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.
Two-way SEL communications between the SEL team and all stakeholders has not yet been planned.
A shared vision for schoolwide SEL has not yet been developed.
The SEL team is beginning to assess needs and resources.
Funding for schoolwide SEL has not yet been discussed and prioritized.
Staff engage in high-quality professional learning multiple times throughout the year to develop their skills for cultivating supportive, equitable learning environments and promoting SEL for students. These professional learning opportunities are aligned to the school's SEL goals and scaffolded to support staff based on their roles and current knowledge of SEL.
Meaningful opportunities for staff to reflect on and develop their own social, emotional, and cultural competencies are available multiple times throughout the year. These opportunities include structured activities that support staff in practicing self-care and examining their mindsets and biases.
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 use inclusive, relationship-centered, and culturally responsive practices to create supportive classroom environments. Strategies are developmentally appropriate and focus on creating a community of learners that supports, honors, and acknowledges the cultural assets, contributions, and needs of all students. Shared agreements are collaboratively developed, consistently modeled by adults and students, and woven into daily routines and practices.
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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.
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Teachers have not yet prioritized the integration of SEL into instruction.
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Leadership and staff are deeply knowledgeable about students' lived experiences, cultural backgrounds, and the local community context. Instructional materials offer diverse representations of culture, race, gender, and other identities. SEL practices provide opportunities for students to learn about cultural differences, explore and celebrate their own social and cultural identities, and collaboratively develop inclusive and equitable learning environments.
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The SEL team has not yet prioritized school climate efforts.
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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.
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Students do not yet have opportunities to take on leadership and decision-making roles.
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A continuum of supports is not yet available to students.
We have a PBIS team for the school-wide support of positive behaviors. We have specialized classes for students needing SEL but not a school wide plan.
- a plan to create a common language and possible lessons for the whole school.
Discipline policies and practices have not yet been reviewed to determine how well they align with SEL.
We do not have restorative practices in place.
We need to take a look at our discipline procedures and work toward aligning them to SEL.
School staff do not yet communicate with families about SEL.
The school has not yet developed community partnerships to support schoolwide SEL.
Creating clear attendance policies and increasing communication
Determine partners and build relationships
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.