1. Social and Emotional Learning (SEL): For School and Life Success
Presentation to CPSEL Schools August 27, 28, 29
Welcome all participants. Introduce the presenters and thank the principals for accommodating this workshop. Introduce the SEL Leadership Team and other partners that might be present.
State that the purpose of this presentation is to provide an overview of the CAPSEL project and Social and Emotional Learning (SEL).
Start with Nick Yoder from AIR and
Other AIR evaluator (name)

2. Committed Partners
Your CEO is committed to SEL implementation districtwide.
The OSEL is a key collaborator.
Network Chiefs identified schools for this project.
Penn State provided PATHS materials and training.
CASEL is supporting coaches and providing materials for the 14 schools implementing the SchoolKit.
NoVo Foundation, CASEL, AIR, and CPS are CDI partners helping 26 pioneer schools and 28 CPSEL implement SEL.
It is important to let school staff know that this is a collaborative effort that will benefit their schools. This CPSEL project is a significant way to reach the CPS vision that all schools will implement SEL because it is the right think to do for students.
The CDI project working with 26 pioneer schools was started two years ago as the result of a partnership funded by NoVO

3. CPSEL Project
CPSEL: Comprehensive Strategies to Promote Social and Emotional Learning Project
Grant from US Department of Education to fund Penn State University, CASEL, and the OSEL to support SEL implementation in 28 CPS schools
Use of PATHS(Promoting Alternative Thinking Strategies) to teach social and emotional skills to students
Implementation of the CASEL SchoolKit in 14 schools to embed SEL in CPS initiatives at the school level
AIR is evaluating how the project will impact student outcomes
For you school, the CAPSEL project will provide PATHS materials and training for teachers in grades K-2 the first year of this project. During the second year, third grade will teach the PATHS program to students.
Your school has formed an SEL leadership team to work with CASEL coaches to implement the CASEL School Guide to Social and Emotional Learning.
This leadership team has attended a workshop on how to embed SEL into all aspects of the school work. This process will develop over several years and will integrate with all the key CPS initiatives.

4. Presentation Overview
What is social and emotional learning?
Why is it important?
What is the role of adult SE competency?
How does it lead to student success?
How is SEL implemented in schools?
How does SEL align with CPS district initiatives?
Briefly introduce the key objectives of this presentation.

5. What knowledge, skills, and attitudes do we want students to possess when they graduate from high school to thrive in the 21st century?
Let’s think together about this question. What are those skill and qualities that we most want to develop in our young people to help assure their success in school and life.
Jot down 2-3 of those skills, qualities and characteristics. Share at your table. We will ask for feedback and collect those thoughts. If your ideas have been mentioned , please choose another one or pass.

6. What is Social and Emotional Learning?
Social and emotional learning (SEL) involves processes through which children and adults develop fundamental emotional and social competencies to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
Ask the group to identify key words. Note that SEL is a process that includes teaching SEL skills to students using an evidenced based program.

7. What is Social and Emotional Learning?(con’t)
SEL takes place within the context of safe, participatory school, family, and community environments that support children’s development and provide opportunities and recognition for successfully applying these competencies.
Emphasize context and the fact that adults need strong SEL competencies to model and teach skills to students and to work collaboratively with each other.

8. Five SEL Core Competencies
CASEL has identified five SEL Core Competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Each of these areas has specific skills and dispositions that fortify the ability to demonstrate these competencies.
Self-awareness: The ability to recognize one’s feelings and thoughts and their influence on behaviors. This includes accurately assessing one’s strengths and challenges and possessing a well-grounded sense of confidence and optimism.
Self-management: The ability to regulate one’s emotions, thoughts and behaviors in different situations. This includes delaying gratification, managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school and community resources and supports.
Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking help when needed.
Responsible decision-making: The ability to make constructive choices about personal behavior, social interactions and school and life expectations based on consideration of ethical standards, safety concerns, social norms, realistic evaluation of consequences of various actions, and the well-being of self and others.
[If you have time, divide group into five small groups. Assign each small group one competency. Ask groups to brainstorm several ways that competency supports academic learning . Allow 5 minutes. Ask for 1 – 2 links to academics per skill from each group. Invite each group to report out.]

9. Three Illinois SEL Student Learning Goals
SEL Goal 31
Develop self-awareness and self-management skills to achieve school and life success.
SEL Goal 32
Use social-awareness and interpersonal skills to establish and maintain positive relationships.
SEL Goal 33
Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Self
Other
Decision-making
The Illinois Children’s Mental Health Act passed in 2003 required the ISBE to write SEL learning standards, which were adopted in There are three goals and 10 standards with performance benchmarks that can be found on the ISBE website. CASEL, the Children’s Mental Health Partnership and the ISBE collaborated on the SEL goals and standards. Teachers and administrators from across the state assisted with the writing process. 9

10. Why Cultivate Our Own SE Competencies?
Positive relationships enhance the smooth and effective functioning of the school.
Positive, satisfying relationships among staff improve the educational experience for all learners.
Modeling is important for developing SEL in students.
These competencies help foster a Relationship Centered Classroom.
As we saw in the SEL definition, these five competencies are important for students and adults. Here are some reasons we as educators need to cultivate our own competencies.

11. Self-Awareness Labeling one’s feelings
Relating feelings and thoughts to behavior and actions
Accurate self-assessment of strengths and challenges
Self-efficacy
Optimism

12. SELF- Management Managing stress Self-control Self-motivation
Regulating one’s emotions
Setting and achieving goals

13. Social Awareness Perspective taking Empathy Appreciating diversity
Understanding social and ethical norms for behavior
Recognizing family, school, and community supports

14. Relationship Skills
Building relationships with diverse individual and groups
Communicating clearly
Working cooperatively
Resolving conflicts
Seeking help

15. Responsible Decision Making
Considering the well being of self and others
Recognizing one’s responsibility to behave ethically
Basing decisions on safety, social and ethical considerations
Making constructive safe choices about self, relationships and school
Again take a look at these core competencies and the sub skills. Think about a time recently that you used one of these competencies.

16. SEL Competencies for School Staff
Take 5 minutes to look over the SEL competencies and sub-skills.
Individually:
Identify and mark areas of your:
Strengths (+)
Areas for growth (0)
Pair Share:
In what competencies do you feel the strongest?
Which ones are your biggest challenge?
In which areas do you see students needing the most development?
Activity- tell the participants that there is a handout on the table for each person to review the core competencies and the sub skills.
Take 2 minutes to identify areas of strength, 2 minutes areas of growth. Then pair up and share results and discuss.

17. Adult SEL Competence and Learning
Adults who have the ability to recognize, understand, label, express, and regulate emotions are more likely to demonstrate patience and empathy, encourage healthy communication, and create safe learning environments .
(Brackett, Katella, Kremenitzer, Alster, and Caruso, 2008).
Emotional skills of teachers influence student conduct, engagement, attachment to school, and academic performance (Baker, 1999; Hawkins, 1999; Schaps, Battistich, & Solomon, 1997; Sutton & Wheatley, 2003; Wentzel, 2002).
Teachers skilled at regulating their emotions report less burnout and more positive affect while teaching
(Brackett, Mojsa, Palomera, Reyes, & Salovey, 2008).
School leaders with strong SEL competencies build and maintain positive and trusting relationships among members of the school community (Patti and Tobin, 2006).
Research shows that adult SEL competence has a direct impact on learning. For example:
Adults who have the ability to recognize, understand, label, express, and regulate emotions are more likely to demonstrate patience and empathy, encourage healthy communication, and create safe learning environments (Brackett, Katella, Kremenitzer, Alster, and Caruso, 2008). Why do you think that would be the case? [Gather 1 – 2 responses.]
Emotional skills of teachers influence student conduct, engagement, attachment to school, and academic performance (Baker, 1999; Hawkins, 1999; Schaps, Battistich, & Solomon, 1997; Sutton & Wheatley, 2003; Wentzel, 2002). Again, why do you think the emotional skillfulness of the teacher would influence these outcomes? [Gather 1 – 2 responses.]
Teachers skilled at regulating their emotions report less burnout and more positive affect while teaching (Brackett, Mojsa, Palomera, Reyes, & Salovey, 2008). What skills do you think teachers need to manage burnout? [Gather 1 – 2 responses.]
School leaders with strong SEL competencies build and maintain positive and trusting relationships among members of the school community (Patti and Tobin, 2006). What do you think is the relationship between SEL leadership skills and trusting relationships? [Gather 1 – 2 responses.]

18. SEL Competencies for Students
Your group will be given one of the five competencies to review.
As a group decide which of the sub-skills under the competency your table would like to discuss.
Draw a T-Chart and list the competency and the skill on one side, and on the other side list the impact on learning.
Share in the large group.
As we saw in an earlier slide, all learners need to develop or refine their core competencies. We have taken a moment to look at our adult competencies, we now want to reflect on how students SEL competencies impact learning.
As students develop stronger SEL competencies there is an outcome for how the classroom functions. We are going to complete an activity that helps us think about why it is important for students to develop the competencies. Again refer to the handout with the core competencies and the sub skills.
Possible ways to group the participants:
Due to the limitation of time ask grades K-2 to review SEL Awareness
3-5 to review Self Management, 4-6 to review Social Awareness , 7-8 to review Relationship skills and all other review decision making skills.
Or assign a competency to each table by asking the tables to number off 1-5.
Alert the group that we will ask for people to share with the large group.
Review the example on the next slide

19. Impact of SEL on Student Learning
Self-Management:
Students can control their impulses.
Impact on Learning:
Students stay on task.
More time for instruction.
Students can work together.
Give each groups about 5 mins to work then ask for a report out.

20. What Does the Research Say?

21. SEL Improves Student Outcomes
Science Links SEL to Student Gains (percentile point improvements)
Social-emotional skills (23)
Improved attitudes about self, others, & school (9)
Positive classroom behavior (9)
Gain on standardized achievement tests (11)
And Reduced Risks for Failure:
Conduct problems (9)
Emotional distress (10)
Let’s take a look at an important research study that shows that SEL impacts a number of positive student outcomes., including academic achievement.
[click] Science links SEL to student gains, such as socio-emotional skills; improved attitudes about self, others, and school; positive classroom behavior; and 11-percentile gain on standardized achievement tests.
[click] And Reduced Risks of Failure, such as fewer conduct problems and less emotional distress.
Child Development – an important, peer-reviewed journal – published this landmark study. The team of Joe Durlak at Loyola University, CASEL President and CEO Roger Weissberg, and graduate students from Loyola and the University of Illinois at Chicago analyzed 213 school-based studies involving 270,034 students.
In all, this rigorous scientific review of controlled experimental studies shows that, in schools that implement quality SEL programming that is Sequenced, Active, Focused on skill development, and Explicitly taught in the curriculum (S.A.F.E.), students’ school-related attitudes, behavior, health, and academic performance improved.
SEL instruction substantially improved social-emotional skills in SEL program students compared to students in control groups.
Students’ self-esteem, connection to school, peer relationships, and classroom behavior improved.
Reading and math scores on standardized test scores were higher by 11 percentile points.
Risks of school failure decreased.
Programming reduced students’ classroom misbehavior, violence, substance use, and emotional distress.
These impacts prepare students to concentrate, stay on task, work effectively with others, sustain their efforts, and contribute to a positive learning climate. We will discuss this in more detail later in this session.
Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (2011) The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development: 82 (1), 21 21

22. Why Implement SEL in Schools?
Relationships provide a foundation for learning.
Emotions affect how and what we learn.
Social and emotional skills can be taught.
SEL has positive impact on academic performance, health, relationships, and citizenship.
SEL skills and attitudes are demanded by employers.
SEL provides a coordinating framework to overcome fragmentation of prevention and positive youth development programs.
There are several ways to present this slide: first acknowledge that all of us are aware that emotions affect t how we learn and we are aware that learning is a social activity.
These are some of the basic reasons why we are teaching SEL.

23. The Rise of Social and Emotional Learning”
SEL In Action
“Stop. Think. Act.
The Rise of Social and Emotional Learning”
As you watch this video, reflect on what you learn in terms of:
SEL instruction
Research that supports it
SEL connection to academic success
Integration of SEL into many aspects of school life
So what does SEL look like in the classroom? Let’s take a look at an example of an evidence-based SEL program in action. While this example is of an elementary program, equally effective programs are available at the secondary level. Here is a video clip from the Resolving Conflict Creatively Program for the elementary grades.
As you watch the video clip, pay attention to the following:
What SEL skills are being taught, both explicitly and implicitly, in this video?
What instructional strategies is the teacher using to promote SEL?
What SEL skills is the teacher modeling?
[Show video. Then ask the questions and gather three-to-four responses.]

24. SOCIAL & EMOTIOAL LEARNING
Targeted Supports Productive Classrooms Supportive School Climates Positive Relationships Social Emotional Learning Restorative Practices
OFFICE OF
SOCIAL & EMOTIOAL LEARNING

25. Multi-Tiered System of Support for Social & Emotional Learning
CREATE POSITIVE LEARNING CLIMATE
School climates with positive relationships, clear expectations, and collective responsibility establish appropriate behaviors as the norm. Respectful, learning-focused, participatory classroom environments with well-managed procedures and behaviors maximize learning time
ALL STUDENTS
(Examples: PBIS or Foundations, Second Step, Restorative Conversations, Talking Circles)
TEACH SOCIAL AND EMOTIONAL SKILLS
Explicit curricula, along with integrated instructional practices that promote social and emotional development, teach students how to form positive relationships, make responsible decisions, and set goals. These are critical skills for college and career success.
SOME
(Ex: Peer Jury, Check In/Check Out)
Targeted Supports
For at-risk students, classroom-based responses can help de-escalate behavior problems, clinical group interventions address anger, trauma, and violence; and restorative practices provide students with strategies to resolve conflicts
First establish a positive and proactive School Climate that sets the tone for all staff and students. Because adult behaviors shape student behaviors, a supportive school climate relies on consistency and requires the support of all staff members, from front security to teachers to administration.
Build upon the school-wide climate by developing positive and proactive Classroom Climates. Because students spend the majority of their school day in class, the way teachers manage their classrooms can determine whether misbehaviors are prevented and de-escalated, and whether students feel motivated and connected to school.
Through supportive school and classroom climates, adults build positive relationships with students and help develop their social emotional skills.
Identify students whose needs are not met by universal school and classroom climate supports, and provide Targeted Interventions. Targeted interventions are critical to ensuring that all students are supported through the PBS system, but cannot be implemented in isolation. Without supportive school and classroom climates that prevent misbehaviors, a stand-alone interventions program will receive large numbers of inappropriately-referred students and overwhelm the ability of school staff to provide appropriate, efficient and effective services.
FEW
Individualized Interventions
For students with the highest levels of need, highly-targeted and individualized behavior strategies provide more intensive intervention and monitoring.
(Ex.
Individualized Counseling)

26. Explicit Instruction of SEL Skills
Evidence-based SEL program (PATHS for grades k-2. and grade 3 in year two
Delivered with fidelity to the program design
High-quality SEL skills instruction is S.A.F.E.
Sequenced activities to develop skills
Active forms of learning
Focused attention on SEL in the curriculum
Explicit target of particular SEL skills for development
Another dimension is evidence-based programming. Evidence-based SEL programs such as Second Step, Caring School Communities, and other programs teach SEL skills are the most reliable way of ensuring that all students receive a universal, sequential, explicit, and high-quality education in social and emotional competencies. As we mentioned earlier, evidence-based SEL programs have been rigorously evaluated and shown to be effective in achieving positive student outcomes, reducing negative behaviors, and improving academic achievement.
CASEL has developed a Program Guide that is available at the CASEL website that describes CASEL SELect recommended evidence-based programs that have been rigorously evaluated for effectiveness in promoting the five SEL core competencies.
[Gather several responses from the large group.]
The meta-analysis mentioned earlier that CASEL and Loyola University conducted on over 213 studies of SEL programs and over 270,000 students showed that positive student outcomes occurred when social and emotional skills instruction was S.A.F.E.
Sequenced activities to develop skills
Active forms of learning
Focused attention on SEL in the curriculum
Explicit target of particular SEL skills for development
Therefore, the exciting results that we see with SEL are the result of SEL programs that were taught in a sequential, active, focused, and explicit implementation model – the same way we would teach any other subject matter. SEL can be taught, and, to be effective, it needs to be taught in a S.A.F.E. framework.
Think about examples of evidence-based programs that you may already be using at your school to teach SEL. What is the name of the evidence-based program? How long have you had it in place? How is it implemented? How is it working?

27. SEL Instructional Strategies
MORE
School and classroom norms
Inquiry/project based learning
Integrated learning
Cooperative group work with SEL skills
Critical thinking and problem solving
Collaborative structures
Peer tutoring
Student-centered
Self-assessment
Less
Teacher lecture
Disconnected subject areas
Competition
Rote learning
Independent seatwork
Teacher-directed
Rewards
Let’s take a closer look at SEL Instructional Strategies. As you can see, SEL instructional strategies that support SEL promote autonomy, belonging, and feelings of competence. There is less ….
Teacher lecture
Disconnected subject areas
Competition
Rote learning
Independent seatwork
Teacher-directed
Rewards
and more….
Inquiry/project based learning
Integrated learning
Cooperation
Critical thinking & problem solving
Collaborative structures
Student-centered
Self-assessment
How do each of these instructional practices teach, model, or reinforce one of more of the competencies?
[Invite responses from the large group or use creative grouping strategies to mix people into pairs, triads, or small groups. After small group discussion, gather 1 – 2 responses for each strategy.]

28. Integrating SEL with Curriculum Standards
Common Core State Standards require deeper understanding of core skills and the ability to apply them.
To achieve this requires:
Student acquisition of social and emotional skills
Fundamental changes to pedagogy
Safe and supportive classroom context
Beyond Common Core, SEL Learning Standards developed by the district may be aligned with learning standards in other subject areas.
Let’s take a closer look the dimension of SEL-embedded curriculum with standards and assessments. This means that SEL learning standards have been developed by the district and can be embedded into the core curriculum standards. One place for them to reside is in the Common Core standards for English/Language Arts and Math and other subject areas that share the SEL content, such as Social Studies, Science, Family and Consumer Sciences, Health, the Arts, and Physical Education. SEL skills are those that prepare our students to ask good questions, respond respectfully, work collaboratively toward common goals, use higher order thinking skills to analyze situations and solve problems, practice skills with guidance, and reflect on learning. Common Core standards require these SEL competencies for students to be successful with the academic content. Therefore, SEL skills need to be explicitly taught so that students have the necessary skills to succeed with the Common Core requirements.
Think about your understanding of Common Core and SEL. What is your understanding of the skills that students need in order to fulfill the instructional shifts of Common Core requirements? How are they explicitly learning these skills?
[Invite responses from the large group or use creative grouping strategies to mix people up into pairs, triads, or small groups. After small group discussion, gather several responses from group members.]
[If your district has developed SEL Learning Standards, continue with the following.] Beyond Common Core, the SEL Learning Standards developed by the district may be aligned with learning standards in other subject areas.

29. CCSS Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

30. MP1 Through an SEL Lens
To make sense of problems and persevere in solving them, students must:
Believe that they can be successful.
Monitor and sustain focus/attention.
Keep trying, even when it seems too hard.
Monitor emotions and manage frustration.
Carefully choose a strategy for solving the problem.
Adopt new strategies as needed.

31. MP3 Through an SEL Lens
To construct viable arguments and critique the reasoning of others, students must:
Clearly explain their thinking to others.
Listen carefully to others’ thinking.
Ask probing and clarifying questions.
Be aware of their peers’ feelings.
Show respect for others’ thinking.
Respectfully point out flaws in others’ reasoning.
Resolve disagreements.

32. Close Reading: What’s SEL got to do with it?
Close Reading is a set of strategies that allow students to productively struggle with complex text in ways that accelerate and deepen their learning.
Elements of Close Reading Include:
Self-Management skills required
Relationship skills required
Responsible Decision Making skills required
Individual reading of complex text
Self control
Self motivation
Perspective Taking
n/a
Group exploration of complex text
Setting and Achieving goals
Communicating clearly
Working collaboratively
Resolving conflicts
Seeking help
Considering the well-being of self and others
Recognizing one’s responsibility to behave ethically
Evaluating realistic consequences of various actions
Student-led discussion and analysis of text
Regulating one’s emotions
Basing decisions on safety, social and ethical considerations

33. Creating a Supportive Learning Community
Safe and well-managed
Respectful, supportive
High expectations and challenging
Participatory and engaging
Behavioral standards and pro-social norms
Positive relationships among all staff 33

34. CPS School Climate Standards
Relationships
Curriculum and Instruction
Safety and Order
Environment and Structures

35. Integrating SEL Schoolwide
Adult modeling of SEL competencies
Cultivating positive relationships
Engaging students in a culturally responsive manner
Aligning schoolwide policies and structures with SEL
Integrating SEL with other schoolwide activities and initiatives, such as MTSS, CIWP, and after-school programs.
Implementing the CPS Student Code of Conduct revisions
Aligning SEL with the Framework for Teaching
[Go over each of these elements of Schoolwide Activities and Policies. Divide into small groups with each group discussing one of these elements. Then bring the group together and share ways the school can get started with the alignment of SEL with schoolwide activities and policies.

36. School, Family, and Community Partnerships
Engaging and partnering with families
Partnering with the community and funding organizations
Parent Advisory Committees
[Review the two areas of focus – engaging and partnering with families and partnering with the community and funding organizations. Discuss the importance of partnering with both groups, and brainstorm ways to effectively do that.]

37. Reflection and Sharing Activity
In your small groups talk about what you are doing in your classrooms to promote SEL. Be prepared to share with the whole group.
As a school let’s share what we are doing to promote SEL schoolwide. List the schoolwide SEL practices, activities and support for discussion and clarification.

38. Now imagine this for every school…..
When a school makes the social and emotional development
of every student a priority:
What do you see in the classroom and on the walls?
What do you hear young people and adults saying?
How do students and staff interact in all venues?
What teaching practices do you see in classroom?
What feelings do you have witnessing this interaction?
Now imagine this for every school…..
What are reasons why we should care about schoolwide social and emotional learning with all the demands on schools and educators today? What is the importance of making SEL a foundation for high quality education? Let’s take a moment to focus on this question.
Imagine that you are walking through a school that has made the social and emotional development of every young person a priority, and the entire school community is engaged with this approach.
1) What do you see in the classroom and on the walls?
2) What do you hear young people and adults saying?
3) How do students and staff interact in all venues?
4) What teaching practices do you see in the classroom?
5) What feelings do you have witnessing this interaction?
[Allow 15 seconds for people to think about these images.] Please turn to a partner and share what you envisioned for one minute each.
[After two minutes, gather for 1 – 2 examples for each question.]
What difference does it make to create a school that looks, sounds, and feels like this for students? Educators? Families and community members?
[Gather 1 – 2 responses for each question.]

39. Every space, the right place
Hallways
Front Office
School Grounds
Teacher’s
Lounge
Parent/teacher conferences
SEL School
Lunchroom
Sporting
Events
Let’s quickly review what we have learned today about systemic schoolwide SEL.
To begin, SEL involves processes through which children, adolescents, and adults acquire and apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
There are five core competencies that adults and students acquire through the process of SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.
These competencies are implemented through four dimensions of schoolwide SEL implementation:
SEL-Infused Instruction and Pedagogy
SEL-Embedded Curriculum with Standards and Assessments
Explicit Instruction of SEL Skills
SEL Practices Beyond the Classroom
Research shows that to sustain these four dimensions, a change process is required to create the infrastructure to sustain schoolwide SEL. The infrastructure is reflected in the six key activities of the School Theory of Action and the CASEL SchoolKit. Systemic schoolwide SEL means getting the entire school community on board to make SEL a “way of being” for every adult and student in the school, embedded into every aspect of school life, and supported by families and the community.
When SEL becomes a way of being for all the members of the school community, then every space in the school is the right space for teaching, modeling, and reinforcing SEL.
[Use a creative grouping strategy to get people into groups to discuss examples of what teaching, modeling, and reinforcing SEL in the school, district, home, and/or community would look like. Consider making stations or charts with each of the venues listed. Divide into small groups around each stations and give the groups several minutes to brainstorm ideas. After several minutes, call on each group to share.]
Bus
Afterschool/
Extra-curriculars
Classrooms
Bathrooms

40. Every time, the right time
Entering encounters
Hallway
encounters
Meetings w/
individual staff
Classroom
visits
Exiting
encounters
SEL School
Parent
meetings
Faculty
meetings
Every time becomes the right time to model and reinforce SEL among members of the school community.
How will you join us on the journey to systemic schoolwide SEL?
[Use a creative grouping strategy to get people into groups to discuss what role they can take in teaching, modeling, and reinforcing SEL in the school, district, home, and/or community. Use the SEL School prompts to spark conversation. After several minutes, gather several responses from the large group.] M
Meetings with
students
Grade team
meetings
Community
partners meetings

41. Reflection
As you think about your learning today and how you will promote SEL competencies in your district and/or school, what specific things will you:
Keep doing?
Start doing?
Stop doing?
Take three minutes to discuss these questions
at your table.
15 min

42. Check out our website: casel.org
Also…
@caselorg
Consider visiting the CASEL website where resources, publications, materials, and links are available to support high quality SEL implementation at your school.
Any questions? It has been a great day. Let’s continue our conversation about high quality SEL and how to make it a reality for every adult and student in our school community. Thank you!

43. Contact Information
Pamela Randall, Ruth Cross
CPS District Consultants
Collaborative for Academic, Social, and Emotional Learning (CASEL)