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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.
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Foundational SEL learning opportunities are not yet provided.
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Two-way SEL communications between the SEL team and all stakeholders has not yet been planned.
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A shared vision for schoolwide SEL has not yet been developed.
Sensory pathways, Zones of Regulation, universal supports
Need more consistency across levels and responsiveness to developmental needs (sensory processing for primary and ability to persevere through challenging tasks for intermediate)
The SEL team is beginning to assess needs and resources.
Started building a team
More representation from intermediate classroom teachers and students
Funding for schoolwide SEL has not yet been discussed and prioritized.
Access to school counsellor and Real Acts of Caring program
More opportunities for collaboration
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.
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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.
The school has not yet dedicated time for students to learn about, reflect on, and discuss SEL competencies through developmentally appropriate and culturally responsive instruction.
Teachers have not yet prioritized the integration of SEL into instruction.
Leadership and staff are not yet familiar with their students’ cultural backgrounds, life circumstances, or the local community context.
The SEL team has not yet prioritized school climate efforts.
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.
Students do not yet have opportunities to take on leadership and decision-making roles.
A continuum of supports is not yet available to students.
Discipline policies and practices have not yet been reviewed to determine how well they align with SEL.
School staff do not yet communicate with families about SEL.
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.
The SEL team has not yet identified a structured and ongoing process to collect, reflect on, and use data to inform school-level decisions.