While system outcomes might include better ratings on accountability measures, these aren’t the only improvements that might result. Safer and more supportive learning environments promoted through this model also can lead to increased involvement from parents and community members with expanded opportunities for a continuum of school–community programs and services. With these opportunities, schools can further increase their capacity for serving their students.
The fifth component of the Texas model is the continuous improvement process that includes periodic and comprehensive annual reviews involving reflection; input from all stakeholders; a systematic collection, review, and analysis of data; and decision‐making procedures. Outcomes, results, and recommended improvements are reported annually to stakeholders.
The committee also developed a complete training program and a guidance manual to assist schools, parents, agencies, organizations, and community members with implementing the model through a school‐ or district‐wide approach to social and emotional wellness (in October 2010). The training was disseminated to all 20 education service centers in Texas, with the goal being broad dissemination to all schools throughout the 20 regions in the state.
As the project was finalized, the group credited the three‐step process, which was implemented at the project’s inception, with the ultimate success for the project. Without this process, they acknowledged they likely would have continued “to admire the problem,” thus wasting valuable time and resources.
TEST YOURSELF
1 Which of the following is the most probable explanation for the failure of many schools to implement comprehensive SEL programs?The lack of availability of SEL curriculum programsEducators’ failure to implement programs with fidelityThe lack of technology resources to support program implementationAn overreliance on pre‐scripted programs and curricula as a sole solution for SEL
2 There are many challenges that schools encounter when implementing SEL, but one of the less recognized challenges is the need for:determining which SEL framework to implement.gaining stakeholder buy‐in.staff training in SEL.deciding on a SEL program and curriculum.
3 While there are a multitude of SEL frameworks, the most widely adopted framework is:Developmental Assets.Building Blocks for Learning.Collaborative for Academic, Social, and Emotional Learning.Emotional Intelligence.
4 The CASEL framework focuses on the following core SEL competencies:Self‐awareness, self‐management, social awareness, relationship skills, responsible decision makingSelf‐awareness, self‐motivation, self‐management, relationships, responsible behaviorSelf‐awareness, self‐purpose, social awareness, student engagement, responsible decision makingSelf‐purpose, self‐management, social skills, relationship‐building skills, responsible decision making
5 Most teacher preparation programs in the United States include comprehensive training in SEL.TrueFalse
6 Most educators and parents believe the primary benefits of SEL are toteach students critical social skills.achieve better classroom management and discipline.improve academic achievement.increase student performance on state assessment measures.
7 Critics of SEL argue which of the following?The research on SEL is not convincing and has been oversold by proponents of SEL.The concept of SEL is ambiguous and confusing.SEL standards are destined to become the non‐academic version of the Common Core State Standards Initiative.All of the above.
8 The nebulous nature of SEL often leaves schools to perceive it as an add‐on program or service. For schools to develop a comprehensive implementation plan, they must establish a common vision that extends beyond a focus on programs. A three‐step process that can help with this is as follows:Establish a common language; establish a common perspective or understanding of the issues; establish a common, or shared, vision.Identify a group of stakeholders; conduct a research of evidence‐based SEL programs; identify which SEL program will be purchased and implemented.Obtain buy‐in from administrators and staff; review district policies and procedures; develop a plan that is acceptable to everyone and aligns with the district’s policies and procedures.Establish a staff position that is responsible for leading the SEL initiative; develop a curriculum for implementing SEL instruction for a minimum of 20 minutes each school day; determine a method for measuring and reporting student progress.
9 One of the primary goals of the SEL stakeholder group is to:survey staff and parents to gain a better understanding of how each group perceives the benefits of SEL.thoroughly examine the school’s or district’s infrastructure to ensure it can sustain SEL efforts.identify the SEL program that will be implemented.develop recommendations for incorporating SEL measures into the student report card.
10 In developing a district’s or school’s SEL implementation plan, key considerations should be given to aligning the school’s or district’s core values with the vision and mission statements.TrueFalse
Answers: 1, d; 2, c; 3, c; 4, a; 5, b; 6, b; 7, d; 8, a; 9, b; 10, a.
REFERENCES
1 Boss, S. (2011). Social and emotional learning: What experts say. Edutopia. https://www.edutopia.org/social‐emotional‐learning‐experts
2 Collaborative for Academic, Social, and Emotional Learning (CASEL). (2017). Framework and social and emotional learning (SEL) competencies. https://casel.org/what‐is‐sel/
3 Committee for Children. (2020). What is social‐emotional learning? https://www.cfchildren.org/what‐is‐social‐emotional‐learning/
4 Common Core State Standards Initiative. (2020). Preparing America’s students for success. http://www.corestandards.org
5 Davis, J. (2018). Aligned in Anchorage. The Learning Professional, 39(4), 26–29, 35.
6 Education First. (2016). Social and emotional learning: Why students need it. What districts are doing about it. https://education‐first.com/wp‐content/uploads/2016/10/Education‐First_Social‐and‐Emotional‐Learning_‐October‐2016.pdf
7 Ecological Approaches to Social Emotional Learning Laboratory [EASEL Lab]. (2020). Harvard Graduate School of Education. Retrieved April 21, 2020 from http://eploresel.gse.harvard.edu/faq/#included‐frameworks
8 Finn, C. E., & Hess, F. M. (2019). What social and emotional learning needs to succeed and survive. Washington, DC: American Enterprise Institute. https://www.educationnext.org/what‐social‐emotional‐learning‐needs‐succeed‐survive/
9 Gorman, N. (2016). Critics of social emotional learning standards call it a fad, ‘non‐academic common core’. Education World. https://www.educationworld.com/a_news/critics‐social‐emotional‐learning‐standards‐call‐it‐fad‐non‐academic‐common‐core‐498184814
10 Jones,
