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 are not yet provided.
Two-way SEL communications between the SEL team and all stakeholders has not yet been planned.
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.
Staff do not yet engage in high-quality SEL-related professional learning to develop their skills for cultivating supportive, equitable learning environments and promoting SEL for students.
Staff do not yet have opportunities to reflect on and develop their own social, emotional, and cultural competencies.
Staff do not yet have opportunities to build collaborative relationships.
Leadership and/or staff have not yet prioritized modeling social, emotional, and cultural competencies in their interactions.
Teachers have not yet prioritized the use of inclusive, relationship-centered, and culturally responsive practices to create supportive classroom environments.
Melhoria das relações interpessoais
Pertencimento, engajamento de alunos, professores e família
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.
Investido nas tutorias individuais e coletivas
COmprometimento com o projeto de vida
Teachers have not yet prioritized the integration of SEL into instruction.
Incentivado a construção do Projeto de Vida
Integras as ASE às práticas pedagógicas cotidianas
Leadership and staff are not yet familiar with their students’ cultural backgrounds, life circumstances, or the local community context.
Tentando se aproximar das famílias
Maior participação da família na escola
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.
Medimos o clima escolar e mapeamos os principais pontos que precisam ser melhorados
Entender o que os alunos esperam da escola para a resolução de conflitos.
The SEL team is in the process of collaboratively selecting an evidence-based program aligned to the school's vision and goals, and cultural and linguistic strengths.
Nenhuma ação
Integras as ASE ao cotidiano escolar, de forma que os alunos tenham clareza do Projeto de Vida e da importância da escola para atingir os objetivos.
Some students have opportunities to take on more traditional leadership roles such as student council, patrols, or leading morning announcements.
Escuta ativa com os espaços de liderança
Ampliar os espaços de escuta e aprofundar a formação de líderes
A continuum of supports is not yet available to students.
Temos os Jovens Acolhedores
Tornar mais efetivo o processo de acolhimento
Discipline policies and practices have not yet been reviewed to determine how well they align with SEL.
Nenhuma ação
analisar e alinhar as práticas
School staff provide updates to families about the school's efforts to promote SEL for students.
Leitura de textos para os pais na reunião de pais
Maior engajamento das famílias nesse processo
The school has not yet developed community partnerships to support schoolwide SEL.
primeiro contato estabelecido com Psicóloga e CAPS
Estreitar as parcerias para o trabalho direcionados com ASE
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.
The SEL team has not yet identified a structured and ongoing process to collect, reflect on, and use data to inform school-level decisions.