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 meets occasionally with few structured roles and responsibilities.
onthly lead teacher meetings throughout the center. Most classrooms have lead teachers. There are 4 lead teachers for each pre-k classroom offered at the center. There are currently 2 teachers who are overlooking 2 classes each along with teaching in the classroom.
Consistent meetings and overall discussions on each classroom performance.
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.
Considering a campus wide structure, I am not aware of a two-way SEL communication. Our 2-way communication is followed by a hierarchy from the support-staff, faculty and so on.
More involvement with everyone in the center and become familiar with structures within the campus community.
Two-way SEL communications between the SEL team and all stakeholders has not yet been planned.
Daily communication with families before and during drop-off of the students rather in-person, via email, phone and video conference. Parent-teacher conferences offer many opportunities for SEL discussions. The PTC offers each of us to receive and reciprocate feedback to one another.
A balance between time and privacy with SEL discussions. When we have time to discuss, which is during drop off/pickup, there is not much privacy which causes limitations in our discussion. When we do have privacy, there is not much time because the lack of support in class coverage can be an issue.
The SEL team has begun engaging stakeholders, including students, families, staff, and community members, as collaborators for developing a shared vision for schoolwide SEL.
The SEL team is beginning to assess needs and resources.
There is a one-year budget for SEL resources that includes funding for professional learning and materials needed to support SEL instruction. 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 prioritized and planned to build inclusive, relationship-centered, and culturally responsive practices to create supportive classroom environments. Classroom shared agreements have been collaboratively developed in some classrooms.
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 familiar with most of their students’ cultural backgrounds, life circumstances, and the local community context.
Our school comprises of a majority African American student population. The school receives students from different cultural and ethnic backgrounds. The school bought in a bilingual Teacher for 2025-26; which helps those students tremendously.
Our school needs more work shops on integration.
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.
In the past, the school has not involved all ideas.
The school should hire a team that specializes in school climate and behaviors.
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.
The school bought in professionals who specialize in training existing employees on how to service students better during the highest behavior times; which are recess and lunch.
Implement a program that has turned behaviors around for the better.
Students are offered many opportunities to take on leadership and decision-making roles that inform SEL initiatives, instructional practices, and school climate. Students have opportunities to lead activities, solutions, and projects to improve their classrooms, school, and the broader community.
Students participate in saying the daily announcements, the school creed, and student engagement activities.
Our school need more professionals on staff.
The school provides a continuum of supports to meet the academic, social, emotional, and behavioral needs of all students. The SEL team is taking steps to create common language and align all student supports and related programs and and initiatives with schoolwide SEL goals and priorities.
The school hired several support staff to the team.
The school is looking to hire more qualified staff.
The school has identified discipline policies and practices that support SEL and are restorative, instructive, and developmentally appropriate. Data are reviewed frequently to determine if policies and practices have been applied equitably.
The school must follow the policies set by the board.
The school is working to find ways and improve negative student behaviors.
School staff provide updates to families about the school's efforts to promote SEL for students.
School staff connect with families about good and not so good behaviors mostly when we see the caregiver personally.
The school can implement new strategies.
The school has developed community partnerships that support schoolwide SEL. Community partners and schools have begun to become familiar with one another’s approach to SEL.
The school has had various community partners to come in to work with students with SEL.
The school is working to make more efforts for the future.
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.