l st
ages
, cul
tura
l bac
kgro
unds
, and
indi
vidu
al
diffe
renc
es. D
ata
dem
onst
rate
s th
at th
ese
prac
tices
are
use
d co
nsist
ently
and
equ
itabl
y in
the
clas
sroo
m a
nd th
roug
hout
the
scho
ol.
The
scho
ol h
as id
entif
ied
disc
iplin
e po
licie
s an
d pr
actic
es
that
sup
port
SEL
and
are
rest
orat
ive,
inst
ruct
ive,
and
de
velo
pmen
tally
app
ropr
iate
. D
ata
are
revi
ewed
freq
uent
ly to
de
term
ine
if po
licie
s an
d pr
actic
es
have
bee
n ap
plie
d eq
uita
bly.
Scho
ol s
taff
prov
ide
upda
tes
to
fam
ilies
abou
t the
sch
ool’s
effo
rts
to p
rom
ote
SEL
for s
tude
nts.
Scho
ol s
taff
do n
ot y
et
com
mun
icat
e w
ith fa
milie
s ab
out
SEL.
Scho
ol s
taff
have
mul
tiple
ave
nues
for
ongo
ing
two-
way
com
mun
icat
ion
with
fa
milie
s, in
vitin
g fa
milie
s to
und
erst
and,
ex
perie
nce,
info
rm, a
nd s
uppo
rt th
e so
cial
an
d em
otio
nal d
evel
opm
ent o
f the
ir st
uden
ts in
par
tner
ship
with
the
scho
ol. T
his
partn
ersh
ip in
clud
es fa
mily
par
ticip
atio
n on
th
e SE
L te
am a
nd m
eani
ngfu
l opp
ortu
nitie
s to
lear
n m
ore
abou
t and
con
tribu
te to
SEL
in
the
scho
ol.
Scho
ol s
taff
regu
larly
co
mm
unic
ates
with
and
invi
tes
feed
back
from
fam
ilies
abou
t th
e sc
hool
’s eff
orts
to p
rom
ote
stud
ents
’ SEL
.
Fam
ily P
artn
ersh
ips
Com
mun
ity P
artn
ersh
ips
The
scho
ol h
as d
evel
oped
co
mm
unity
par
tner
ship
s th
at
supp
ort s
choo
lwid
e SE
L.
Com
mun
ity p
artn
ers
and
scho
ols
have
beg
un to
bec
ome
fam
iliar
with
one
ano
ther
’s ap
proa
ch to
SE
L.
The
scho
ol h
as n
ot y
et d
evel
oped
co
mm
unity
par
tner
ship
s to
su
ppor
t sch
oolw
ide
SEL.
The
scho
ol h
as d
evel
oped
stra
tegi
c an
d al
igne
d co
mm
unity
par
tner
ship
s to
sup
port
scho
olw
ide
SEL.
The
sch
ool a
nd c
omm
unity
pa
rtner
s ar
e fa
milia
r with
one
ano
ther
’s ap
proa
ch to
SEL
and
hav
e w
orke
d to
alig
n an
d in
tegr
ate
supp
orts
whe
re p
ossi
ble.
Th
ese
partn
ersh
ips
lead
to in
crea
sed
stud
ent a
nd fa
mily
acc
ess
to a
bro
ad ra
nge
of c
omm
unity
ser
vice
s an
d ex
pand
the
prof
essi
onal
lear
ning
opp
ortu
nitie
s fo
r SEL
.
The
scho
ol h
as d
evel
oped
co
mm
unity
par
tner
ship
s th
at
supp
ort s
choo
lwid
e SE
L.
Com
mun
ity p
artn
ers
and
scho
ols
are
fam
iliar w
ith o
ne a
noth
er’s
appr
oach
to S
EL a
nd a
re w
orki
ng
to a
lign
prio
ritie
s, la
ngua
ge, a
nd
prac
tices
acr
oss
setti
ngs.
Not
e yo
ur s
choo
l’s p
rogr
ess
and
need
s in
thes
e ar
eas:
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASEL
) | c
asel
.org
| Al
l Rig
hts
Rese
rved
.
24
31
Not
e yo
ur s
choo
l’s p
rogr
ess
and
need
s in
thes
e ar
eas:
Reso
urce
s to
Driv
e H
igh
Qua
lity
Con
tinuo
us Im
prov
emen
t
Syst
ems
to P
rom
ote
Con
tinuo
us Im
prov
emen
tPrac
tice
Con
tinuo
us Im
prov
emen
tFO
CU
S AR
EA 4
RU
BRIC
The
SEL
team
has
beg
un to
us
e so
me
impl
emen
tatio
n an
d di
sagg
rega
ted
outc
ome
data
to
track
pro
gres
s to
war
d SE
L go
als
and
mon
itor o
utco
mes
. Sta
ff ar
e de
velo
ping
the
skills
nec
essa
ry
to e
ngag
e in
cyc
les
of c
ontin
uous
im
prov
emen
t.
The
SEL
team
doe
s no
t yet
us
e im
plem
enta
tion
data
and
di
sagg
rega
ted
outc
ome
data
to
track
pro
gres
s to
war
d SE
L go
als
and
mon
itor o
utco
mes
. Sta
ff do
no
t yet
hav
e th
e tim
e an
d sk
ills
nece
ssar
y to
eng
age
in c
ycle
s of
co
ntin
uous
impr
ovem
ent.
The
SEL
team
use
s a
full
rang
e of
impl
emen
tatio
n da
ta a
nd
disa
ggre
gate
d ou
tcom
e da
ta to
tra
ck p
rogr
ess
tow
ard
SEL
goal
s an
d m
onito
r out
com
es. S
taff
are
high
ly-s
kille
d at
dat
a re
flect
ion
and
plan
ning
, and
hav
e de
dica
ted
time
and
reso
urce
s to
eng
age
mea
ning
fully
in re
gula
r cyc
les
of
cont
inuo
us im
prov
emen
t.
The
SEL
team
use
s a
full
rang
e of
impl
emen
tatio
n an
d di
sagg
rega
ted
outc
ome
data
to
track
pro
gres
s to
war
d SE
L go
als
and
mon
itor o
utco
mes
. Sta
ff ha
ve
the
time
and
skills
nec
essa
ry to
en
gage
in c
ycle
s of
con
tinuo
us
impr
ovem
ent.
The
SEL
team
is in
the
early
st
ages
of i
dent
ifyin
g a
stru
ctur
ed
and
ongo
ing
proc
ess
to c
olle
ct,
refle
ct o
n, a
nd u
se d
ata
to in
form
sc
hool
-leve
l dec
ision
s.
The
SEL
team
has
not
yet
id
entif
ied
a st
ruct
ured
and
on
goin
g pr
oces
s to
col
lect
, re
flect
on,
and
use
dat
a to
in
form
sch
ool-l
evel
dec
ision
s.
The
SEL
team
use
s a
stru
ctur
ed,
ongo
ing
proc
ess
to c
olle
ct, r
efle
ct
on, a
nd u
se im
plem
enta
tion
and
outc
ome
data
to in
form
sch
ool-
leve
l dec
ision
s du
ring
each
m
eetin
g. T
he te
am is
em
pow
ered
to
lead
sta
ff in
this
proc
ess
by
regu
larly
(at l
east
qua
rterly
) co
mm
unic
atin
g th
eir f
indi
ngs
and
crea
ting
oppo
rtuni
ties
to u
se d
ata
to d
rive
cont
inuo
us im
prov
emen
t at
the
scho
ol, c
lass
room
, fam
ily,
and
com
mun
ity le
vel.
The
SEL
team
has
a s
truct
ured
, on
goin
g pr
oces
s to
col
lect
, ref
lect
on
, and
use
dat
a to
info
rm s
choo
l-le
vel d
ecisi
ons.
This
proc
ess
is us
ed a
t stra
tegi
c tim
es (e
.g.,
the
begi
nnin
g an
d en
d of
eac
h ye
ar),
but d
oes
not y
et h
appe
n co
nsist
ently
at e
ach
team
m
eetin
g. T
he te
am c
omm
unic
ates
w
ith a
nd in
clud
es s
taff
in th
is pr
oces
s on
an
annu
al b
asis
.
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Rubric Meeting Template Time needed: 60 minutes
This tool is intended to guide teams through a process for completing the Schoolwide SEL Implementation Rubric.
WHY complete the rubric? The rubric can help SEL teams determine where the school is in terms of implementation and identify next steps. HOW does it work? At the beginning of the scoring process, each person on the SEL team completes the rubric individually. The team then assigns a group score to each item using a consensus-building process that encourages equity of voice. Using the Three Signature SEL Practices* ensures that the process itself builds the SEL team’s capacity to lead this work. WHAT is the result? Completing the rubric will help highlight areas of strength and opportunities for growth. These insights will help schools create a customized implementation plan for schoolwide SEL.
Before the meeting: ! Read through sample meeting agenda below to plan your own meeting. If you have a large team (10–15 people)
plan for 90 minutes for consensus-building and team discussions. ! Print a copy of the rubric for each member of the SEL team (“Print” is at top right of opening page of rubric) or have
each person bring a laptop to view the rubric online. ! Create one school account to enter rubric scores by clicking the “Log-in” button in the top right-hand corner of any
School Guide page. ! Become familiar with the options for voting and consensus building and be ready to use them with the group (see
below for recommendations). The team can use its own voting and consensus process even if it is not one of the options.
Sample Meeting Agenda Time Activity
10 minutes
*Welcoming Activity and Overview of Agenda
1. Welcoming Activity (3 minutes)What's New? (page 18)* This activity ensures equity of voice, allows participants to choosewhat to share according to their personal comfort level, and transitions people from busydays into a shared meeting space.
2. Share the Purpose of Meeting (2 minutes)The facilitator gives an overview of the purpose for the meeting and answers any questions(adjust for extra time):
● Collaboratively complete the Schoolwide SEL Implementation Rubric to determine where theschool is in terms of implementation and identify next steps.
3. Assign Roles and Responsibilities (1 minute): Facilitator: Keeps the group on track and models social and emotional competencies.
Time Keeper: Monitors time for group. Recorder: Enters scores into the rubric (must set up an account with password). Process Observer: Helps the group keep its norms.
4. Set Norms or Agreements for Team (4 minutes):The process observer guides the norming process. Teams can either use existing norms oruse the CARE norms (below): The facilitator asks each person to share aloud a norm and
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
one behavior that would indicate that the norm is being practiced in the group today: 1. Contribute productively.2. Be aware of and respect diversity.3. Recognize leadership in self and others.4. Empathize with colleagues.
15 minutes
Individual Scoring Each team member quickly completes a printed version of the rubric on their own silently, without discussion; noting any evidence that they could use to support their score. If they don’t know the information or have questions, they can skip the item. If they are viewing online, they can set up their own scoring sheet to record their individual scores before the team decides on a single school score. ITEM MY SCORE
#1 3 #2 4
5 minutes
How to Score as a Team and Reach Consensus The Facilitator Gives Overview of Scoring Process (5 minutes) Each person take turns sharing their score for each item, one item at a time. For some items, team members’ scores will differ and will require discussion to come to consensus. We will choose a decision-making process when the scores differ. Keep in mind that not all items are of equal importance to our school. We will allocate our discussion time to the items that are most important to our school.
Suggested decision-making processes: ! Items where there is a one point difference between individual scores (e.g., 4’s
and 3’s): The team can average the scores to reach a final score or go with asimple majority. One point differences are to be expected with many items.Remember this is just a score for the team’s use – it is not evaluative.
! Items that are important and where there is more than a one point differencebetween individual scores (e.g. 4’s and 2’s): The team engages in a shortconsensus protocol such as the Fist to Five or Vote with Thumbs (Plan on 2-5minutes per item). The goal is to get to a “3,” or a Sideways Thumb, or “Can livewith it,” not for a unanimous agreement. Listen to the evidence that people share. Ifconsensus cannot be reached within the time limit (5 minutes), then the item istabled for further discussion by the team and no score is given at this time.
25 minutes
Scoring and Recording Team Scoring: Each person will share aloud their score for an item while the team listens. When all the scores for an item have been read aloud the team decides which scoring process to use:
! Unanimous = Enter score! 1-Point Difference = Enter majority score or average scores! More than 1-Point Difference = Consensus process to reach a Team Score
The recorder enters the Team’s score for each item into the school’s online rubric.
! The recorder SAVES the results even if rubric is incomplete (otherwise data may be lost).! The rubric summary will be generated once all the items have been scored.
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
This activity connects to the purpose of this meeting and the future work of the team. Each person speaks and is heard by at least one other team member.
Optional Prompts for a Think, Pair, Share 1. How has your understanding of SEL changed?2. What is one conversation that you want to continue outside this meeting?3. What is one “wondering” that you want more time to think about alone and with others?4. How has this process impacted your SEL work?
Think-Pair-Share. This involves a three-step cooperative structure. During the first step, participants think silently about a question. Individuals then pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs or the entire group.
*See the Three Signature SEL Practices Playbook for more examples of optimistic closure activities.
*Optimistic Closure
5 minutes
* adapted from: The Management Center – learn more at managementcenter.org
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Developing Goals for Schoolwide SEL
The purpose of this tool is to help the SEL team develop and document goals for schoolwide SEL implementation and outcomes.
How to Use this Tool
This tool presents the “SMARTIE” goal-setting process and includes a template that can be used to document goals. It is designed to be used in conjunction with the school’s vision statement to prioritize clear, motivating goals for SEL.
After defining the school’s SEL goals using the reflection questions in this tool, the SEL team can get input from the rest of the school community to refine and finalize the goals.
SMARTIE goals are a useful link between a needs and resources assessment and an action plan. We recommend integrating the school’s SEL goals with other school priorities and improvement plans.
SMARTIE Goals for SEL*
Answers to these questions will help to ensure that goals are SMARTIE:
• Specific:
Does each goal clearly state what is to be accomplished? Where appropriate, does it specify where and by whom activities should be carried out?
• Measurable:
Does each goal refer to a measurable outcome? Does it set a standard that will allow the team to know whether or not the goal has been met?
• Attainable/Ambitious:
Does the goal seem reachable given where things are now? At the same time, is it challenging enough that success would mean significant progress for the school?
• Relevant:
Will attaining this goal make a difference in the quality of students’ lives? Is the goal aligned with other school improvement goals?
• Time-bound:
Has a timeframe been established for achieving the goal? Have shorter-term benchmarks been set so progress can be monitored along the way?
• Inclusive:
Does this goal invite traditionally excluded or marginalized individuals to make decisions and contribute in a way that shares power?
• Equitable:
Does this goal include an element of fairness or justice that seeks to address systemic injustice, inequity, or oppression?
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Reflection Questions for Setting SMARTIE Goals
• What would your school like to see change as a result of SEL implementation?o How will SEL enhance students’ social and emotional skills, competencies, and mindsets?o How will it enhance academic performance?o How will it positively impact school climate?o How will it lead to more equitable outcomes?o How will it impact teacher effectiveness?o How will it strengthen partnerships between the school and families?o Will it decrease undesirable outcomes, such as suspension or dropout rates?
• Who is supposed to change as a result of SEL?o Are changes expected for students?o Are changes expected for other members of the school community? Teachers? School
administration? Families? Community members?
• How much change is expected?o What magnitude of change would indicate that a difference is being made?
• When will the change occur?o How long would the desired changes take (e.g., six months, one year)?o By what specific date would the change be projected to happen?
• How will the changes be measured?o What are any existing measures (e.g., surveys, administrative data) that can aid in
measuring change?o What would signify that “change happened” (e.g., integrating SEL into daily functioning of
the school, teachers using an evidence-based SEL program, staff interacting more positivelywith each other, stronger relationships between students and staff)?
Examples of SMARTIE Goals for Schoolwide SEL Implementation:
Goal for Building an SEL Team
What will change? (specific)
Our school will have an SEL team that meets regularly to drive the work of our SEL action plan.
For whom? (specific) School administrators and staff By how much?
(specific, measurable, attainable/ambitious)
The SEL team will meet every three weeks throughout the school year and will consist of six or more members including an administrator, and each meeting will end with clear action steps to be completed between meetings. This would represent a significant improvement from previous teams that met irregularly with poor participation, and will require intentional recruitment and culture-building within the team.
When will the change occur? (specific,
measurable, relevant, time-bound)
Recruitment of the team will occur throughout September. Regular meetings will begin in October and continue through June, to be scheduled on days/times that the team selects together in October.
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
How will it be measured? (specific,
measurable)
Each SEL team meeting will be documented within an agenda/note-taking template that includes the date, members present, agenda items and next steps. This will provide data showing whether we met our goal.
How will the process or outcomes address
equity and inclusiveness?
(inclusive, equitable)
The six+ member team will include an administrator, a counselor, two or more teachers representing different grade bands and at least one special education teacher, one or more non-instructional staff members, and a designated school-family liaison. This liaison will lay the groundwork to include family representatives on the team the following year. In the past, our teams have often excluded the voices of special education teachers, non-instructional staff, and students’ families.
Example of a metric that incorporates all of the SMARTIE criteria: We will recruit a six+ member SEL team with representatives from core stakeholder groups by September 30. The full team (at least six members present) will meet every three weeks between October 1 and June 15, and maintain a record of meetings and action steps.
Goal for Supportive Classroom Environment
What will change? (specific)
Classroom environments throughout the school will be characterized by inclusive, relationship-centered, and culturally responsive practices.
For whom? (specific) Teachers and students
By how much? (specific, measurable,
realistic)
Positive climate survey responses from students and their families will increase by 20%. Classrooms previously in the top quartile for office disciplinary referrals will have increased support to improve the classroom environment in order to reduce referral rate by 30%.
When will the change occur? (specific,
measurable, realistic, time-bound)
Over the course of one school year.
How will it be measured? (specific,
measurable)
Climate survey will be completed by students and families in May and will be compared to results from May of last year; responses will be disaggregated to examine differences among demographic groups. Closer support will be targeted to teachers who were in top quartile for ODRs using data from previous two school years, and their ODR rates will be monitored monthly and compared to previous YTD data for their classroom.
How will the process or outcomes address
equity and inclusiveness?
(inclusive, equitable)
The use of culturally responsive, community-building SEL practices will improve relationships and school connectedness for all students and their families. In some classrooms, we also expect that it will reduce the use of exclusionary discipline, keeping students engaged in classrooms and boosting success. African-American male students are disproportionally referred to the office, so our focus on supporting teachers who most frequently use ODRs should result in more equitable outcomes for this population.
Example of a metric that incorporates all of the SMARTIE criteria: The results of the school climate survey in May will demonstrate a 20% increase in positive responses from students and families, and increase will occur among all identified demographic groups. By end of year, teachers who have received targeted classroom environment support will reduce ODRs by 30% compared to last year.
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Goal for Evidence-Based SEL Programs and Practices
What will change? (specific)
Our school will adopt an evidence-based SEL program and all staff will implement the program within the next three years.
For whom? (specific) All staff that work directly with students, including staff who supervise students outside of classrooms.
By how much? (specific, measurable,
realistic)
All staff will use core program practices and language to a degree that students will be able to recognize and explain how they apply the five SEL competencies in different settings.
When will the change occur? (specific,
measurable, realistic, time sensitive)
The SEL team will narrow a list of programs to present to school community by Thanksgiving break. One to two programs will be selected to be piloted by one to two teachers in each grade band by the end of February. Program selection will be finalized and schoolwide professional learning will occur in fall of next school year and implementation will be monitored quarterly and targeted support will be provided to result in full implementation by all staff within two school years (not including selection/pilot year).
How will it be measured? (specific,
measurable)
Implementation monitoring tools from program provider (observation and self-report), a focus group tool to be designed by the SEL team and administered in grade-level team meetings, meetings for non-instructors, and with randomly selected students from each classroom. Focus groups will be conducted in May. Data from other monitoring tools will be reviewed by the SEL team once per quarter.
How will the process or outcomes address
equity and inclusiveness?
(inclusive, equitable)
Our selection process will gather input from the full school community --- options will be presented to all staff teams and will be prominent and available for review at all family events. The pilot process will allow us to gather student feedback from each grade band which will help us select the program that is the best fit for our school community. Student feedback will be disaggregated by subgroup to ensure that the selected program is a strong fit for all students.
Example of a metric that incorporates all of the SMARTIE criteria: By the end of school year 2021-22, all school staff will apply core practices and language from an evidence-based SEL program, which will be selected over the course of the present school year using input from staff, families, and students in pilot classrooms.
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
SMARTIE Goals for Schoolwide SEL Implementation
Goal Category:
Goal Statement: What will change?
For whom?
By how much?
When will the change occur?
How will it be measured?
How will the process or outcomes address equity and inclusiveness?
How will this goal be achieved?
Goal Category:
Goal Statement: What will change?
For whom?
By how much?
When will the change occur?
How will it be measured?
How will the process or outcomes address equity and inclusiveness?
How will this goal be achieved?
Goal Category:
Goal Statement: What will change?
For whom?
By how much?
When will the change occur?
How will it be measured?
How will the process or outcomes address equity and inclusiveness?
How will this goal be achieved?
Strengthen Adult SEL Competencies and Capacity
Focus Area 2 will help the SEL team prepare professional learning to strengthen adult SEL and cultural competence, foster skills for promoting and modeling SEL, and develop structures to increase staff collaboration and community-building.
Schools are more effective at teaching and reinforcing SEL for students when they also cultivate SEL competencies in adults. As part of schoolwide SEL implementation, it is important to nurture a work environment in which staff feel supported and have opportunities to build relational trust, collaborate effectively, and sharpen their own skills.
Use these tools to help staff reflect on their social and emotional competencies, prepare to work collaboratively to realize the school’s SEL vision, and model social and emotional skills in their interactions with students. Learn more about this component of schoolwide SEL at schoolguide.casel.org/focus-area-2/.
IMPLEMENT
FOCUS AREA 2
ESSENTIAL TOOLS from FOCUS AREA 2
Personal Assessment and Reflection - SEL Competencies for School Leaders, Staff, and Adults - provides a framework and process for staff reflect on their own social and emotional growth.
36
Creating Staff Shared Agreements - outlines a step-by-step process for co-creating a set of agreements to describe how all staff will contribute to the realization of the school’s shared vision for SEL and maintain a supportive work environment.
40
Modeling SEL for Students - provides examples of how adults can model social-emotional competencies while simultaneously influencing the learning climate.
42
ADDITIONAL RESOURCES AVAILABLE at SCHOOLGUIDE.CASEL.ORG ● More ready-to-use activities for staff professional learning, collaboration, and
modeling of SEL● The 3 Signature SEL Practices Playbook to integrate SEL practices into any
meeting● Guidance for using grade level meetings to support staff collaboration and
implementation
Pers
onal
Ass
essm
ent a
nd R
efle
ctio
n—SE
L Co
mpe
tenc
ies
for S
choo
l Lea
ders
, Sta
ff, a
nd A
dults
This
tool
was
des
igne
d fo
r se
lf-re
flect
ion.
It s
houl
d no
t be
used
to e
valu
ate
perfo
rman
ce. P
rinci
pals
, adm
inis
trato
rs, S
EL te
am m
embe
rs, a
nd
staf
f mem
bers
can
use
it to
ass
ess
thei
r per
sona
l stre
ngth
s an
d th
ink
abou
t how
they
can
mod
el th
ose
stre
ngth
s w
hen
inte
ract
ing
with
oth
ers.
Th
e to
ol a
lso
offe
rs p
rom
pts
that
enc
oura
ge th
inki
ng a
bout
stra
tegi
es to
pro
mot
e gr
owth
acr
oss
area
s of
soc
ial c
ompe
tenc
e.
Insi
ghts
gai
ned
from
this
per
sona
l ref
lect
ion
tool
can
be
effe
ctiv
ely
used
dur
ing
SEL
prof
essi
onal
lear
ning
. Afte
r ind
ivid
uals
priv
atel
y co
mpl
ete
the
tool
, the
y ca
n di
scus
s ge
nera
l the
mes
and
exa
mpl
es o
f stre
ngth
s an
d ch
alle
nges
with
par
tner
s or
in s
mal
l gro
ups.
Dur
ing
regu
lar s
taff
mee
tings
, st
aff c
an re
visi
t per
sona
l goa
ls to
mar
k pr
ogre
ss a
nd u
pdat
e.
Her
e’s
how
to u
se th
is to
ol:
1.R
ead
each
sta
tem
ent a
nd th
ink
of re
late
d sp
ecifi
c si
tuat
ions
, the
n ra
te y
ours
elf o
n th
e st
atem
ent b
y m
arki
ng th
e ap
prop
riate
box
(rar
ely,
som
etim
es, o
ften)
. If a
sta
tem
ent d
oes
not a
pply
to y
ou, d
raw
a li
ne th
roug
h th
e ra
ting
box.
2.W
hen
you
finis
h, s
earc
h fo
r pat
tern
s of
stre
ngth
s an
d ch
alle
nges
to g
uide
you
r per
sona
l soc
ial-e
mot
iona
l gro
wth
pro
cess
. Thi
s in
form
atio
n is
for y
ou, s
o an
swer
acc
urat
ely
with
out j
udgi
ng re
spon
ses
as “g
ood”
or “
not a
s go
od.”
3.Af
ter c
ompl
etin
g th
e re
flect
ion,
take
act
ion
in li
ght o
f wha
t you
lear
ned.
a.R
efle
ct u
pon
the
resu
lts to
dra
w c
oncl
usio
ns a
bout
you
r pro
gres
s.i.
If yo
u co
nsid
er th
at s
tate
men
ts m
arke
d as
“ofte
n” c
ould
be
indi
cato
rs o
f per
sona
l stre
ngth
s:1.
How
do
thes
e st
reng
ths
affe
ct y
our i
nter
actio
ns w
ith s
tude
nts
and
peer
s?2.
Wha
t com
pete
ncie
s do
you
r stre
ngth
s re
late
to?
3.W
hich
of y
our s
treng
ths
do y
ou b
elie
ve w
ill he
lp y
ou g
uide
sch
oolw
ide
SEL?
4.W
hich
are
you
mos
t pro
ud o
f?ii.
If yo
u co
nsid
er th
at s
tate
men
ts m
arke
d as
“rar
ely”
cou
ld b
e co
nsid
ered
as
curre
nt c
halle
nges
:1.
How
mig
ht e
nhan
cing
this
are
a be
nefit
you
r int
erac
tions
with
stu
dent
s an
d/or
pee
rs?
2.To
whi
ch c
ompe
tenc
y or
com
pete
ncie
s do
you
r cha
lleng
es re
late
?3.
Sele
ct o
ne o
r tw
o ar
eas
you
belie
ve w
ould
hel
p yo
u pr
omot
e sc
hool
wid
e SE
L.4.
Dev
elop
a s
trate
gy to
rem
ind
your
self
to p
ract
ice
this
new
beh
avio
r, or
brin
g it
up a
s so
met
hing
to w
ork
on w
ith a
men
tor o
r a c
oach
.iii.
Whe
n lo
okin
g at
you
r res
pons
es, w
ere
ther
e th
ings
that
sur
pris
ed y
ou?
Wer
e th
ere
thin
gs th
at c
onfir
med
wha
t you
alre
ady
knew
abo
ut y
ours
elf?
b.Li
st w
ays
you
can
mod
el y
our s
treng
ths
for o
ther
s an
d em
bed
them
thro
ugho
ut th
e sc
hool
day
.c.
List
way
s yo
u ca
n im
prov
e on
any
cha
lleng
es y
ou c
urre
ntly
face
.
Self-Awareness
Rarely Som
e-tim
es O
ften
EMO
TIONAL
SELF-AWARENESS
I am able to identify, recognize, and nam
e my em
otions in the mom
ent.
I recognize the relationship between my feelings and m
y reactions to people and situations.
ACCURATE
SELF-PERCEPTION
I know and am realistic about m
y strengths and limitations.
I encourage others to tell me how m
y actions have affected them.
I know how my own needs, biases, and values affect the decisions I m
ake.
SELF-CONFIDENCE
I believe I have what it takes to influence my own destiny and lead others effectively.
I feel confident that I can handle whatever comes along with calm
self-assurance and a relaxed presence.
OPTIM
ISM
I believe that most experiences help m
e learn and grow.
I can see the positive even in negative situations.
Self-Managem
ent Rarely
Some-
times
Often
SELF-CONTRO
L I find ways to m
anage my em
otions and channel them in useful ways without harm
ing anyone.
I stay calm, clear-headed, and unflappable under high stress and during a crisis.
SETTING AND
ACHIEVING G
OALS
I have high personal standards that motivate m
e to seek performance im
provements for m
yself and those I lead.
I am pragm
atic, setting measurable, challenging, and attainable goals.
ADAPTABILITY I accept new challenges and adjust to change.
I modify m
y thinking in the face of new information and realities.
ORG
ANIZATIONAL
SKILLS I can juggle m
ultiple demands without losing focus or energy.
I balance my work life with personal renewal tim
e.
Soci
al A
war
enes
s Ra
rely
So
me-
times
O
ften
EMPA
THY
I list
en a
ctive
ly an
d ca
n gr
asp
anot
her p
erso
n’s
pers
pect
ive a
nd fe
elin
gs fr
om b
oth
verb
al a
nd n
onve
rbal
cue
s.
RESP
ECT
FOR
OTH
ERS
I bel
ieve
that
, in
gene
ral,
peop
le a
re d
oing
thei
r bes
t, an
d I e
xpec
t the
bes
t of t
hem
.
APPR
ECIA
TIO
N O
F DI
VERS
ITY
I app
recia
te a
nd g
et a
long
with
peo
ple
of d
ivers
e ba
ckgr
ound
s an
d cu
lture
s in
my
scho
ol c
omm
unity
and
utili
ze
inclu
siona
ry p
ract
ices
to e
nsur
e al
l voi
ces
are
repr
esen
ted.
ORG
ANIZ
ATIO
NAL
AWAR
ENES
S I a
m a
stut
e in
org
aniza
tiona
l situ
atio
ns a
nd a
m a
ble
to id
entif
y cr
ucia
l soc
ial n
etwo
rks.
I und
erst
and
the
orga
niza
tiona
l for
ces
at w
ork,
gui
ding
val
ues,
and
uns
poke
n ru
les
that
ope
rate
am
ong
peop
le.
Rela
tions
hip
Skill
s Ra
rely
So
me-
times
O
ften
COM
MUN
ICAT
ION
I fos
ter a
n em
otio
nally
nur
turin
g an
d sa
fe e
nviro
nmen
t for
sta
ff, s
tude
nts,
fam
ilies,
and
com
mun
ity m
embe
rs.
I am
ope
n an
d au
then
tic w
ith o
ther
s ab
out m
y va
lues
and
bel
iefs
, goa
ls, a
nd g
uidi
ng p
rincip
les.
I com
mun
icate
with
and
enc
oura
ge in
tera
ctio
n wi
th s
taff,
stu
dent
s, p
aren
ts, c
areg
ivers
, and
com
mun
ity m
embe
rs.
I can
arti
cula
te id
eas
that
are
impo
rtant
to m
e in
way
s th
at m
otiva
te o
ther
s to
bec
ome
invo
lved.
BUIL
DING
RE
LATI
ONS
HIPS
I h
ave
a ge
nuin
e in
tere
st in
cul
tivat
ing
peop
le’s
grow
th a
nd d
evel
opin
g th
eir S
EL s
kills
I am
abl
e to
ope
nly
adm
it m
y m
istak
es a
nd s
hortc
omin
gs to
mys
elf a
nd o
ther
s.
I try
to u
nder
stan
d th
e pe
rspe
ctive
and
exp
erie
nces
of o
ther
s be
fore
I of
fer s
ugge
stio
ns.
I give
tim
ely
and
cons
truct
ive fe
edba
ck a
s a
coac
h an
d m
ento
r.
CONF
LICT
M
ANAG
EMEN
T I a
m c
omfo
rtabl
e de
alin
g wi
th c
onflic
t, lis
teni
ng to
feel
ings
from
all p
artie
s an
d he
lpin
g th
em u
nder
stan
d di
ffere
nt
pers
pect
ives.
I am
abl
e to
gui
de c
onflic
ting
parti
es to
find
a c
omm
on s
olut
ion.
TEAM
WO
RK A
ND
COLL
ABO
RATI
ON
I am
goo
d at
team
work
and
col
labo
ratio
n an
d ge
nera
te a
col
legi
al a
tmos
pher
e th
at in
spire
s us
all.
I bui
ld re
latio
nshi
ps w
ith m
embe
rs o
f dive
rse
grou
ps.
I inv
olve
key
sta
keho
lder
s in
impo
rtant
dec
ision
-mak
ing
task
s to
ens
ure
we a
re m
akin
g wi
se c
hoice
s.
I embody team
work in my leadership style and personal behaviors as a role m
odel to staff, students, and the school com
munity.
Responsible Decision-Making
Rarely Som
e-tim
es O
ften
PROBLEM
IDENTIFICATIO
N AND SITUATIO
N ANALYSIS
I am able to define the core of the problem
and differentiate it from solution options.
I recognize the need for change, to challenge the status quo, and to encourage new thinking in my school.
I conduct a needs analysis and involve the staff to identify problems before starting a new initiative.
PROBLEM
-SOLVING
I involve others to generate m
ultiple solutions and predict the outcome (of each solution) for key problem
s.
I find practical and respectful ways to overcome barriers, even when it com
es to making decisions that m
ay not be popular.
EVALUATION &
REFLECTION
I use more than one m
easure to assess progress toward social, emotional, and academ
ic goals.
I provide opportunities for self-reflection and group reflection on progress toward goals and the process used.
PERSONAL, M
ORAL,
& ETHICAL RESPO
NSIBILITY
I treat other people in the way I would want to be treated.
I encourage comm
unity service activities for students, staff, and the comm
unity
* Modeling SEL for Students is a good resource to dive deeper on this question.For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Creating Staff Shared Agreements
Developing shared agreements among staff is an important step between establishing a shared vision and defining specific schoolwide norms and routines to promote SEL. A shared vision is a statement of the school community’s hopes for what students will experience at school. Shared agreements describe how all staff will contribute to the realization of this vision and maintain a work environment that enables everyone to stay committed. The co-creation of staff shared agreements also serves as a model for teachers as they prepare to facilitate a similar process with their students. Finally, it helps all staff envision how they will model social and emotional competence throughout the year.
1. During an all-staff meeting, present the shared vision that was previously developed. If possible, includeout-of-school time staff and other partners in this meeting. If not, gather input from them in a parallel,separate process.
2. Ask staff to describe what they would see, hear, and feel as theshared vision becomes reality. Organize responses in a Y-chart. Toencourage responses from all staff, give time for staff to think and writebefore sharing and consider using a talking circle, collecting sticky notes,or breaking into smaller groups for this step.
3. Once staff have arrived at a shared understanding of how the school’svision looks in action, work as a group to define how all staffcontribute to realizing the vision. Set up chart paper around themeeting space with prompts on each. Provide each participant with amarker to write responses, put a check mark next to responses theyagree with, and respond to the responses of others. For this “chalk talk”,participants should move around the room silently and at their own pace,with enough time to visit and revisit each prompt. If you have a largegroup, use multiple pieces of paper for each prompt to avoid crowding.
Suggested prompts: • What kind of work environment will help us stay committed to our vision?• What mindsets, skills, and SEL competencies will we need to embody to move forward toward our vision? *• How will we move toward our vision through the way we communicate and interact with students?• How will we move toward our vision through the way we communicate/interact with families?• How will we move toward our vision through the way we communicate/interact with each other?• How will we hold each other accountable to our agreements?
4. After all staff have spent time with each prompt, ask them to choose a poster that feels most powerful tothem, and work with others who chose the same poster to distill written comments down to a few coreaction-oriented statements. Ask each group to record these on paper or type and send them to thefacilitator who will organize them into a central document to be shared with everyone or projected in the room.
5. As a group or later as an SEL leadership team, combine similar statements and revise to reduce to 3-7broader agreements that encompass all input. Share these statements back with all participants (andremember to include out-of-school time staff and other partners). Invite further input by providing a windowof time for staff to think about and respond to this list of agreements by using an exit slip, an anonymoussurvey, or reconnecting later with smaller, more focused groups such as grade-level teams. By taking time toinclude everyone at this stage, shared agreements become more meaningful and a better standard foraccountability when the school year is underway.
6. Finalize the staff shared agreements and share these with staff and volunteers as well as studentsand their families. Post agreements in common spaces and keep them relevant throughout the year byreferring to them in staff meetings, including them as part of agendas, and leveraging them duringconversations between staff and administrators.
As our vision becomes reality, what should we…
HEAR
SEE FEEL
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Figure 1. School Example
A Chicago high school brought their staff together to develop a common understanding of how they would carry out their shared agreements through the way they interacted with students, colleagues, and families. The SEL Leadership Team used their feedback to complete a finalized version of their shared agreements.
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved
Modeling SEL for Students
Modeling SEL offers students positive examples of how to navigate stress and frustration and maintain healthy relationships while simultaneously influencing the learning climate. You can engage staff in this activity to reflect on how you will intentionally model SEL as part of schoolwide implementation.
This activity should be used after staff have had an opportunity to engage in foundational learning on SEL. This activity may also be combined with a process for developing Shared Staff Agreements, or for engaging staff in Reflecting on Personal SEL Skills. While this activity is targeted around modeling SEL for students, it can be adapted or expanded to include considerations for how staff will model SEL in their interactions with other staff, families, community partners, etc.
Time: 45 minutes
Materials and preparation: Poster/chart paper, markers, and handout: Social and Emotional Competencies (Download at: https://casel.org/wp-content/uploads/2017/01/Competencies.pdf). Write each of the five social and emotional competencies on large poster paper and hang them up around the room.
1. Welcome staff and ask them to reflect on the quote: “Children have never been very good at listeningto their elders, but they have never failed to imitate them (James Baldwin in “Fifth Avenue, Uptown”published in Esquire, July 1960).” Ask staff to find a partner and share what this quote means tothem and how it relates to promoting students’ SEL.
2. Review each of the five core social and emotional competencies and how they connect to studentoutcomes and lifelong success. Prompt staff to think about how students learn these competenciesin many ways – through classroom lessons, through afterschool groups, and by “imitating” the waythat adults model these competencies. Ask staff to do 1-minute free write to reflect on one way theydemonstrated a social and emotional competency when interacting with students in the previousweek.
3. Divide staff into five groups and assign each group to one of the SEL competency posters (i.e. “Self-Awareness,” “Self-Management”, “Social Awareness”, “Relationship Skills”, “Responsible Decision-Making”.) Give staff 5 minutes at their poster to collectively brainstorm how staff can model thiscompetency in their interactions with students. As they brainstorm, a notetaker in each group shouldrecord their ideas on the poster paper. After five minutes, ask the group to move to the next poster,read what the previous group has written, then add on to the existing ideas. Rotate until each grouphas gone to every poster.
4. Provide an opportunity for staff to do a “gallery walk” around all five posters.
5. After staff return to their seats, ask them to write on a post-it one specific way they will model SEL intheir interactions with students in the coming week. Ask staff to share what they wrote in smallgroups, then close out the activity.
6. After this activity, your SEL team can synthesize and type up the ideas to create printed posters orone-pagers that can be distributed to all staff, used in team meetings, and/or hung in classrooms.You can use the template on p.2 to create this. Below the template, you’ll find additional examples ofhow staff might model each of the competencies.
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved
Blank Template:
SEL Competency How will we model this competency in our interactions with students?
Self-Awareness ●
Self-Management ●
Social Awareness ●
Relationships Skills ●
Responsible Decision-Making
●
Sample Completed Template:
SEL Competency Modeling examples for school staff
Self-Awareness
● Identify and name emotions in the moment: “I feel ___ when things like this happen.”● Ask students for feedback on your instructional practices.● Admit mistakes and say how you’ll make things right: “I’m sorry I was in such a rush that I forgot to greet
you this morning. If you have a few minutes after class, I’d love to hear how your baseball game wentyesterday.”
● Identify and discuss your strengths and limitations.● Reflect on your own cultural lens and identify biases that may exist as a result of that lens.● Build awareness of how your emotions impact students.● Notice events and ideas and how your body responds to them.● Notice personal behaviors, tone of voice, and personal affect that arise with various emotions/situations.
Self-Management
● Discuss how you set and plan to achieve personal goals and how you improve your own practice. (“Myteaching goal this year is to design lessons that let you have more opportunities to collaborate with oneanother. Will you help me brainstorm how I can reach this goal?”)
● Demonstrate self-regulating and calming strategies in age-appropriate ways (“I’m feeling a little frustrated,so I’m going to stop and take a breath before I decide what to do next.”).
● Ask students for help when appropriate● Approach new or unexpected situations as learning opportunities.● Use and return school materials with care.● Model respectful and restorative language when addressing challenges with students.
Social Awareness
● Consider students’ perspectives and understand that everyone has their own set of truths and beliefsbased on their own experiences.
● Actively support the school’s mission and goals.● Model upstanding behaviors.● Be willing to compromise.● Model appreciation and acceptance of others’ beliefs and cultural differences.● Treat students’ families and community organizations as partners who can support your work with students
Relationships Skills
● Greet students by name daily.● Build a connection with someone in your school with whom you do not
normally interact.● Take time to reflect on potential outcomes before responding to challenging students.● Allow students to get to know you within your individual comfort level and appropriate boundaries.● Get to know students within your individual comfort level and appropriate boundaries.● Be willing to give and receive constructive feedback from students.● Model fairness, respect, and appreciation for others.● Acknowledge the efforts of others with encouragement and affirmation.
Responsible Decision-Making
● Model problem-solving strategies, like gathering all relevant information before drawing a conclusion.● Consider legal and ethical obligations before making decisions.● Place the needs of students ahead of personal and political interests.● Consider how your choices will be viewed through the lens of students.
Promote SEL for Students
Focus Area 3 describes key components for building aligned and coherent strategies that promote SEL across the different settings students experience throughout the day.
CLASSROOMS: Use the tools in this section to provide opportunities for explicit SEL instruction, to integrate SEL into academic content and learning structures, and to build supportive classroom environments.
SCHOOLS: Use the tools in this section to help foster a supportive school climate, adopt evidence-based programs and practices, elevate student voice and engagement, and align student support structures and discipline policies and practices to SEL.
HOMES and COMMUNITIES: Use the tools in this section to build meaningful family and community partnerships and two-way communication to gain insight, align SEL goals, and share resources to support students. Learn more about this component of schoolwide SEL at schoolguide.casel.org/focus-area-3/.
IMPLEMENT
FOCUS AREA 3
ESSENTIAL TOOLS from FOCUS AREA 3
Developing Schoolwide Norms - describes 3 possible approaches to include all students in a collaborative process to define how all students and staff will behave and interact to contribute to a positive school climate.
46
Selecting an Evidence-Based Program - offers guiding questions to determine whether an evidence-based program answers the needs of your students, families, teachers, school, and district.
48
SEL in the Classroom Self-Assessment - helps teachers assess strengths and areas to develop as they promote SEL through explicit instruction, integration into academic instruction, and a supportive classroom climate.
50
Strategies for Establishing School-Family Partnerships in Support of SEL - suggests ways that the SEL team can further engage families in learning about, supporting, and promoting SEL.
52
oordinatin ork it omm nity artners -
54
ADDITIONAL RESOURCES AVAILABLE at SCHOOLGUIDE.CASEL.ORG ● Tools to support in aligning school discipline practices and systems of support
for students with the school’s SEL vision● Sample lesson plans, activities, and self-assessments to help teachers integrate
SEL with academic instruction● Examples and links to toolkits for elevating student voice● Videos and discussion guide to facilitate stronger partnerships with students’
families● Planning tools for strengthening alignment between the school and its
community partners
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved
Developing Schoolwide Norms
Schoolwide norms are a set of agreed-upon expectations of how all students and staff will behave and interact to contribute to a positive school climate. Once developed, it’s important to create opportunities to share and reinforce these norms with all staff, students and community partners. In addition to posting the norms throughout the building, many schools develop lesson plans, host school assemblies, and embed norms into daily school activities. It’s vital to regularly reflect on the norms, celebrate examples, address lapses, and keep them alive and authentic throughout the school community all year long.
Below are some suggested approaches for collaboratively developing schoolwide norms:
Middle or High Schools:
Student-led classroom voting
With older youth, norms can be more powerful and engaging if students are invited to lead the norm-development process.
1. Identify student representatives from each classroom that represent the diversity of theschool. It’s important that representatives are not your traditional school leaders, butstudents who represent different perspectives, achievement levels, behaviors,cultures, values, etc.
2. Engage the group in a discussion around the meaning and purpose of schoolwidenorms. This group should then decide on a process for engaging the larger studentbody in creating norms. You may choose to use the following steps as guidance for aprocess:
Elementary Schools
Teacher-led classroom voting
1. Ask each classroom or homeroom teacher to introduce this exercise by explaining thedefinition, purpose, and importance of norms and giving examples of what norms mightlook like.
2. Teachers can then ask students guiding questions, such as:What type of school do you want to be a part of?What would it look like and sound like?How would people talk to each other?How would people resolve a problem or a conflict?
3. Teachers then work with their class to summarize their responses into three to fivepositively-stated norms, and submit their class’s list to the SEL team.
4. The SEL team reviews answer from all classrooms for common themes, selecting about 10agreements.
5. The SEL team can then create a survey in which all students and staff vote on the normsthat best represent the common themes, and choose the top three to five norms.
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved
3. In each classroom or homeroom, the student representative introduces the exercise byexplaining that as a school they will be developing schoolwide norms and that allstudents and staff are invited to submit recommendations for norms.
4. The student representative then explains the definition, purpose and importance ofnorms and gives examples of what norms might look like.
5. The student representative asks students to share reflections on guiding questions,such as:
What type of school do you want to be a part of?What would it look like and sound like?How would people talk to each other?How would people resolve a problem or a conflict?
6. Next, the student representative opens the floor for suggestions, keeping notes on awhiteboard or chart paper until they have 5 to 10 suggestions for norms. Studentrepresentatives then submit their classroom’s suggestions to the SEL team.
7. The SEL team can then create a survey in which all students and staff vote on thenorms that best represent the common themes, and choose the top three to fivenorms.
Alternative Approach
Appropriate for PreK-12
Beginning with Classroom Shared Agreements: Ask each classroom or homeroom to create a set of classroom shared agreements. The SEL team collects those shared agreements and looks for common themes that would be applicable to a schoolwide setting.
The SEL team then creates two to three draft versions of schoolwide norms, explains how they were developed, and asks the whole school to vote on a final set of schoolwide norms.
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For more inform
ation, tools, and resources, visit schoolguide.casel.org. C
opyright © 2019 | C
ollaborative for Academ
ic, Social, and Emotional Learning (C
ASEL) | casel.org | A
ll Rights R
eserved.
Selecting an Evidence-Based Program
As a team: After review
ing the CASEL Program Guide, place the nam
es of the evidence-based programs you selected in the first row
of the table below.
Then, choose a rating for each program based on the questions in colum
n one.
[Name of EBP]
[Name of EBP]
[Name of EBP]
[Name of EBP]
The program m
eets the needs of our student population and their fam
ilies.
1 2
3 4
1 2
3 4
1 2 3
4 1
2 3
4
Notes:
Notes:
Notes:
Notes:
The program m
eets the needs of our teachers (it can feasibly be accom
plished during the school day, is in a form
at that teachers will find
useful, teachers can feasibly attend the am
ount of training required, etc.)
1 2
3 4
1 2
3 4
1 2
3 4
1 2
3 4
Notes:
Notes:
Notes:
Notes:
The program’s outcom
es align with
our district’s goals.
1 2
3 4
1 2
3 4
1 2
3 4
1 2
3 4
Notes:
Notes:
Notes:
Notes:
This program w
ill integrate well w
ith things w
e are already prioritizing at the school level (e.g. PBIS, State SEL Standards, etc.)
1 2
3 4
1 2
3 4
1 2
3 4
1 2
3 4
Notes:
Notes:
Notes:
Notes:
Total Points
Once you have determ
ined two to four potential program
s, gather additional information by visiting the w
ebsites of the program providers and
contacting them directly to receive answ
ers to specific questions, request sample lessons, etc.
SEL in the Classroom Self-Assessment
TEACHER/CLASSROOM: _______________________________ DATE: ______________________
Use this self-assessment three to four times over the course of the year to assess your strengths and areas to develop as you promote SEL through explicit instruction, integration into academic instruction, and a supportive classroom climate. Place a check in the column that indicates the frequency of each indicator. For indicators that you rate as “sometimes” or “infrequently,” consider what strategies, resources, or support you may want to use to deepen your SEL practice. For indicators you rate as “unsure,” consider what additional information or feedback you want to gather.
Markers of SEL in the Classroom Often Sometimes Infrequently Unsure
Explicit Instruction
I use an evidence-based approach to teach social and emotional skills in a sequenced, active, focused, and explicit way and on a regular schedule.
I teach SEL in a way that is developmentally appropriate and culturally responsive for my students.
My students lead routines, share their perspectives, and reflect on their experiences during SEL instruction.
Integration of SEL into Academic
instruction
SEL standards/goals are embedded into my academic lessons (see sample lesson plans).
Students make connections between SEL and what we’re learning and initiate reflection and discussion.
I foster academic mindsets by helping students set goals, commending academic risk-taking and incremental progress, showing students how to correct mistakes, and framing struggle as a key part of the process of learning.
I select content and plan instruction that links to students’ lived experiences and frames of reference and by anticipating support that individuals may need to access content and participate fully.
I design learning activities that allow students to explore issues that are important to them and co-create solutions to improve the classroom, school, or community.
Class time is balanced with periods of teacher-led instruction, student talk and interaction, and time to work/reflect alone.
I prepare students to engage in classroom discussions by actively listening to their peers, affirming and respectfully challenging each other’s ideas, and formulating questions.
I ask open-ended questions to surface student thinking and probe students to elaborate on their response.
I use collaborative structures that require students to communicate, cooperate, share responsibility, monitor that all ideas are heard, and problem-solve.
Students reflect on what made their collective work successful and/or challenging and plan for improvement.
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Supportive Classroom
Climate
My class has co-developed shared agreements for how we will treat one another, and we check in regularly about how we are living by our shared agreements.
Students know, follow, initiate, and provide input and feedback on our regular classroom routines and procedures.
I communicate that I appreciate each student as an individual and am interested in knowing them.
I check in and follow up with students about their perspectives and concerns.
I facilitate class meetings, circles, or other intentional community-building activities to cultivate a culture of personal connection, mutual support, and belonging.
I vary student grouping so that each student gets to know and work with everyone else.
My classroom environment, activities, and interactions affirm students’ diverse identities and cultures. We share and learn about each other’s lives and backgrounds.
I teach, model, and reinforce language and strategies that help students to express empathy, resolve conflicts, repair harm, self-reflect, and self-regulate.
When classroom agreements are breached, I respond in a way that is discreet, developmentally appropriate, culturally responsive, and restorative (such as using empathetic listening, “I” statements, and open-ended questions).
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Strategies for Establishing School Family Partnerships
Use Two-Way Communication
with Families
Orient families to what SEL is, why it’s essential to high-quality education, and the roles in which they may provide feedback and input about schoolwide SEL. Two-way communication vehicles (see below) can maximize teamwork and minimize misunderstandings.
• Set a positive tone by communicating with families at the beginning of the school year. Startoff by gathering information about family preferences, talents, and availability. Engagefamilies with welcoming letters and learn more about them by asking them to complete briefsurveys about family preferences for school-home communications and involvement andtheir perceptions of SEL (Albright, Weissberg, & Dusenbury, 2011).
• Ask families to complete “talent cards” or student information sheets to get familyperceptions of their student’s strengths. Inviting families to write a letter describing whatthey love about their child, their strengths, and the ways they like to learn can help schoolsdevelop a better understanding of students and proactively begin relationship-building.
• Inform families about available school programs, activities, and policies that support SEL.Sharing SEL policies and practices helps families understand how the school operates andencourages them to partner with the school in supporting student performance.
• Communicate with families about SEL activities using regularly scheduled formal andinformal communications, such as class or school newsletters.
• Be flexible and creative in communication about SEL. Find what works for different families.Some families may respond best to written or electronic communications, while others mayrespond to in-person communication.
o Use “notes-back-and forth” or a traveling journal where school staff can highlightstudents’ successes and SEL skills. Families can reply with information about SELin the home. This encourages communication not only when students areexperiencing challenges.
o Use text or email communication.
o Create a social media page to communicate to parents broadly about schoolevents.
• Post important SEL information on the school’s website. Such information might berelated to SEL curriculum, homework assignments, climate and culture, and upcomingevents.
Engage Families
• Invite families to get involved in SEL by offering volunteer opportunities (e.g., inclasses, outside of classes, extracurricular activities, or field trips) and welcoming theirinput.
• Have a translator available for face-to-face meetings.
• Encourage parents to attend events like family nights or a “family of the week” programto share occupations, interests, hobbies, culture, and stories.
• Give families access to school facilities like computer labs, libraries, basketballcourts and weight rooms. Offer classes and engaging experiences so families canexperience the school as a center of community activities (Jeynes, 2011).
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Increase Family involvement in
Academic, Social, and Emotional
Learning
• Provide families with information about children’s social and emotional development andhow they can support this development at home.
• Provide families with information about homework policies and how to support studenthomework.
• Assign SEL activities that involve families as homework.
• Listen to families’ ideas about ways their children’s SEL skills are benefiting them at schooland at home.
• Listen to families’ stories and ideas about ways they are promoting SEL at home orsuggestions for experiences that can be shared.
• Host informational question-and-answer sessions for families so they can better understandschoolwide SEL and any other school activities.
• Organize workshops to help families meet students’ developmental needs in appropriateways. Workshops for families with younger children can focus on school readiness, masteryof basic skills, and motivation (Tolan & Woo, 2009). For families with older children, thecontent can focus on such topics as facilitating transitions to the upper grades,understanding their children’s growing desire for autonomy, or addressing risky healthbehaviors (Reschley & Christenson, 2012). At the high school level, family-orientedprogramming can turn to such issues as the complexities of the high school curriculum,graduation criteria, and college and career planning, including financial aid resources andsupport (Mapp et al, 2008).
Provide informational sessions about schoolwide SEL practices and standards and how they connect to learning goals for literacy, mathematics, and other core content areas. Discuss ways families can support their students’ success in these areas.
Involve Families in Decision-Making
• Organize parent-teacher conferences and meetings that encourage families to beinvolved in decisions affecting their children’s learning.
• Invite families to participate as members of decision-making committees andgroups. Encourage participation on the SEL team, school improvement team, anddistrict committees.
• Encourage families to participate in school climate surveys and elicit feedbackfrom families on how they think the school year is going.
Bridge Constraints
• Meet with families outside of the school or during evenings or weekends.
• Provide interpreters for families to accommodate speakers of variouslanguages. If resources allow, hire a family liaison to help addresslanguage and cultural challenges by developing newsletters, assisting inconferences and meetings, and planning family outreach events.
Increase Capacity of School Staff to
Partner with Families
▪ Facilitate professional learning opportunities related to partnering with families andencouraging family involvement in the school.
Focus professional learning on how to cultivate productive relationships with families, personalize connections and interactions with families, and collaborate and leverage cultural richness and diversity for effective engagement strategies.
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Coordinating SEL Work With Community Partners
School communities can deepen the impact of systemic social and emotional learning by thoughtfully and intentionally leveraging community partnerships. Through prioritizing alignment – in language, in strategies, in practice and in communication around SEL – we ensure that youth have opportunities to deepen their SEL skills in seamless ways across all learning environments.
For school communities eager to begin building meaningful community partnerships, additional tools and guidance can be found in Focus Area 3: Community Partnerships.
Many school communities already have a complex web of community partnerships. Each may serve different youth populations, facilitate different programs, draw from different funding sources, and work toward different outcomes. Keeping track of the efforts and outcomes of each partner and maintaining effective communication and collaborative relationships can be a challenge in the busy school environment.
This tool offers guidance on how an SEL team might leverage those community partnerships in a more intentional manner.
• First, develop an inventory – or a comprehensive list – of all partnerships and document the functionand nature of each partnership.
• Second, identify opportunities for deepening SEL practice and alignment.• Third, establish structures to communicate with key partners about progress, continuous
improvement, ongoing alignment, and wraparound support for students.
Part I: Develop an Inventory of all Partnerships
Brainstorm all of the partnerships that are currently working in/with your school community. This should be an exhaustive list of key partners that work with your students, in your school building or community, before or after school, during the summer, or even during the school day.
Community partners may include: out-of-school time providers (before school and afterschool programs), embedded direct service providers, community-based nonprofit organizations, health care providers, university research centers, colleges of education, mission-driven foundations, governmental agencies, and local businesses.
To efficiently kickstart the process, consider identifying a couple SEL team members to lead the brainstorming process. They can prepare a list of partners to share with the SEL team, who can then identify any additional partners who may have been left off the list.
Next, consider adding context around key community partnerships to create a reference document. Helpful information may include: mission and outcome goals, key contacts at the partner organization and the school, schedule/duration of supports, location of programming/supports/services, target audience/population, and other details about the history of partnership (years, funding source, etc.).
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Suggested template for documentation
Name of community
partner Mission Outcome
goals
Community partner point of contact
School community
point of contact
Schedule and
duration of
supports
Location of programming, supports, or
services
Target audience
or population
Additional notes
Community Partner 1 Community Partner 2
Part II: Find Opportunities to Deepen SEL Alignment and Practice
Levels of collaboration and engagement will vary among community partners. It is encouraged that school communities share their vision, goals, and priority initiatives for SEL with all community partners.
Identify most relevant SEL partners
From the full list of community partners, the SEL team can discuss who should be primary collaborators for SEL. During a team meeting, consider doing a card sort or charting activity to determine which category best fits each community partner:
1) Partners most clearly supporting SEL2) Partners that can potentially support SEL3) Partners with no apparent connection to SEL
Discuss touchpoints and levers
Consider the topics and questions below to explore how an SEL team might identify opportunities for deepening SEL collaboration. These suggestions are meant to inspire conversation and ideas that may shape the agenda for a collaborative meeting with partners. As partnerships are strengthened, revisit these questions periodically as a check-in.
Understanding SEL practices - What opportunities exist in the partner’s setting for young people to grow and develop socially and
emotionally?- How do the partner’s goals align with supporting youth in the development of their social and
emotional skills and competencies?- How advanced is this partner in their knowledge and practice of SEL? What knowledge and practice
can be shared across contexts?- If there are aspects of the community partners’ work that promote SEL in subtle ways, are there
opportunities to make this more intentional and explicit?
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Creating a shared vision - How can we best share our vision for SEL and learn from our partner about their vision for SEL?- Should we develop a shared vision for SEL across contexts and work?
Spreading the word - How can each side of the partnership share communications around SEL with their networks?- How can families be engaged authentically? Are there family engagement sessions where SEL could
play a role?
Fostering collaboration - Is there a possibility of having joint professional learning opportunities with staff from all sides of the
partnership?- Are there opportunities for staff to cultivate their own social-emotional competence together?- Could there be facilitated cross-site visits, where staff from the school community and staff from the
community partnership have a chance to see one another in action and witness each other’s approachto SEL?
Engage in collaborative planning
In a joint meeting with the school SEL team and a given community partner, consider common SEL goals. Then, identify what practices are already happening in the school and in the partner’s work to support that goal. As a team, discuss what opportunities exist for alignment and identify what key personnel will be involved in implementation.
This process for collaborative planning is adapted from Beyond the Bell, a project from the American Institutes for Research.
Part III: Planning for Follow-Through
Structures for communication and continuous improvement are critical for building an authentic, sustainable partnership. To maximize the impact of aligned efforts, schools and community partners must think about how they will communicate over time and work together to use data to continuously improve.
What SEL goals resonate across contexts?
Create a Shared
Goal
•What school-day SEL practices support that goal?
•What communitypartner SEL practices support that goal?
Identify SEL
Practices
•What opportunitiesexist for alignment?
•What key personnel will beinvolved?
•What action stepsare emerging?
Plan for Alignment
For more information, tools, and resources, visit schoolguide.casel.org. Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Communicating for impact What structures will exist for communication between adults working in the school and in the community partner organizations that work with the same young people?
Consider the following questions: - How do we currently communicate?- Who needs to be informed, and what do they need to be informed about?- What communication needs to occur to achieve our outcome goals, and how often?- How can we communicate efficiently and consistently?
Aligning continuous improvement To practice continuous improvement is to establish a structured, ongoing process for collecting, reflecting on, and using data to inform decisions and drive improvements with SEL implementation. This requires tracking efforts, measuring progress, examining and reflecting on data, and adjusting the course as necessary.
In an authentic partnership, engaging in continuous improvement collaboratively can help deepen understanding of each other’s practice, leverage each party’s unique strengths, and foster open dialogue. In creating structures where school-day and community partners come together to share data, examine their progress together, and strategize about how to improve, SEL becomes a sustainable, integrated practice across contexts.
Consider the following questions: - What kind of data will help us measure collective progress toward our shared goals?- What data is already being collected by the school and by the partner? How frequently?- Do we need to collect new data, or can we modify the way we currently collect data to better inform
decisions about SEL implementation?- What data would be important to share/can legally be shared? How frequently?- How often should the school and community partner(s) come together to discuss continuous
improvement efforts, and what meeting format would work best to promote equity of voice andsolution-oriented discussion?
Practice Continuous Improvement
Focus Area 4 is not a “final step” but rather the ongoing process of setting goals, measuring progress, addressing challenges, and adjusting plans to improve SEL implementation and impact.
The SEL team will launch the continuous improvement cycle by setting measurable goals and identifying data sources to monitor implementation and outcomes. When the implementation plan is underway, the SEL team will review data on a regular basis to learn whether SEL strategies are driving toward intended outcomes and make course corrections as necessary. As SEL goals are reached, the process continues as the SEL team plans ways to sustain success and sets new goals.
Resources within this focus area will help the SEL team drive high-quality continuous improvement by using data to organize, implement, and improve schoolwide SEL. Learn more about this component of schoolwide SEL at: schoolguide.casel.org/focus-area-4/.
IMPROVE
FOCUS AREA 4
ESSENTIAL TOOLS from FOCUS AREA 4
Indicators of Schoolwide SEL Walkthrough Protocol - observation tool to collect data to support the continuous improvement of schoolwide SEL implementation
SEL Data Reflection Protocol - a process for team members to describe what they see in the data, make inferences, and share implications for future work
6
ADDITIONAL RESOURCES AVAILABLE at SCHOOLGUIDE.CASEL.ORG ● A survey to gather perceptions from staff, families, and community partners to
inform decisions and next steps● Links to the SEL Assessment Guide and other sources for selecting
assessments of students’ SEL competencies and school climate● More protocols to learn from data, identify root causes of problems, and
strategize for improvement
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASE
L) |
case
l.org
| A
ll R
ight
s R
eser
ved.
Indi
cato
rs o
f Sch
oolw
ide
SEL
Wal
kthr
ough
Pro
toco
l
Scho
ol _
____
____
____
____
____
____
____
____
____
___
Obs
erve
r N
ame(
s) _
____
____
____
____
____
____
____
____
____
____
___
D
ate
____
____
____
____
_
Defin
ition
s So
cial
and
em
otio
nal l
earn
ing
(SEL
) is
the
proc
ess
thro
ugh
whi
ch c
hild
ren
and
adul
ts a
cqui
re a
nd e
ffec
tive
ly a
pply
the
kno
wle
dge,
att
itud
es, a
nd s
kills
nec
essa
ry t
o un
ders
tand
and
man
age
emot
ions
, set
and
ach
ieve
pos
itiv
e go
als,
feel
and
sho
w e
mpa
thy
for
othe
rs, e
stab
lish
and
mai
ntai
n po
siti
ve r
elat
ions
hips
, and
mak
e re
spon
sibl
e de
cisi
ons.
Sc
hool
wid
e SE
L is
a s
yste
mic
app
roac
h to
inte
grat
ing
acad
emic
, soc
ial,
and
emot
iona
l lea
rnin
g ac
ross
cla
ssro
oms,
the
sch
ool b
uild
ing,
and
in c
olla
bora
tion
wit
h fa
mili
es a
nd c
omm
unit
y pa
rtne
rs. T
his
appr
oach
pro
vide
s a
lear
ning
env
iron
men
t th
at in
fuse
s SE
L in
to a
ll as
pect
s of
inst
ruct
ion
and
prom
otes
equ
itab
le o
utco
mes
for
all s
tude
nts.
Purp
ose
and
back
grou
nd
This
pro
toco
l is
desi
gned
to
help
sch
ool-b
ased
SEL
tea
ms
and/
or o
bser
vers
look
for
indi
cato
rs o
f sch
oolw
ide
SEL
to s
uppo
rt t
he c
onti
nuou
s im
prov
emen
t of
sc
hool
wid
e SE
L im
plem
enta
tion
. Sch
ool-b
ased
SEL
tea
ms
can
use
data
from
thi
s pr
otoc
ol t
o se
t im
plem
enta
tion
goa
ls, r
efle
ct o
n an
d tr
ack
prog
ress
, and
dev
elop
or
adju
st a
ctio
n pl
ans.
Thi
s too
l is n
ot m
eant
to b
e us
ed fo
r eva
luat
ion
purp
oses
.
Desi
gn
This
pro
toco
l is
divi
ded
into
tw
o se
ctio
ns t
hat
allo
w o
bser
vers
to
look
for
evid
ence
of s
choo
lwid
e SE
L ac
ross
mul
tipl
e co
ntex
ts:
•Se
ctio
n 1:
Cla
ssro
om c
limat
e an
d pr
actic
es. T
his
sect
ion
prov
ides
gui
danc
e on
obs
ervi
ng c
lass
room
clim
ates
and
pra
ctic
es. I
t is
not
inte
nded
to
prov
ide
data
on in
divi
dual
tea
cher
s or
cla
ssro
oms,
but
sup
port
s te
ams
in t
rack
ing
the
prog
ress
of s
choo
lwid
e SE
L im
plem
enta
tion
acr
oss c
lass
room
s. B
efor
e be
ginn
ing
obse
rvat
ions
, it
is h
elpf
ul t
o ex
plai
n to
tea
cher
s th
e pu
rpos
e of
the
vis
it a
nd t
o ob
serv
e m
ulti
ple
clas
sroo
ms
duri
ng d
iffer
ent
tim
es o
f the
day
.•
Sect
ion
2: S
choo
lwid
e sy
stem
s and
pra
ctic
es. T
his
sect
ion
prov
ides
gui
danc
e on
obs
ervi
ng s
choo
lwid
e SE
L im
plem
enta
tion
acr
oss
the
scho
ol’s
clim
ate,
fam
ily a
nd c
omm
unit
y pa
rtne
rshi
ps, a
nd c
onti
nuou
s im
prov
emen
t sy
stem
s. In
add
itio
n to
obs
erva
tion
s in
sch
ool c
omm
on a
reas
, it
may
be
bene
ficia
l to
incl
ude
conv
ersa
tion
s w
ith
scho
ol s
taff
, lea
ders
hip,
the
SEL
tea
m, c
omm
unit
y pa
rtne
rs, a
nd s
tude
nts
and/
or t
heir
fam
ilies
to
bett
er u
nder
stan
d th
e w
ays
stra
tegi
es o
ccur
wit
hin
that
con
text
and
to
revi
ew r
elev
ant
arti
fact
s.
Scor
ing
•W
hen
usin
g th
e ru
bric
, sco
re e
ach
item
on
a sc
ale
from
4 (s
tron
g ev
iden
ce) t
o 1
(wea
k or
no
evid
ence
). L
eave
the
item
bla
nk if
it w
as n
ot o
bser
ved.
•In
Sec
tion
1, a
“4”
indi
cate
s st
rong
evi
denc
e th
at S
EL is
inte
rnal
ized
and
ow
ned
by s
tude
nts.
A “
3” in
dica
tes
that
cla
ssro
oms
are
effe
ctiv
ely
prom
otin
g SE
Lbu
t ef
fort
s ar
e m
ostl
y te
ache
r-le
d. A
“2”
indi
cate
s th
at c
lass
room
pra
ctic
es a
ttem
pt t
o pr
omot
e SE
L bu
t ar
e in
cons
iste
nt. A
“1”
indi
cate
s th
at t
here
is n
ot y
etev
iden
ce t
hat
clas
sroo
m p
ract
ices
are
att
empt
ing
to p
rom
ote
SEL
thro
ugh
this
item
.•
In S
ecti
on 2
, a “
4” in
dica
tes
stro
ng e
vide
nce
that
SEL
is s
eam
less
ly in
tegr
ated
into
sch
oolw
ide
syst
ems
and
prac
tice
s. A
“3”
indi
cate
s th
at s
choo
lwid
esy
stem
s an
d pr
acti
ces
are
effe
ctiv
ely
prom
otin
g SE
L bu
t no
t ye
t fu
lly in
tegr
ated
into
all
aspe
cts
of t
he s
choo
l. A
“2”
indi
cate
s th
at s
choo
lwid
e sy
stem
s an
dpr
acti
ces
atte
mpt
to
prom
ote
SEL
but
are
inco
nsis
tent
. A “
1” in
dica
tes
that
the
re is
not
yet
evi
denc
e th
at s
choo
lwid
e sy
stem
s an
d pr
acti
ces
are
atte
mpt
i ng
to p
rom
ote
SEL
thro
ugh
this
item
.•
The
incl
uded
“lo
ok-f
ors”
are
not
all-
incl
usiv
e bu
t ar
e in
tend
ed t
o se
rve
as g
uida
nce.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASE
L) |
case
l.org
| A
ll R
ight
s R
eser
ved.
Sect
ion
1: C
lass
room
Clim
ate
and
Prac
tices
Th
is se
ctio
n gu
ides
obs
erve
rs in
look
ing
for e
vide
nce
of sc
hool
wid
e SE
L acr
oss c
lass
room
clim
ate
and
prac
tices
. It i
s not
inte
nded
to e
valu
ate
or a
sses
s ind
ivid
ual t
each
ers o
r cla
ssro
oms.
Befo
re b
egin
ning
obs
erva
tions
, it i
s hel
pful
to e
xpla
in to
teac
hers
the
purp
ose
of th
e vi
sit a
nd to
obs
erve
mul
tiple
clas
sroo
ms d
urin
g di
ffere
nt ti
mes
of t
he d
ay.
4 3
2 1
Com
pone
nt
Scor
e/N
otes
1.
Sup
port
ive
clas
sroo
m c
limat
eCl
assr
oom
lear
ning
env
iron
men
ts a
re s
uppo
rtiv
e, c
ultu
rally
res
pons
ive,
and
focu
sed
on b
uild
ing
rela
tion
ship
s an
d co
mm
unit
y.
1a. C
omm
unity
bui
ldin
g Lo
ok fo
r/Le
arn
abou
t:
-The
re a
re o
ppor
tuni
ties
for
stud
ents
to
conn
ect
pers
onal
ly
(tea
m t
alk,
cir
cles
, mor
ning
m
eeti
ngs)
.
-Cla
ssro
om s
hare
d ag
reem
ents
refle
ct s
tude
nt in
put.
-Phy
sica
l spa
ce is
set
up
in a
w
ay t
hat
fost
ers
com
mun
ity
(who
le-g
roup
mee
ting
spo
t,
desk
s ar
rang
ed fo
r co
llabo
rati
on).
Teac
hers
eff
ecti
vely
use
st
rate
gies
and
act
ivit
ies
to
help
stu
dent
s ge
t to
kno
w o
ne
anot
her,
cul
tiva
te a
sen
se o
f in
terd
epen
denc
e, a
nd p
ract
ice
usin
g th
eir
soci
al a
nd
emot
iona
l com
pete
ncie
s.
Stud
ents
tak
e an
act
ive
role
in
supp
orti
ng t
heir
pee
rs, a
nd
ther
e is
a s
tron
g se
nse
of
incl
usiv
ity.
Teac
hers
eff
ecti
vely
use
str
ateg
ies
and
acti
viti
es t
o he
lp s
tude
nts
get
to k
now
one
ano
ther
, cul
tiva
te a
se
nse
of in
terd
epen
denc
e, a
nd
prac
tice
usi
ng t
heir
soc
ial a
nd
emot
iona
l com
pete
ncie
s. S
tude
nts
are
resp
ectf
ul a
nd fr
iend
ly t
o ea
ch
othe
r.
Teac
hers
try
, wit
h un
even
re
sult
s, t
o us
e st
rate
gies
and
ac
tivi
ties
to
help
stu
dent
s ge
t to
kn
ow o
ne a
noth
er, c
ulti
vate
a
sens
e of
inte
rdep
ende
nce,
or
prac
tice
usi
ng t
heir
soc
ial a
nd
emot
iona
l com
pete
ncie
s.
Ther
e is
not
yet
evi
denc
e th
at
teac
hes
use
stra
tegi
es t
o he
lp
stud
ents
get
to
know
one
an
othe
r, c
ulti
vate
a s
ense
of
inte
rdep
ende
nce,
or
prac
tice
us
ing
thei
r so
cial
and
em
otio
nal
com
pete
ncie
s.
1b. T
each
er-s
tude
nt
rela
tions
hips
Look
for/
Lear
n ab
out:
- Stu
dent
s sh
are
thei
r pe
rspe
ctiv
es a
nd n
eeds
.
- The
tea
cher
use
s st
rate
gies
to
enga
ge a
nd le
arn
abou
t al
l st
uden
ts.
Teac
hers
eff
ecti
vely
use
st
rate
gies
to
build
a t
rust
ing
rela
tion
ship
wit
h ea
ch s
tude
nt
and
are
high
ly r
espo
nsiv
e to
st
uden
ts’ n
eeds
. Stu
dent
s re
gula
rly
shar
e th
eir
pers
pect
ives
and
con
cern
s.
Teac
hers
eff
ecti
vely
use
str
ateg
ies
to b
uild
a t
rust
ing
rela
tion
ship
w
ith
each
stu
dent
and
res
pond
to
stud
ents
’ nee
ds.
Teac
hers
try
, wit
h un
even
re
sult
s, t
o bu
ild a
pos
itiv
e re
lati
onsh
ip w
ith
each
stu
dent
.
Ther
e is
not
yet
evi
denc
e th
at
teac
hers
use
str
ateg
ies
to b
uild
po
siti
ve r
elat
ions
hip
wit
h al
l st
uden
ts
1c. C
ultu
ral
resp
onsi
vene
ssLo
ok fo
r/Le
arn
abou
t:
- Cla
ssro
om m
ater
ials
are
dive
rse
and
incl
usiv
e.
- Tea
cher
use
s st
rate
gies
to
lear
n ab
out
stud
ents
’ cul
ture
s,ba
ckgr
ound
s, t
alen
ts a
nd
inte
rest
s.
Teac
hers
aff
irm
stu
dent
s’
dive
rse
iden
titi
es, c
ultu
res,
an
d lif
e ex
peri
ence
s th
roug
hout
the
ir in
tera
ctio
ns,
mat
eria
ls, c
urri
culu
m, a
nd
inst
ruct
ion.
Stu
dent
s re
gula
rly
shar
e ab
out
thei
r liv
es a
nd
back
grou
nds.
Clas
sroo
m m
ater
ials
, cur
ricu
lum
, an
d in
stru
ctio
n m
ostl
y re
pres
ent
stud
ents
’ div
erse
iden
titi
es,
cult
ures
, and
life
exp
erie
nces
.
Clas
sroo
m m
ater
ials
, cur
ricu
lum
, an
d in
stru
ctio
n oc
casi
onal
ly
refe
renc
es d
iver
sity
wit
hin
and
acro
ss c
ultu
res.
Clas
sroo
m m
ater
ials
, cu
rric
ulum
, and
inst
ruct
ion
are
not
refle
ctiv
e of
stu
dent
s’
dive
rse
iden
titi
es, c
ultu
res,
and
lif
e ex
peri
ence
.
1d. C
lass
room
rout
ines
an
d pr
oced
ures
Look
for/
Lear
n ab
out:
- Stu
dent
s kn
ow a
nd fo
llow
esta
blis
hed
rout
ines
and
pr
oced
ures
.
Cons
iste
nt a
nd p
redi
ctab
le
rout
ines
and
pro
cedu
res
cont
ribu
te t
o a
sens
e of
saf
ety
and
prom
ote
soci
al a
nd
emot
iona
l lea
rnin
g. S
tude
nts
help
to
desi
gn a
nd le
ad
rout
ines
and
pro
cedu
res
(as
deve
lopm
enta
lly a
ppro
pria
te).
Cons
iste
nt a
nd p
redi
ctab
le
rout
ines
and
pro
cedu
res
cont
ribu
te t
o a
sens
e of
saf
ety
and
prov
ide
stud
ents
wit
h op
port
unit
ies
to p
ract
ice
soci
al
and
emot
iona
l com
pete
ncie
s.
Som
e ro
utin
es a
nd p
roce
dure
s ar
e pr
esen
t bu
t m
ay b
e fo
llow
ed
inco
nsis
tent
ly O
R ov
erly
res
tric
t st
uden
ts’ o
ppor
tuni
ties
to
prac
tice
soc
ial a
nd e
mot
iona
l co
mpe
tenc
ies.
Rout
ines
and
pro
cedu
res
are
uncl
ear
or c
haot
ic.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASE
L) |
case
l.org
| A
ll R
ight
s R
eser
ved.
1e. S
tude
nt-c
ente
red
disc
iplin
eLo
ok fo
r/Le
arn
abou
t:- T
here
is e
vide
nce
of
stra
tegi
es/t
ools
for
stud
ents
to
prob
lem
-sol
ve a
nd s
elf-
man
age
(ref
lect
ion
post
ers,
pea
ce
corn
er, r
efle
ctio
n sh
eets
, etc
.).
- Tea
cher
use
s ve
rbal
and
non
-ve
rbal
cue
s to
com
mun
icat
e an
d pr
omot
e ex
pect
ed
beha
vior
s.
- Fee
dbac
k on
stu
dent
beh
avio
ris
dis
cret
e, s
peci
fic,
and
rest
orat
ive.
Teac
hers
pro
mot
e an
d al
low
ti
me
for
self-
regu
lati
on, c
uein
g st
uden
ts v
erba
lly a
nd n
on-
verb
ally
to
expe
cted
beh
avio
rs
and
focu
sing
on
teac
hing
and
re
info
rcin
g de
sire
d be
havi
or
rath
er t
han
puni
shin
g m
isbe
havi
or. W
hen
teac
hers
ne
ed t
o gi
ve fe
edba
ck o
n st
uden
t be
havi
or, t
hey
do s
o di
scre
etly
, usi
ng r
esto
rati
ve
and
deve
lopm
enta
lly a
nd
cult
ural
ly a
ppro
pria
te
resp
onse
s. S
tude
nts
acti
vely
us
e pr
oble
m--
solv
ing
tool
s to
re
solv
e co
nflic
ts.
Teac
hers
red
irec
t be
havi
or
chal
leng
es r
espe
ctfu
lly a
nd
disc
reet
ly. T
each
ers’
res
pons
es t
o m
isco
nduc
t ar
e co
nsis
tent
. Te
ache
rs m
ake
mor
e th
an o
ne
atte
mpt
to
redi
rect
stu
dent
s if
prob
lem
beh
avio
r pe
rsis
ts.
Teac
hers
’ res
pons
es t
o be
havi
or
chal
leng
es a
ppea
r to
be
cons
iste
nt, b
ut t
ake
tim
e aw
ay
from
less
ons.
Aft
er fi
rst
atte
mpt
, te
ache
rs d
o no
t fo
llow
thr
ough
to
ens
ure
prob
lem
s ar
e re
solv
ed.
- Tea
cher
s do
not
yet
att
empt
or
are
unsu
cces
sful
in t
he a
ttem
pt
to r
edir
ect
mis
beha
vior
; OR
- Con
side
rabl
e ti
me
is t
aken
aw
ay fr
om in
stru
ctio
n to
ad
dres
s st
uden
t be
havi
or
chal
leng
es; O
R
- Tea
cher
s un
suit
ably
igno
re o
rpu
nish
mis
beha
vior
.
2. E
xplic
it SE
L in
stru
ctio
n S
tude
nts
have
con
sist
ent
oppo
rtun
itie
s to
cul
tiva
te, p
ract
ice,
and
ref
lect
on
soci
al a
nd e
mot
iona
l com
pete
ncie
s in
way
s th
at a
re d
evel
opm
enta
lly a
ppro
pria
te a
nd c
ultu
rally
re
spon
sive
.
2a. E
xplic
it SE
L in
stru
ctio
n Lo
ok fo
r/Le
arn
abou
t:
- The
re is
evi
denc
e of
an
SEL
prog
ram
(pos
ters
, cir
cles
, re
late
d st
uden
t w
ork,
stu
dent
-of
-the
-day
sti
cker
s, e
tc.)
.
-The
re a
re w
ell-s
truc
ture
d SE
L le
sson
s.
- SEL
is li
sted
in t
he m
aste
r sc
hedu
le (e
.g.,
SEL-
focu
sed
advi
sory
, SEL
blo
ck).
Teac
hers
reg
ular
ly p
rovi
de
coor
dina
ted,
dev
elop
men
tally
ap
prop
riat
e an
d cu
ltur
ally
re
spon
sive
inst
ruct
ion
to
fost
er s
ocia
l and
em
otio
nal
skill
s de
velo
pmen
t. In
stru
ctio
n em
ploy
s ac
tive
form
s of
le
arni
ng, c
onta
ins
acti
viti
es
that
cle
arly
em
phas
ize
deve
lopi
ng p
erso
nal a
nd s
ocia
l sk
ills,
and
tar
gets
spe
cific
so
cial
and
em
otio
nal s
kills
. St
uden
ts le
ad r
outi
nes
or
lear
ning
act
ivit
ies
and
regu
larl
y co
nnec
t th
eir
pers
pect
ives
and
ex
peri
ence
s to
inst
ruct
ion.
If
usin
g an
evi
denc
e-ba
sed
prog
ram
, the
tea
cher
s ar
e fo
llow
ing
the
prog
ram
wit
h a
high
leve
l of f
idel
ity.
Teac
hers
pro
vide
coo
rdin
ated
, de
velo
pmen
tally
app
ropr
iate
and
cu
ltur
ally
res
pons
ive
inst
ruct
ion
to
fost
er s
ocia
l and
em
otio
nal s
kills
de
velo
pmen
t. In
stru
ctio
n m
ostl
y em
ploy
s ac
tive
form
s of
lear
ning
, co
ntai
ns a
ctiv
itie
s th
at c
lear
ly
emph
asiz
e de
velo
ping
per
sona
l an
d so
cial
ski
lls, a
nd t
arge
ts
spec
ific
soci
al a
nd e
mot
iona
l sk
ills.
If u
sing
an
evid
ence
-bas
ed
prog
ram
, tea
cher
s ar
e fo
llow
ing
the
prog
ram
wit
h a
mod
erat
e le
vel
of fi
delit
y.
Teac
hers
pro
vide
som
e op
port
unit
ies
for
stud
ents
to
prac
tice
soc
ial a
nd e
mot
iona
l sk
ills
in w
ays
that
are
mos
tly
deve
lopm
enta
lly a
ppro
pria
te a
nd
cult
ural
ly r
espo
nsiv
e. In
stru
ctio
n ta
rget
s sp
ecifi
c so
cial
and
em
otio
nal s
kills
, but
lear
ning
is
som
ewha
t pa
ssiv
e. I
f usi
ng a
n ev
iden
ce-b
ased
pro
gram
, the
te
ache
rs m
ay b
e fo
llow
ing
the
prog
ram
wit
h a
low
leve
l of
fidel
ity.
Teac
hers
do
not
yet
prov
ide
expl
icit
opp
ortu
niti
es fo
r st
uden
ts t
o pr
acti
ce s
ocia
l and
em
otio
nal s
kills
.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASE
L) |
case
l.org
| A
ll R
ight
s R
eser
ved.
3. S
EL in
tegr
ated
with
aca
dem
ic in
stru
ctio
n SE
L co
nten
t an
d ob
ject
ives
are
inte
grat
ed in
to r
igor
ous
inst
ruct
ion
thro
ugh
inte
ract
ive
and
colla
bora
tive
ped
agog
ies.
Thi
s en
able
s on
goin
g pr
acti
ce o
f SEL
ski
lls a
nd s
tren
gthe
ns
teac
hing
and
lear
ning
of a
cade
mic
con
tent
.
3a. F
oste
ring
acad
emic
m
inds
ets
Look
for/
Lear
n ab
out:
- Tea
cher
pro
mot
es a
gro
wth
m
inds
et (p
rovi
ding
feed
back
th
at b
uild
s on
incr
emen
tal
prog
ress
, com
men
ding
ac
adem
ic r
isk-
taki
ng, f
ocus
ing
on t
he p
roce
ss o
f lea
rnin
g).
- Tea
cher
com
mun
icat
es h
igh
expe
ctat
ions
for
all s
tude
nts
and
allo
ws
for
prod
ucti
ve
stru
ggle
.
Stud
ents
dem
onst
rate
a h
igh
leve
l of s
elf-
effic
acy
and
owne
rshi
p ov
er le
arni
ng, a
s ap
prop
riat
e to
the
ir
deve
lopm
enta
l lev
el.
Clas
sroo
ms
are
char
acte
rize
d by
hi
gh e
xpec
tati
ons
for
all
stud
ents
, and
tea
cher
s fr
ame
mis
take
s an
d st
rugg
le a
s im
port
ant
part
s of
le
arni
ng.
Stud
ents
reg
ular
ly
cont
ribu
te t
o th
e le
arni
ng,
incl
udin
g co
nnec
ting
the
ir
pers
pect
ives
and
exp
erie
nces
to
inst
ruct
ion.
Teac
hers
eff
ecti
vely
em
ploy
de
velo
pmen
tally
-app
ropr
iate
st
rate
gies
to
fost
er s
tude
nts’
sel
f-ef
ficac
y an
d ow
ners
hip
over
le
arni
ng. T
each
ers
com
mun
icat
e hi
gh e
xpec
tati
ons
for
all s
tude
nts
and
fram
e m
ista
kes
and
stru
ggle
as
an im
port
ant
part
of l
earn
ing.
Teac
hers
try
to
use
stra
tegi
es t
o fo
ster
stu
dent
s’ s
elf-
effic
acy,
w
ith
unev
en r
esul
ts. T
each
ers
set
high
exp
ecta
tion
for
som
e st
uden
ts.
Ther
e is
not
yet
evi
denc
e th
at
teac
hers
use
str
ateg
ies
to fo
ster
st
uden
ts’ s
elf-
effic
acy.
3b. A
ligni
ng S
EL a
nd
acad
emic
obj
ectiv
es L
ook
for/
Lear
n ab
out:
- Tea
cher
incl
udes
SEL
sta
ndar
dsre
late
d to
con
tent
or
task
of t
he
less
on.
- Whe
n ne
cess
ary,
the
tea
cher
co
ache
s st
uden
ts o
n th
e us
e of
SE
L co
mpe
tenc
ies.
- Stu
dent
s us
e se
lf-as
sess
men
tan
d/or
ref
lect
on
thei
r us
e of
th
e co
mpe
tenc
ies
duri
ng
less
ons.
SEL
stan
dard
s/go
als
are
clea
rly
embe
dded
into
aca
dem
ic
lear
ning
. Stu
dent
s re
gula
rly
shar
e th
eir
pers
pect
ives
on
how
so
cial
and
em
otio
nal
com
pete
ncie
s co
nnec
t to
wha
t th
ey’r
e le
arni
ng a
nd in
itia
te
refle
ctio
n on
the
ir o
wn
soci
al
and
emot
iona
l dev
elop
men
t.
SEL
stan
dard
s/go
als
are
clea
rly
embe
dded
into
aca
dem
ic le
arni
ng.
Teac
hers
reg
ular
ly e
ngag
e st
uden
ts in
mea
ning
ful d
iscu
ssio
ns
that
con
nect
soc
ial a
nd e
mot
iona
l co
mpe
tenc
ies
to t
he le
sson
and
pr
ovid
es t
ime
and
guid
ance
for
refle
ctio
n
SEL
stan
dard
s/go
als
are
som
ewha
t em
bedd
ed in
ac
adem
ic le
sson
s. T
each
ers
try
to
enga
ge s
tude
nts
in d
iscu
ssio
ns
abou
t SE
L ob
ject
ives
, wit
h un
even
res
ults
.
Ther
e is
not
yet
evi
denc
e of
SEL
st
anda
rds/
guid
elin
es e
mbe
dded
in
to a
cade
mic
con
tent
.
3c. I
nter
activ
e pe
dago
gy
Look
for/
Lear
n ab
out:
- The
re a
re w
ell-f
acili
tate
d cl
assr
oom
dis
cuss
ions
wit
h hi
ghst
uden
t en
gage
men
t.
- Stu
dent
sel
f-as
sess
men
t an
d/or
ref
lect
ion
occu
rs d
urin
g le
sson
s.
- Tea
cher
s em
ploy
coo
pera
tive
stru
ctur
es (e
.g.,
turn
to
your
pa
rtne
r).
- Stu
dent
s co
llabo
rate
effe
ctiv
ely.
- Stu
dent
s sp
eak
at le
ast
asm
uch
as t
he t
each
er.
Stud
ents
reg
ular
ly d
rive
cl
assr
oom
dis
cuss
ions
by
form
ulat
ing
ques
tion
s an
d re
spec
tful
ly c
halle
ngin
g on
e an
othe
r’s
thin
king
. Stu
dent
s co
llabo
rate
eff
ecti
vely
wit
h on
e an
othe
r, a
nd m
onit
or t
heir
ow
n in
tera
ctio
ns t
o en
sure
the
idea
s of
all
grou
p m
embe
rs a
re h
eard
. Te
ache
rs p
rovi
de c
onsi
sten
t op
port
unit
ies
for
stud
ents
to
refle
ct o
n th
eir
SEL
com
pete
ncie
s du
ring
and
aft
er
colla
bora
tive
act
ivit
ies.
Teac
hers
eff
ecti
vely
use
in
stru
ctio
nal p
ract
ices
tha
t en
gage
st
uden
ts in
mea
ning
ful d
iscu
ssio
n an
d co
llabo
rati
on a
roun
d th
eir
lear
ning
. Cla
ssro
om d
iscu
ssio
ns
and
coop
erat
ive
lear
ning
op
port
unit
ies
are
wel
l-str
uctu
red
to h
elp
ensu
re a
ll st
uden
ts’ i
deas
ar
e he
ard
and
prov
ide
oppo
rtun
itie
s fo
r st
uden
ts t
o re
flect
on
thei
r SE
L co
mpe
tenc
ies.
Teac
hers
try
to
use
inst
ruct
iona
l pr
acti
ces
that
eng
age
stud
ents
in
disc
ussi
on a
nd c
olla
bora
tion
, w
ith
unev
en r
esul
ts. T
each
er
talk
, or
the
voic
es o
f a s
mal
l gr
oup
of s
tude
nts,
may
dom
inat
e th
e le
sson
.
- The
re is
not
yet
evi
denc
e th
at
teac
hers
use
inst
ruct
iona
l pr
acti
ces
that
eng
age
stud
ents
in
disc
ussi
on a
nd c
olla
bora
tion
; OR
- Ins
truc
tion
al p
ract
ices
are
use
din
effe
ctiv
ely.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASE
L) |
case
l.org
| A
ll R
ight
s R
eser
ved.
4. Y
outh
voi
ce a
nd e
ngag
emen
t (cl
assr
oom
leve
l)St
aff h
onor
and
ele
vate
a b
road
ran
ge o
f stu
dent
per
spec
tive
s an
d ex
peri
ence
s by
eng
agin
g st
uden
ts a
s le
ader
s, p
robl
em-s
olve
rs, a
nd d
ecis
ion-
mak
ers.
4a. Y
outh
voi
ce a
nd
enga
gem
ent
Look
for/
Lear
n ab
out:
- Stu
dent
s co
ntri
bute
to/
lead
cl
assr
oom
dis
cuss
ions
.
- The
re is
stu
dent
voi
ce a
nd/o
r ch
oice
abo
ut le
arni
ng a
ctiv
itie
s
- The
re a
re o
ppor
tuni
ties
for
stud
ents
to
shar
e th
eir
opin
ions
an
d de
vise
str
ateg
ies
for
clas
sroo
m im
prov
emen
t.
- Stu
dent
sur
veys
and
/or
surv
ey
resu
lts
are
disp
laye
d.
All
stud
ents
hav
e fr
eque
nt
deve
lopm
enta
lly a
ppro
pria
te
oppo
rtun
itie
s to
sha
re t
heir
pe
rspe
ctiv
es a
roun
d is
sues
tha
t th
ey p
rior
itiz
e an
d ta
ke o
n le
ader
ship
rol
es in
the
cl
assr
oom
. Stu
dent
s re
gula
rly
co-c
onst
ruct
kno
wle
dge,
and
in
itia
te a
nd le
ad a
ctiv
itie
s to
im
prov
e th
e cl
assr
oom
.
Mos
t st
uden
ts h
ave
deve
lopm
enta
lly a
ppro
pria
te
oppo
rtun
itie
s to
sha
re t
heir
pe
rspe
ctiv
es a
roun
d is
sues
tha
t th
ey p
rior
itiz
e an
d ta
ke o
n le
ader
ship
rol
es in
the
cla
ssro
om.
Teac
hers
reg
ular
ly in
vite
stu
dent
s to
co-
cons
truc
t kn
owle
dge
and
help
impr
ove
the
clas
sroo
m.
Som
e st
uden
ts h
ave
lead
ersh
ip
oppo
rtun
itie
s in
the
cla
ssro
om.
Teac
hers
off
er s
ome
enco
urag
emen
t fo
r st
uden
ts t
o co
-con
stru
ct k
now
ledg
e or
sha
re
thei
r op
inio
ns o
n ho
w t
he
clas
sroo
m fu
ncti
ons.
Teac
hers
do
not
yet
invi
te
stud
ents
to
shar
e op
inio
ns o
r co
-co
nstr
uct
know
ledg
e.
Sect
ion
2: S
choo
lwid
e Sy
stem
s and
Pra
ctic
es
This
sec
tion
pro
vide
s gu
idan
ce o
n ob
serv
ing
scho
olw
ide
SEL
impl
emen
tati
on a
cros
s th
e sc
hool
’s c
limat
e, fa
mily
and
com
mun
ity
part
ners
hips
, and
con
tinu
ous
impr
ovem
ent
syst
ems.
For
thi
s se
ctio
n, it
may
be
bene
ficia
l to
incl
ude
conv
ersa
tion
s w
ith
scho
ol s
taff
, lea
ders
hip,
the
SEL
tea
m, c
omm
unit
y pa
rtne
rs, a
nd s
tude
nts
and/
or t
heir
fam
ilies
to
bett
er u
nder
stan
d th
e w
ays
stra
tegi
es o
ccur
wit
hin
that
con
text
and
to
revi
ew r
elev
ant
arti
fact
s, a
long
wit
h ob
serv
atio
ns o
f sch
ool c
omm
on
area
s.
Scho
ol
4 3
2 1
Com
pone
nt
Scor
e/N
otes
1.
You
th v
oice
and
eng
agem
ent (
scho
ol le
vel)
Staf
f hon
or a
nd e
leva
te a
bro
ad r
ange
of s
tude
nt p
ersp
ecti
ves
and
expe
rien
ces
by e
ngag
ing
stud
ents
as
lead
ers,
pro
blem
-sol
vers
, and
dec
isio
n-m
aker
s.
1a. Y
outh
voi
ce a
nd
enga
gem
ent
Look
for/
Lear
n ab
out:
- The
re is
evi
denc
e of
stu
dent
part
icip
atio
n in
sur
veys
.
- Stu
dent
s se
rve
on d
ecis
ion-
mak
ing
and/
or a
dvis
ory
team
s.
- The
re is
evi
denc
e of
ser
vice
-le
arni
ng p
roje
cts
or s
tude
nt-
led
awar
enes
s ca
mpa
igns
.
Ther
e ar
e m
eani
ngfu
l, de
velo
pmen
tally
app
ropr
iate
op
port
unit
ies
for
all s
tude
nts
to
shar
e th
eir
opin
ions
, tak
e on
le
ader
ship
rol
es, d
evis
e st
rate
gies
for
scho
ol
impr
ovem
ent,
and
info
rm
deci
sion
-mak
ing
arou
nd is
sues
th
at t
hey
prio
riti
ze.
Mos
t st
uden
ts h
ave
deve
lopm
enta
lly a
ppro
pria
te
oppo
rtun
itie
s to
ele
vate
the
ir
voic
e an
d le
ader
ship
ski
lls.
Stud
ents
are
invi
ted
to s
hare
th
eir
opin
ions
and
info
rm
deci
sion
-mak
ing.
Stud
ent
lead
ersh
ip o
ppor
tuni
ties
ar
e lim
ited
to
stru
ctur
es li
ke
stud
ent
gove
rnm
ent,
whe
re fe
w
stud
ents
hav
e op
port
unit
ies
to
part
icip
ate.
At
tim
es, s
tude
nts
are
invi
ted
to s
hare
the
ir o
pini
ons
and
info
rm d
ecis
ion-
mak
ing.
The
scho
ol d
oes
not
yet
invi
te
stud
ents
to
shar
e op
inio
ns o
r ta
ke o
n le
ader
ship
rol
es.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASE
L) |
case
l.org
| A
ll R
ight
s R
eser
ved.
2. S
uppo
rtiv
e sc
hool
clim
ate
The
scho
olw
ide
lear
ning
env
iron
men
t is
sup
port
ive,
cul
tura
lly r
espo
nsiv
e, a
nd fo
cuse
d on
bui
ldin
g re
lati
onsh
ips
and
com
mun
ity.
2a. S
ense
of
com
mun
ity a
nd sa
fety
Look
for/
Lear
n ab
out:
- SEL
-foc
used
sch
oolw
ide
norm
s ar
e di
spla
yed
in
com
mon
are
as.
- Stu
dent
s an
d st
aff m
odel
soci
al a
nd e
mot
iona
l co
mpe
tenc
ies.
- The
re a
re in
viti
ng, w
ell-
mai
ntai
ned
com
mon
are
as.
- A v
arie
ty o
f mea
ning
ful,
crea
tive
, and
rec
ent
stud
ent
wor
k is
pro
min
entl
y di
spla
yed.
Cult
ural
ly r
espo
nsiv
e an
d co
llabo
rati
vely
dev
elop
ed
scho
olw
ide
norm
s cl
earl
y co
nvey
ho
w a
ll st
aff a
nd s
tude
nts
agre
e to
inte
ract
wit
h ea
ch
othe
r. C
lear
rou
tine
s an
d pr
oced
ures
are
evi
dent
and
co
ntri
bute
to
the
safe
ty o
f st
uden
ts a
nd s
taff
in c
omm
on
area
s. S
tude
nts
and
staf
f co
nsis
tent
ly m
odel
sch
oolw
ide
norm
s an
d so
cial
and
em
otio
nal
com
pete
ncie
s.
Clea
r sc
hool
wid
e no
rms
for
inte
ract
ions
are
evi
dent
th
roug
hout
the
sch
ool.
Rout
ines
an
d pr
oced
ures
are
mos
tly
follo
wed
, and
stu
dent
s an
d st
aff
are
able
to
navi
gate
com
mon
ar
eas
safe
ly. M
ost
stud
ents
and
st
aff m
odel
sch
oolw
ide
norm
s an
d so
cial
and
em
otio
nal
com
pete
ncie
s.
Nor
ms
are
pres
ent
in s
ome
area
s bu
t no
t co
nsis
tent
ly fo
llow
ed o
r re
info
rced
. Rou
tine
s an
d pr
oced
ures
ar
e un
clea
r in
som
e ar
eas,
but
st
uden
ts a
nd s
taff
are
abl
e to
na
viga
te m
ost
com
mon
are
as s
afel
y.
Som
e st
uden
ts a
nd s
taff
mod
el
norm
s an
d so
cial
and
em
otio
nal
com
pete
ncie
s.
Ther
e is
no
evid
ence
tha
t sc
hool
wid
e no
rms
have
bee
n de
velo
ped
yet.
Saf
ety
may
be
a co
ncer
n fo
r st
uden
ts a
nd
staf
f.
2b. S
taff
and
stud
ent
rela
tions
hips
Look
for/
Lear
n ab
out:
- Sta
ff g
reet
stu
dent
s as
the
y ar
rive
at
scho
ol a
nd a
t cl
ass,
an
d in
the
hal
ls a
s ap
prop
riat
e.
- Sta
ff d
emon
stra
te k
now
ledg
e of
stu
dent
s on
a p
erso
nal l
evel
.
Staf
f eng
age
regu
larl
y in
pos
itiv
e an
d en
cour
agin
g in
tera
ctio
ns
wit
h st
uden
ts in
com
mon
are
as.
At
tim
es, s
tude
nts
init
iate
the
se
inte
ract
ions
. St
aff d
emon
stra
te
know
ledg
e of
stu
dent
s on
a
pers
onal
leve
l. Fe
edba
ck a
roun
d no
rms
for
com
mon
spa
ces
is
shar
ed in
a w
ay t
hat
resp
ects
st
uden
ts’ d
igni
ty.
Staf
f hav
e m
ostl
y po
siti
ve
inte
ract
ions
wit
h st
uden
ts in
co
mm
on a
reas
. Fee
dbac
k ar
ound
nor
ms
for
com
mon
sp
aces
is s
hare
d in
a w
ay t
hat
resp
ects
stu
dent
s’ d
igni
ty.
Staf
f hav
e m
ostl
y ne
utra
l in
tera
ctio
ns w
ith
stud
ents
in
com
mon
are
as. A
t ti
mes
, fee
dbac
k ar
ound
nor
ms
in c
omm
on s
pace
s is
ne
gati
vely
fram
ed.
Staf
f hav
e lim
ited
or
freq
uent
ly n
egat
ive
inte
ract
ions
wit
h st
uden
ts in
co
mm
on a
reas
.
2c. S
taff
rela
tions
hips
Lo
ok fo
r/Le
arn
abou
t:
- Sta
ff g
reet
one
ano
ther
in t
heha
lls a
s ap
prop
riat
e.
- Sta
ff d
emon
stra
te k
now
ledg
e of
one
ano
ther
on
a pe
rson
al
leve
l.
Scho
ol s
taff
are
hig
hly
supp
orti
ve
of o
ne a
noth
er. I
nter
acti
ons
are
frie
ndly
and
res
pect
ful.
Staf
f se
ek o
ut c
olla
bora
tive
re
lati
onsh
ips.
Scho
ol s
taff
are
sup
port
ive
of
one
anot
her.
Inte
ract
ions
are
fr
iend
ly a
nd r
espe
ctfu
l.
Staf
f mos
tly
inte
ract
pro
fess
iona
lly
wit
h on
e an
othe
r bu
t do
not
sho
w
acti
ve s
uppo
rt fo
r on
e an
othe
r.
Staf
f do
not
regu
larl
y in
tera
ct
wit
h ea
ch o
ther
or
have
ne
gati
ve s
taff
rel
atio
nshi
ps.
2d. S
tude
nt
rela
tions
hips
Look
for/
Lear
n ab
out:
- Stu
dent
inte
ract
ions
tha
t ar
ere
spec
tful
, fri
endl
y, a
nd
incl
usiv
e.
Stud
ents
see
m t
o ge
nuin
ely
care
fo
r on
e an
othe
r an
d ho
ld o
ne
anot
her
acco
unta
ble
for
resp
ectf
ul in
tera
ctio
ns.
Ther
e is
a
sens
e of
incl
usiv
ity
amon
g al
l st
uden
ts.
Stud
ent
inte
ract
ions
are
re
spec
tful
and
frie
ndly
. St
uden
ts a
re s
omew
hat
resp
ectf
ul t
o pe
ers,
but
may
hav
e a
few
con
flict
s.St
uden
ts a
re r
outi
nely
di
sres
pect
ful t
o on
e an
othe
r an
d/or
hav
e fr
eque
nt c
onfli
cts
wit
h pe
ers.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASE
L) |
case
l.org
| A
ll R
ight
s R
eser
ved.
3. F
ocus
on
adul
t SEL
Staf
f hav
e re
gula
r op
port
unit
ies
to c
ulti
vate
the
ir o
wn
soci
al, e
mot
iona
l, an
d cu
ltur
al c
ompe
tenc
e; c
olla
bora
te w
ith
one
anot
her;
bui
ld t
rust
ing
rela
tion
ship
s; a
nd m
aint
ain
a st
rong
co
mm
unit
y.
3a. F
ocus
on
adul
t SEL
Lo
ok fo
r/Le
arn
abou
t:
- The
re a
re d
ocum
ente
d st
aff
shar
ed a
gree
men
ts.
- SEL
is in
tegr
ated
into
sta
ffm
eeti
ngs.
- Sta
ff m
odel
soc
ial a
nd
emot
iona
l com
pete
ncie
s th
roug
h th
eir
inte
ract
ions
.
Staf
f hav
e re
gula
r pr
ofes
sion
al
lear
ning
opp
ortu
niti
es t
o cu
ltiv
ate
adul
t SE
L an
d SE
L st
rate
gies
. Mos
t st
aff a
re
regu
larl
y en
gage
d in
co
llabo
rati
ve le
arni
ng o
r pl
anni
ng, a
nd S
EL p
ract
ices
are
em
bedd
ed in
all
staf
f mee
ting
s.
Staf
f con
sist
entl
y m
odel
soc
ial,
emot
iona
l, an
d cu
ltur
al
com
pete
ncie
s th
roug
h th
eir
inte
ract
ions
.
Staf
f hav
e m
any
oppo
rtun
itie
s to
cu
ltiv
ate
adul
t SE
L an
d SE
L st
rate
gies
. Som
e st
aff a
re
enga
ged
in c
olla
bora
tive
lear
ning
or
pla
nnin
g, a
nd S
EL p
ract
ices
are
em
bedd
ed in
som
e m
eeti
ngs.
M
any
staf
f mod
el s
ocia
l, em
otio
nal,
and
cult
ural
co
mpe
tenc
ies
thro
ugh
thei
r in
tera
ctio
ns.
SEL
topi
cs o
r pr
acti
ces
are
occa
sion
ally
incl
uded
in s
taff
pr
ofes
sion
al le
arni
ng o
r m
eeti
ngs.
Fe
w s
truc
ture
s ex
ist
for
staf
f to
colla
bora
tive
ly le
arn
or p
lan.
Som
e st
aff m
odel
soc
ial,
emot
iona
l, an
d cu
ltur
al c
ompe
tenc
ies
thro
ugh
thei
r in
tera
ctio
ns.
SEL
is in
freq
uent
ly o
r no
t ye
t pa
rt o
f sta
ff p
ract
ices
, m
eeti
ngs,
or
prof
essi
onal
le
arni
ng. F
ew s
taff
mod
el
soci
al, e
mot
iona
l, an
d cu
ltur
al
com
pete
ncie
s th
roug
h th
eir
inte
ract
ions
.
4. S
choo
lwid
e su
ppor
tive
disc
iplin
eSc
hool
wid
e di
scip
line
polic
ies
and
prac
tice
s ar
e in
stru
ctiv
e, r
esto
rati
ve, d
evel
opm
enta
lly a
ppro
pria
te, a
nd e
quit
ably
enf
orce
d.
4a. S
uppo
rtiv
e di
scip
line
Look
for/
Lear
n ab
out:
- A s
tude
nt c
ode
of c
ondu
ct
prom
otes
inst
ruct
ive,
re
stor
ativ
e, a
nd
deve
lopm
enta
lly a
ppro
pria
tedi
scip
line
polic
ies
and
prac
tice
s.
- The
re is
evi
denc
e of
ci
rcle
s/ot
her
rest
orat
ive
prac
tice
s.
Scho
olw
ide
disc
iplin
e po
licie
s an
d pr
oced
ures
are
wel
l-do
cum
ente
d an
d av
oid
excl
usio
nary
dis
cipl
ine.
Sta
ff
regu
larl
y ex
amin
e di
scip
line
data
to
ensu
re e
quit
able
ou
tcom
es fo
r st
uden
ts. S
taff
co
nsis
tent
ly fo
llow
do
cum
ente
d po
licie
s an
d pr
oced
ures
and
are
hig
hly-
effe
ctiv
e at
usi
ng r
esto
rati
ve,
inst
ruct
ive,
and
de
velo
pmen
tally
app
ropr
iate
be
havi
oral
res
pons
es.
Scho
olw
ide
disc
iplin
e po
licie
s an
d pr
oced
ures
are
w
ell-d
ocum
ente
d an
d av
oid
excl
usio
nary
dis
cipl
ine.
Sta
ff
exam
ine
disc
iplin
e da
ta a
fe
w t
imes
a y
ear
to e
nsur
e eq
uita
ble
outc
omes
for
stud
ents
. Sta
ff m
ostl
y fo
llow
do
cum
ente
d po
licie
s an
d pr
oced
ures
, and
mos
t st
aff
use
rest
orat
ive,
inst
ruct
ive,
an
d de
velo
pmen
tally
ap
prop
riat
e be
havi
oral
re
spon
ses.
Scho
olw
ide
disc
iplin
e po
licie
s an
d pr
oced
ures
are
doc
umen
ted
and
mos
tly
avoi
d ex
clus
iona
ry
disc
iplin
e. S
taff
exa
min
e di
scip
line
data
a fe
w t
imes
a
year
, but
do
not
effe
ctiv
ely
use
data
to
ensu
re e
quit
able
ou
tcom
es. S
taff
are
inco
nsis
tent
at
follo
win
g do
cum
ente
d po
licie
s an
d pr
oced
ures
. Sta
ff
inco
nsis
tent
ly u
se r
esto
rati
ve,
inst
ruct
ive,
and
dev
elop
men
tally
ap
prop
riat
e be
havi
oral
re
spon
ses.
Scho
olw
ide
disc
iplin
e po
licie
s an
d pr
oced
ures
are
pu
niti
ve, s
ubje
ctiv
e, o
r no
t w
ell d
ocum
ente
d. S
taff
re
spon
ses
to s
tude
nt
beha
vior
s ar
e in
effe
ctiv
e,
puni
tive
and
/or
ineq
uita
ble.
5. A
con
tinuu
m o
f int
egra
ted
supp
orts
SE
L is
sea
mle
ssly
inte
grat
ed in
to a
con
tinu
um o
f aca
dem
ic a
nd b
ehav
iora
l sup
port
s, w
hich
are
ava
ilabl
e to
ens
ure
that
all
stud
ent
need
s ar
e m
et.
5a. A
con
tinuu
m o
f in
tegr
ated
supp
orts
Look
for/
Lear
n ab
out:
- The
SEL
tea
m m
eets
reg
ular
ly
wit
h th
e te
am o
r st
aff
resp
onsi
ble
for
revi
ewin
g st
uden
t re
ferr
als
and
assi
gnm
ents
to
inte
rven
tion
s to
ensu
re c
oord
inat
ion
and
alig
nmen
t of
soc
ial a
nd
emot
iona
l sup
port
.
Aca
dem
ic a
nd b
ehav
ior
supp
orts
of
fere
d at
all
tier
s m
eet
the
need
s of
all
stud
ents
. SEL
la
ngua
ge, p
ract
ices
, and
pri
orit
ies
are
embe
dded
in p
lann
ing,
im
plem
enta
tion
, and
pro
gres
s m
onit
orin
g of
aca
dem
ic a
nd
beha
vior
al s
uppo
rts
at a
ll ti
ers.
Aca
dem
ic a
nd b
ehav
ior
supp
orts
of
fere
d at
all
tier
s m
eet
the
need
s of
mos
t st
uden
ts. S
EL
lang
uage
, pra
ctic
es, a
nd
prio
riti
es a
re in
clud
ed in
pl
anni
ng, i
mpl
emen
tati
on, a
nd
prog
ress
mon
itor
ing
of m
ost
acad
emic
and
beh
avio
ral
supp
orts
.
Aca
dem
ic a
nd b
ehav
ior
supp
orts
of
fere
d at
all
tier
s m
eet
the
need
s of
so
me
stud
ents
. SEL
lang
uage
, pr
acti
ces,
and
pri
orit
ies
are
incl
uded
in
pla
nnin
g, im
plem
enta
tion
, and
pr
ogre
ss m
onit
orin
g of
som
e ac
adem
ic a
nd b
ehav
iora
l sup
port
s.
The
scho
ol h
as n
ot d
evel
oped
a
cont
inuu
m o
f sup
port
s; O
R
SEL
is n
ot y
et in
clud
ed in
pl
anni
ng, i
mpl
emen
tati
on, a
nd
prog
ress
mon
itor
ing
of
acad
emic
and
beh
avio
ral
supp
orts
.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASE
L) |
case
l.org
| A
ll R
ight
s R
eser
ved.
Fam
ily a
nd C
omm
unity
4 3
2 1
Com
pone
nt
Scor
e/N
otes
6.
Aut
hent
ic fa
mily
par
tner
ship
sFa
mili
es a
nd s
choo
l sta
ff h
ave
regu
lar
and
mea
ning
ful o
ppor
tuni
ties
to
build
rel
atio
nshi
ps a
nd c
olla
bora
te t
o su
ppor
t st
uden
ts’ s
ocia
l, em
otio
nal,
and
acad
emic
dev
elop
men
t.
6a. A
uthe
ntic
fam
ily
part
ners
hips
Lo
ok fo
r/Le
arn
abou
t:
- The
re a
re fa
mily
-fac
ing
new
slet
ters
and
evi
denc
e of
tw
o-w
ay c
omm
unic
atio
n be
twee
n fa
mili
es a
nd t
each
ers.
- The
re is
evi
denc
e of
fam
ily
part
icip
atio
n in
fam
ily n
ight
s,sc
hool
eve
nts,
sur
veys
, etc
.
- Fam
ilies
are
rep
rese
nted
on
the
SEL
team
.
The
scho
ol o
ffer
s re
gula
r,
mea
ning
ful o
ppor
tuni
ties
for
fam
ilies
to
shar
e id
eas
and
feed
back
on
stra
tegi
es fo
r su
ppor
ting
stu
dent
s’ s
ocia
l, em
otio
nal,
and
acad
emic
de
velo
pmen
t. T
hese
op
port
unit
ies
are
offe
red
in
fam
ilies
’ hom
e la
ngua
ges
and
at
hour
s co
nven
ient
for
fam
ilies
to
atte
nd. S
choo
l dec
isio
n-m
akin
g te
ams,
incl
udin
g th
e SE
L te
am,
have
rep
rese
ntat
ion
from
fam
ily
mem
bers
.
The
scho
ol o
ffer
s se
vera
l m
eani
ngfu
l opp
ortu
niti
es fo
r fa
mili
es t
o sh
are
idea
s an
d fe
edba
ck o
n st
rate
gies
for
supp
orti
ng s
tude
nts’
soc
ial,
emot
iona
l, an
d ac
adem
ic
deve
lopm
ent.
The
se
oppo
rtun
itie
s ar
e of
fere
d in
fa
mili
es’ h
ome
lang
uage
s an
d at
ho
urs
conv
enie
nt fo
r fa
mili
es t
o at
tend
.
The
scho
ol o
ffer
s so
me
oppo
rtun
ity
for
fam
ilies
to
shar
e fe
edba
ck o
n st
rate
gies
fo
r su
ppor
ting
stu
dent
s’
soci
al, e
mot
iona
l, an
d ac
adem
ic d
evel
opm
ent.
Fam
ilies
do
not
yet
have
op
port
unit
ies
to s
hare
feed
back
on
str
ateg
ies
to s
uppo
rt s
tude
nts’
so
cial
, em
otio
nal,
and
acad
emic
de
velo
pmen
t.
6b. F
amily
-sch
ool
rela
tions
hips
Look
for/
Lear
n ab
out:
- Sta
ff g
reet
and
wel
com
efa
mili
es.
- Fam
ily-s
taff
inte
ract
ions
are
w
arm
and
col
labo
rati
ve.
- Fam
ily r
espo
nses
to
scho
olsu
rvey
s.
Mos
t fa
mili
es r
epor
t re
spec
tful
, co
llabo
rati
ve, a
nd t
rust
ing
rela
tion
ship
s w
ith
staf
f. S
choo
l re
gula
rly
colle
cts
and
revi
ews
data
on
how
fam
ilies
feel
abo
ut
thei
r re
lati
onsh
ips
wit
h st
aff.
Mos
t fa
mili
es r
epor
t re
spec
tful
, co
llabo
rati
ve, a
nd t
rust
ing
rela
tion
ship
s w
ith
staf
f. S
choo
l ha
s co
llect
ed s
ome
data
on
how
fa
mili
es fe
el a
bout
the
ir
rela
tion
ship
s w
ith
staf
f.
Staf
f int
erac
tion
s w
ith
fam
ily
appe
ar m
ostl
y re
spec
tful
, but
th
e sc
hool
has
not
col
lect
ed
data
on
how
fam
ilies
feel
ab
out
thei
r re
lati
onsh
ips
wit
h st
aff.
Staf
f int
erac
tion
s w
ith
fam
ily a
re
limit
ed o
r no
t co
nsis
tent
ly
resp
ectf
ul.
7. A
ligne
d co
mm
unity
par
tner
ship
sSc
hool
sta
ff a
nd c
omm
unit
y pa
rtne
rs a
lign
on c
omm
on la
ngua
ge, s
trat
egie
s, a
nd c
omm
unic
atio
n ar
ound
all
SEL-
rela
ted
effo
rts
and
init
iati
ves,
incl
udin
g ou
t-of
-sch
ool t
ime.
7a. A
ligne
d co
mm
unity
pa
rtne
rshi
psLo
ok fo
r/Le
arn
abou
t:
- Com
mun
ity
part
ners
and
/or
out-
of-s
choo
l tim
e st
aff a
re
repr
esen
ted
on t
he S
EL t
eam
.
- The
re is
des
igna
ted
spac
e w
ithi
n th
e sc
hool
for
com
mun
ity
part
ners
to
stor
e su
pplie
s, c
ondu
ct w
ork,
etc
.
- Lea
ders
hip
and
staf
f reg
ular
ly
disc
uss
the
supp
orts
or
prog
ram
s co
mm
unit
y pa
rtne
rs.
Scho
ol s
taff
and
com
mun
ity
part
ners
hav
e es
tabl
ishe
d, a
nd
cons
iste
ntly
use
, com
mon
la
ngua
ge a
roun
d SE
L. S
choo
l le
ader
s an
d ot
her
staf
f mee
t re
gula
rly
wit
h co
mm
unit
y pa
rtne
rs t
o pl
an a
nd e
xecu
te
alig
ned
stra
tegi
es a
nd
com
mun
icat
ion
arou
nd a
ll SE
L-re
late
d ef
fort
s an
d in
itia
tive
s th
at o
ccur
dur
ing
the
scho
ol d
ay
and
out-
of-s
choo
l tim
e.
Scho
ol s
taff
and
com
mun
ity
part
ners
hav
e es
tabl
ishe
d so
me
com
mon
lang
uage
aro
und
SEL.
Sc
hool
sta
ff m
eet
occa
sion
ally
w
ith
com
mun
ity
part
ners
to
disc
uss
alig
ning
str
ateg
ies
and
com
mun
icat
ion
arou
nd S
EL-
rela
ted
effo
rts
and
init
iati
ves
that
occ
ur d
urin
g th
e sc
hool
day
an
d ou
t-of
-sch
ool t
ime.
Scho
ol s
taff
and
som
e co
mm
unit
y pa
rtne
rs h
ave
esta
blis
hed
som
e co
mm
on
lang
uage
to
disc
uss
SEL.
Sc
hool
sta
ff a
nd c
omm
unit
y pa
rtne
rs a
re b
ecom
ing
fam
iliar
wit
h ea
ch o
ther
s’
stra
tegi
es a
nd c
omm
unic
atio
n ar
ound
SEL
-rel
ated
eff
orts
.
Staf
f and
com
mun
ity
part
ners
sti
ll w
ork
prim
arily
inde
pend
entl
y,
wit
hout
inte
ntio
nal a
lignm
ent.
For m
ore
info
rmat
ion,
tool
s, a
nd re
sour
ces,
vis
it sc
hool
guid
e.ca
sel.o
rg.
Cop
yrig
ht ©
201
9 | C
olla
bora
tive
for A
cade
mic
, Soc
ial,
and
Emot
iona
l Lea
rnin
g (C
ASE
L) |
case
l.org
| A
ll R
ight
s R
eser
ved.
Cont
inuo
us Im
prov
emen
t
4 3
2 1
Com
pone
nt
Scor
e/N
otes
8.
Sys
tem
s for
con
tinuo
us im
prov
emen
t Im
plem
enta
tion
and
out
com
e da
ta a
re c
onsi
sten
tly
colle
cted
, use
d, a
nd c
omm
unic
ated
to
cont
inuo
usly
impr
ove
all S
EL-r
elat
ed s
yste
ms,
pra
ctic
es, a
nd p
olic
ies
wit
h a
focu
s on
eq
uity
. 8a
. Sys
tem
s for
co
ntin
uous
im
prov
emen
t Lo
ok fo
r/Le
arn
abou
t:
- Sta
ff m
eet
regu
larl
y to
dis
cuss
data
and
eng
age
in c
onti
nuou
s im
prov
emen
t cy
cles
.
- The
re a
re n
ewsl
ette
rs, e
mai
ls,
and
post
ed c
omm
unic
atio
ns
abou
t SE
L.
- Sch
ool-l
evel
dat
a is
com
mun
icat
ed w
ith
stak
ehol
ders
.
- Dat
a el
evat
es y
outh
voi
ce b
y ad
dres
sing
stu
dent
per
cept
ions
of t
heir
lear
ning
env
iron
men
t,
as w
ell a
s th
eir
stre
ngth
s an
d ne
eds.
Role
s, r
espo
nsib
iliti
es, a
nd
tim
elin
es a
re e
stab
lishe
d an
d fo
llow
ed fo
r co
llect
ing
and
refle
ctin
g on
dat
a to
impr
ove
SEL-
rela
ted
syst
ems,
pra
ctic
es
and
polic
ies.
Dat
a in
clud
es
stud
ent
perc
epti
ons
of t
heir
le
arni
ng e
nvir
onm
ent
and
prov
ides
opp
ortu
niti
es t
o ex
amin
e eq
uity
in s
tude
nts’
ex
peri
ence
s an
d ou
tcom
es. D
ata
on s
choo
lwid
e SE
L is
reg
ular
ly
shar
ed a
nd d
iscu
ssed
wit
h ad
min
istr
ator
s, t
each
ers,
sch
ool-
site
sup
port
sta
ff, s
tude
nts,
fa
mili
es, a
nd c
omm
unit
y pa
rtne
rs. T
he S
EL t
eam
use
s a
stru
ctur
ed p
roce
ss t
o en
gage
th
ese
stak
ehol
ders
in
dete
rmin
ing
next
ste
ps a
nd
crea
ting
act
ion
plan
s.
Role
s, r
espo
nsib
iliti
es, a
nd
tim
elin
es a
re e
stab
lishe
d an
d fo
llow
ed fo
r co
llect
ing
and
refle
ctin
g on
dat
a to
impr
ove
SEL-
rela
ted
syst
ems,
pra
ctic
es
and
polic
ies.
Dat
a pr
ovid
es
oppo
rtun
itie
s to
exa
min
e eq
uity
in
stu
dent
s’ e
xper
ienc
es a
nd
outc
omes
. Dat
a on
sch
oolw
ide
SEL
is r
egul
arly
sha
red
and
disc
usse
d w
ith
adm
inis
trat
ors,
te
ache
rs, s
choo
l-sit
e su
ppor
t st
aff,
stu
dent
s, fa
mili
es, a
nd
com
mun
ity
part
ners
.
Role
s, r
espo
nsib
iliti
es, a
nd
tim
elin
es m
ay b
e in
cons
iste
nt
for
colle
ctin
g an
d re
flect
ing
on d
ata
to im
prov
e SE
L-re
late
d sy
stem
s, p
ract
ices
, an
d po
licie
s. D
ata
on
scho
olw
ide
SEL
is o
ccas
iona
lly
shar
ed w
ith
som
e st
akeh
olde
rs.
Role
s, r
espo
nsib
iliti
es, a
nd
tim
elin
es a
re n
ot y
et e
stab
lishe
d fo
r co
llect
ing
and
refle
ctin
g on
da
ta t
o im
prov
e SE
L-re
late
d sy
stem
s, p
ract
ices
, and
pol
icie
s.
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
SEL Data Reflection Protocol
This tool, adapted from the ATLAS Looking at Data Protocol from the National School Reform Faculty Harmony Education Center (nsrfharmony.org), presents a structured reflection process for SEL teams and other school stakeholders to observe trends and discuss ideas for continuous improvement of SEL implementation. It emphasizes the importance of examining data with an equity lens and elevating a range of perspectives when interpreting data.
This tool includes: • A facilitator’s guide• A participant handout• Suggested prompts for equity-minded data reflection
Why is equity a critical lens for data reflection?
Looking at collected data as a team is an indispensable part of the continuous improvement cycle. Reflecting on data produces new insights, which in turn inform new actions to support systemic SEL implementation. While data can provide many insights, it does not easily show the full reality and lived experience of those it represents. Without an equity lens, conversations about data often lead to ‘one-size-fits-all’ solutions that obscure biases and ignore differences in environment, identity, and culture. Data reflection should inform decision-making that promotes equitable outcomes for all members of the school community.
For example, if an SEL team is reviewing data from a feedback survey after a family outreach event to inform their strategy for engaging families in SEL implementation, they would need to consider questions like “Do the parents who responded to this survey represent the larger community of families in our school? Who was left out of this survey and how can we gather their perspectives?” or “Do we see a difference in survey responses based on home language/race/education level/age of children/academic achievement of children? What can we learn from those differences about the way we are engaging families?” Without questions that push the team to apply an equity lens, there is a risk of overlooking how aspects of identity such as gender, race, ethnicity, or socioeconomic background contribute to the story the data is telling.
Things to do before using the SEL Data Reflection Protocol
Prepare the data: Data gathered through the continuous improvement process need to be summarized in charts, graphs, or short reports. Schools may be able to rely on district support to provide summaries and visualization of data. In other cases, the SEL team will need members who have skills for visualizing data. To bring equity into the conversation, see if there are ways to organize the data by subgroups (e.g., race, socioeconomic level, gender) that may highlight inequities.
Prepare questions that prompt reflection on equity: Issues of equity are not always apparent in data. Use the final page in this tool, Additional Prompts for Equity-Minded Data Reflection, to find examples of questions that can help push the group to consider additional factors and perspectives when making decisions that will impact the school community. These questions should be thoughtfully interspersed throughout the protocol.
Think about equity of voice: An equity lens should be applied not only to the interpretation of data but also to the team dynamic. Consider what group agreements and/or methods of sharing will best ensure that all members of the team have an equitable opportunity to share their perspective. Facilitators should prepare to call this out explicitly and reorient the conversation if it becomes inequitable. Further, when interpreting data, it is important to consider which voices are not at the table, what blind spots this may create, and whether to seek out more perspectives.
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
SEL Data Reflection Protocol —Facilitator’s Guide
At the start of the meeting:
• Designate a team member to take notes during the meeting.
• Establish norms for discussion or revisit existing norms and how they apply to this discussion.• Preview the steps below so team members know what to expect. Be sure to explain the difference
between describing the data objectively (step 1) and offering interpretations about the data later on.
1. Facts: Describe the data. (3-5 minutes)
The team member who prepared the data gives a brief statement of the data and avoids explaining what she or
he concludes about the data.
Ask: What do you see?
Team members describe what they see in the data in a neutral way, avoiding interpretations, judgement, or
conclusions. If there is little or inequitable engagement, you can use the following techniques:
• Have team members take notes independently about what they see and then share out.
• Have team members discuss what they see in small groups and then share out.
• Use follow-up prompts:
o Look at parts of the data that relate to the students you work with. What do you see?o Are there any noticeable differences among the populations represented in the data? Similarities?o Are there any clarifications you need about how the data is presented?
If judgments or interpretations arise, prompt the team to describe the evidence that supports their argument.
Use the following prompts to redirect interpretations:
o That sounds like an interpretation. Be sure to write that down so we can discuss it later.o Remember, let’s try to read the data objectively first so the discussion about interpretations can be
well-informed.o We want to wait to make interpretations until we’ve established what everyone can agree on about
this data.
Compile the team's observations on chart paper, a whiteboard, or anywhere that is visible to the whole team.
The notetaker should record the team’s observations as well.
2. Omissions: What information is missing in this data? (3-5 minutes)
Ask: What additional information could help us interpret this data?
As needed, use one or more of the following prompts to stimulate discussion:
• Who is not represented in this data?• Whose experiences or perspectives should we learn more about to understand this data (e.g., students)?• Do certain voices represented have more influence at our school than others?• What personal biases should we be mindful about before we move into the interpretation stage?• What additional context (such as race, gender, ethnic background, socioeconomic level) should frame
how we interpret and make decisions using this data?
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
3. Interpretations: What does the data suggest? (5-10 minutes)
During this section of the protocol, the team tries to make sense of what the data says about SEL
implementation and infer what is or isn’t working and why. Encourage the team to think creatively and try to
generate as many different interpretations as possible. When appropriate, surface themes from the discussion
in step 2 or pose a question to prompt reflection about equity.
Ask: What does the data suggest?
As needed, follow up with:
• What root causes might best account for what we see in the data?• Think about the students you work with. What does this data mean for them?• In what ways do the actions of school staff members or our organizational routines impact this data?
If engagement is low or inequitable, use the following techniques:
• Have team members journal independently about their interpretations and then share out.
• Have team members discuss interpretations in small groups and then share out.
• After providing think time, pass a ‘talking piece’ around the table. When a team member has the talking
piece, they may offer a question, a comment, or they may pass. During the passing of the talking piece,
team members do not respond directly to one another.
4. Implications for Practice (10-15 minutes)
Ask: How might this data inform our approach to schoolwide SEL?
As needed, follow up with:
• What are the ways we can innovate to address what we see in the data to be more effective andequitable?
• Does the data suggest that any of our practices are ineffective? How could they be changed?• What does this conversation make you think about in terms of your practice? About teaching and
learning in general?
5. Articulating Next Steps (3-5 minutes)
Ask: What are our team’s next steps to promote continuous improvement?
As needed, follow up with:
• Who else needs to see this data? How will we share it?• What else do we need to know before taking action on this data? How will we gather that information?• What are we going to stop doing/start doing/keep doing as a result of this data? How will we
communicate that to our staff and stakeholders?
The team collaboratively develops next steps for taking action, assigns ownership, and sets a timeline for each.
Within 24 hours, use the meeting notes to send a summary to all team members.
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
SEL Data Reflection Protocol – Participant Handout
1. Facts: Describe the data (3-5 minutes)
• Describe—do not interpret or judge.
• Focus on observations of ‘Who,’ ‘What,’ ‘Where,’ and ‘When.’
• Notice differences/disparities across the data.
2. Omissions: What information is missing in this data? (3-5
minutes)
• Consider the lived experience behind this data. What
additional context would be helpful to the team in interpreting
and acting on this data?
• What additional information would give us insight?
• Whose voices and experiences are not represented?
• What biases or blind spots might exist within our team as we
interpret this data?
• How could students help us make sense of this data?
3. Interpretations: What does the data suggest? (5-10 minutes)
• Look for the bright spots and think about what may be
contributing to success.
• Consider root causes.
• Connect the data to your personal observation and experience
without blaming or naming individuals.
• Interpretations should be framed with an equity mindset.
4. Implications for Practice (10-15 minutes)
• What are ways we can innovate to be more effective andequitable?
• Does the data suggest that any of our practices areineffective? How could they be changed?
• What does this conversation make you think about in termsof your practice? About teaching and learning in general?
• What ambitious yet feasible actions could our team take?
5. Next Steps (3-5 minutes)
• Team next steps (think communication, further inquiry, andpossible adjustments to SEL implementation)
• My personal next steps
For more information, tools, and resources, visit schoolguide.casel.org Copyright © 2019 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.
Additional Prompts for Equity-Minded Data Reflection
These questions can stimulate equity-centered discussion throughout the data reflection protocol, particularly in
steps 2-4 of the facilitator’s guide. Select questions that best fit the type of data the team will be reviewing or
brainstorm original questions using these as a model. Come to the data reflection with 2-3 questions and look
for opportunities to ask them while the team is working through the protocol.
School Climate Survey Data
How are staff and students perceiving
school climate differently?
What do we know about the
perceptions of newcomers to our
school?
How does our school's climate
compare to how you remember your
schooling experience?
Are some groups experiencing school climate differently than others? How can we find out?
How does our approach to school climate reflect the
cultures and identies of our students and
families?
How can we elevate student voice as we define next steps?
Student Achievement Data
Does this data give a full picture of
students' abilities? What else would
complete the picture?
Is there anything about this
assessment that disadvantages some
students?
Do the students value the knowledge
they are assessed on? How can we
find out?
Do over/ underachieving
students have any demographic similarities?
What would your students say about
this data? Their parents?
What kinds of academic
interventions are we offering? Are these interventions being
accessed in an equitable way?
Discipline or Attendance Data
What could be the root cause of our
attendance issues?
When you were in school, did you have attendance and/or disciplinary issues? What factors were
at play for you?
How do you think students with
chronic attendance issues perceive school climate?
Is disciplinary action applied equitably
across all demographic
groups?
Do students believe discipline is applied equitably? How can
we find out?
How might biases and assumptions be
harming our students who have more disciplinary
issues?
Family/Community Engagement Data
Is our parent engagement
equitable? Who are we not reaching?
If you lived in this community and were deciding
whether to have your child attend here, what would
make you feel welcome?
What biases or assumptions may be
causing staff to engage more or less
with families?
What assumptions do we tend to make about parents who
are difficult to contact? What
other explanations could there be?
What lived experiences impact a family or community member's interest in engaging with our
school?
Do we have relationships with other important
institutions in this community? How
could these relationships make us more effective?
