社会情感学习计划规划指南

TABLE OF CONTENTS 3INTRODUCTION4ASSESS SEL NEEDS5BUILD A PLAN7IMPLEMENT PROGRAMMING11SOURCES INTRODUCTION 13-22%The percent of school-agedyouth experiencing a diagnosedmental health challenge priorto the COVID-19 pandemic.(Source: US Department of Education) Even as U.S. school districts return to traditional modes of instruction,K–12 students continue to face deep social-emotional learning (SEL)challenges — a reality that’s seeping into their ability to reach expectedacademic progress. Before students can recover academically, districts and schools mustfirst address their social-emotional learning needs. But not all SELprogramsare equal.Without high-quality SEL programming, yourstudents are more likely to experience further harm and learningloss. 250,300The number of children in theUS who have lost a primary orsecondary caregiver to COVID-19,as of May 2022.(Source: Imperial College London) Atsuch a pivotal moment,many district and school leaders arewondering how they can develop and sustain the strong SEL programstheir students need. A critical first step is to develop a comprehensiveapproach to program evaluation — from planning to implementation tooutcomes assessment. While this may sound time-intensive, there aresimple, evidence-based practices every district and school can adoptright now. Thisguide outlines a four-step program evaluation process thatprovides a framework for coordinating SEL programs that are feasible,appropriate, and effective. Following these steps can ensure that yourSEL programs yield improved outcomes for all students. And whenstudents' social-emotional needs are met, they are more resilient, readyto learn, and able to succeed academically. The percent of educators who saystudent morale is lower than beforethe pandemic.(Source: Education Week) Effective program evaluation can be conducted bothduring and after implementation. It helps to answer threecore questions: •Does the program meet the intended objectives?•Does the program achieve the anticipated outcomes orresults?•If the program isn’t meeting anticipated outcomes, what needsto change for it to be successful? The percent of school districtsin 2020-21 that met the ratioof one school counselor to 250students that is recommended bythe American School CounselorAssociation(Source: Education Week) ASSESS SEL NEEDS Knowing which aspects of SEL programming to prioritize requiresdistrict and school leaders to recognize current needs, take stockof existing programming and resources, and identify gaps. Withthis information in hand, you can set goals for addressing thosegaps in a coordinated way. The Need for Social-Emotional Learning SEL programs help schoolsestablish a positive, safe, rigorouslearning climate that is inclusiveof all students. They can play acritical role in helping individualstudents develop resiliencyand helping the larger schoolcommunity deal with trauma.Core competencies associatedwith SEL are designed to improveskills in five areas: GATHER FEEDBACK For SEL programming to be successful, school communities muststart with a shared vision of what SEL is and why it matters.Solicitfeedback from students,parents,and staff throughschool-wide surveys, interviews, and focus groups to uncoverbaseline perceptions of school climate and familiarity with SELconcepts. Collecting data and community input not only helpsleaders discern the top priorities and needs, but it also buildscommunity support for SEL initiatives. •Self-awareness•Self-management•Social awareness•Relationship skills•Responsible decision-making REVIEW RESOURCES AND LOOK FOR GAPS Investigate the funding, programming, services, and interventionsthat are already available or in place. Determine how well theseexisting resources are working (or not working) and documentthe challenges, needs, and improvement areas. REFLECT ON FOUR FRAMING QUESTIONS What are our district’s priorities and goalsrelated to SEL? What specific and emerging needs does ourdistrict have related to SEL? What do we hope students will achieve asa result of SEL programming? How doesSEL fit into our district’s current strategicpriorities and overall vision andmission? Are there any specific challenges toimplementation or to student development thatwe need to address? Are there any governmentmandates or policies to which we must adhere? What ongoing actions are we taking — andwhat future actions do we intend to take— to initiate, sustain, and improve our SELprogramming? How will we ensure that SEL programmingand resources are implemented and deployedequitably and reliably across school sites? How will we ensure that the needs of allstudents across the district are addressed,regardless of race, ethnicity, socioeconomicstatus, disability status, or language status? Who is responsible for these actions? How dowe intend to track the success and progress ofthose actions relative to our priorities andgoals? BUILD A PLAN After assessing needs and priorities, it’s time to set