Multi-Tiered System of Supports: A systemic, prevention-focused framework for addressing students' academic and behavioral needs through the integration and continuous improvement of systems and services. Includes universal, evidence-based supports that create a positive learning environment and engages all students in high quality learning, and more intensive evidence-based supports for students who have higher levels of need. (National Association of School Psychologists) National Association of School Psychologists
Focus Area 3 Continuous Improvement Connections
There are a variety of data sources that can be used to continuously improve how SEL is implemented for students.
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Focus Area 1A: Continuous Improvement Connections
The SEL team has an important role in leading schoolwide SEL. The team can be strengthened over time using continuous improvement techniques.
Leverage strategic and aligned community partnerships that ensure students receive consistent SEL supports, increase access to a broad range of community services, and expand the professional learning opportunities for SEL.
Focus Area 1b: Continuous Improvement Connections
The core tool used in this guide is the Schoolwide SEL Implementation Rubric. The rubric provides an overview of a systemic approach to schoolwide SEL, and teams can review it to get a sense of what SEL looks like when it is coordinated across classrooms, the school, homes, and the community.
Focus Area 2: Continuous Improvement Connections
A safe and supportive school climate is an important factor for improving academic, behavioral, and mental health outcomes for students (Thapa, 2013).
A list of the written sources
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Implement and reflect on data to continuously improve
The SEL team meets regularly to drive the action plan forward, reflect on new data, and continuously improve SEL implementation to meet established SEL goals and respond to needs that arise.
Schoolwide SEL is evidenced by indicators in the classroom, school, family, and community.