The purpose of this protocol is to learn from people who have relevant expertise - and who provide multiple perspectives - on the issue a team wants to improve. Ideally, the presenting team should leave with a deeper understanding of the factors contributing to the issue and clear next steps for moving the work forward.
Support staff in cultivating personal social and emotional competencies and fostering the competencies of peers and students.
When instructional practices actively involve students in making meaning of content, they are more deeply engaged in their learning and have meaningful opportunities to practice SEL skills.
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Evidence-based SEL programs are grounded in research and principles of child and adolescent development, and scientifically evaluated and shown to produce positive student outcomes.
Create meaningful partnership opportunities and two-way communication that invites families to understand, experience, inform, and support the social and emotional development of their students.
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.
Cultivate a community of adults who engage in their own social and emotional learning, collaborate on strategies for promoting SEL, and model SEL throughout the school.
Students have a unique perspective on how high-level decisions impact the day-to-day life of the school, and their voices are critical to quality schoolwide SEL implementation. By listening to students, schools can make informed decisions about the changes that will best support all learners.
In addition to driving overall schoolwide SEL implementation, PDSA improvement cycles also provide a powerful structure for quickly testing specific innovative strategies to support SEL.