Use the guidance in Focus Area 1B to set short-term (one-year) goals that will help you reach your schoolwide vision. Use these goals and your rubric scores to determine which areas to prioritize in your action plan. Below, you can create action steps based on your priorities.
An SEL team is in the initial stages of development.
Foundational SEL learning opportunities have been provided to some key stakeholders (staff, families, and community partners). Members of the school community have a general understanding of SEL and its impact on students’ development.
Some structures to support two-way SEL communications between the SEL team and all stakeholders are in place, but are not yet used in ways that are consistent.
The SEL team collaborated with a group of stakeholders who are representative of the school community to develop a shared vision for schoolwide SEL. The shared vision has been communicated to the entire school community, informs planning and implementation, and is revisited regularly.
The SEL team is beginning to assess needs and resources.
There is a stable long-term budget for SEL resources, including professional learning, materials, and staffing. The school has allocated staff time for engaging in SEL-related activities including professional learning.
Some staff engage in high-quality professional learning to develop their skills for cultivating supportive, equitable learning environments and promoting SEL for students.
Time for SEL instruction embedded in master schedule
More resources to explore
Staff do not yet have opportunities to reflect on and develop their own social, emotional, and cultural competencies.
Staff have dedicated time for collaboration, and have developed norms or shared agreements to guide collaboration.
The SEL team is developing an approach to support leadership and staff in modeling social, emotional, and cultural competencies in their language and interactions with other staff, students, families, and community partners.
Teachers have not yet prioritized the use of inclusive, relationship-centered, and culturally responsive practices to create supportive classroom environments.
Some students have dedicated time during the school day to learn about, reflect on, and discuss SEL competencies through developmentally appropriate and culturally responsive instruction.
SEL standards/goals are embedded in academic learning in some classrooms. Some teachers use classroom discussion and collaborative structures to engage students, and encourage students to connect their perspectives and experiences to instruction.
Leadership and staff are familiar with most of their students’ cultural backgrounds, life circumstances, and the local community context.
The SEL team is beginning to plan school climate improvement efforts. Schoolwide norms and shared agreements have been collaboratively developed and aligned to the school's SEL vision.
The school is beginning to provide professional learning around evidence-based SEL program and practices aligned to the school's SEL vision and goals, and cultural and linguistic strengths.
Students do not yet have opportunities to take on leadership and decision-making roles.
A continuum of supports is partially in place. The SEL team is considering ways to create common language and align student supports with schoolwide SEL goals and priorities.
Discipline policies and practices have not yet been reviewed to determine how well they align with SEL.
School staff provide updates to families about the school's efforts to promote SEL for students.
The school has not yet developed community partnerships to support schoolwide SEL.
The SEL team does not yet use implementation data and disaggregated outcome data to track progress toward SEL goals and monitor outcomes. Staff do not yet have the time and skills necessary to engage in cycles of continuous improvement.
We have just purchased Second Step, but there is not enough Admin support or teacher buy in
Administrative support
The SEL team uses a structured, ongoing process to collect, reflect on, and use implementation and outcome data to inform school-level decisions during each meeting. The team is empowered to lead staff in this process by regularly (at least quarterly) communicating their findings and creating opportunities to use data to drive continuous improvement at the school, classroom, family, and community level.
We are using BR3 Be ready, responsible, and respectful as a foundation for learning
We need admin support PD to use a structured process to collect, reflect, and implement the data.