Implementation » Implementation Guidance

Based on an extensive research review, expert interviews, and our own experience with working closely with schools, CASEL has found two key sets of activities, in combination with the essential element of effective leadership, as important to successful SEL implementation and sustainability. One set is a series of ten steps that make up a full SEL implementation cycle. The other is a set of six sustainability factors that are essential to high-quality, sustainable implementation. These steps and factors are represented in this schematic, and summarized below.

• All the information below can be found in the CASEL Practice Rubric for Schoolwide SEL Implementation. This document also includes a rubric describing levels of performance for each indicator to help you understand where you school stands in the implementation process, and what the higher levels of practice will look like.
• Detailed information about each step and guidance and tools for executing each step is available in our Sustainable schoolwide SEL: Implementation guide and toolkit.
• To learn more about how schools have used the CASEL practice rubric to evaluate and improve their SEL implementation, read the article, A model for implementing and sustaining schoolwide social and emotional learning, in the Spring 2008 issue of The Community Psychologist (2008).
  

SEL Implementation Cycle

Readiness Phase
Step 1: Principal Commits to Schoolwide SEL Initiative. The principal has reflected on, understands, and accepts the value of SEL as a framework for school improvement and has committed to the effort—including systematic sequenced classroom instruction—required to implement and sustain schoolwide SEL successfully. Principal commitment ensures support for SEL at the highest levels.

Step 2: Principal Engages Key Stakeholders and Creates SEL Steering Committee.
The principal has shared information about SEL with key school and community stakeholder groups (e.g., teachers, families, student support personnel, support staff, community members) and has created an SEL steering committee, consisting of representatives of some or all of those groups, that is authorized to make decisions. The steering committee ensures shared leadership of SEL initiative.

Visit our Educational Leadership section for more information and resources on effective leadership

Planning Phase
Step 3: Develop and Articulate Shared Vision. The steering committee, including the principal, has created a vision of student social, emotional, and academic development and has shared that vision schoolwide. The vision brings energy and a positive focus to the work.

Step 4: Conduct a Schoolwide Needs and Resources Assessment. The steering committee, including the principal, has conducted a needs and resources assessment of current SEL programs and practices; the policy context both locally and state-wide; student and staff needs; school climate; readiness to implement SEL as a schoolwide priority; and possible barriers to implementation. The needs assessment that creates an understanding of strengths and weaknesses and can help mobilize energy and support for SEL.

Visit the Assessment section of our site for help in conducting a needs assessment

Step 5: Develop Action Plan for SEL Implementation. The steering committee, including the principal, has developed an action plan based on the results of the needs and resources assessment, which includes goals, benchmarks, and a timeline for SEL implementation, as well as a plan for addressing the six sustainability factors. The action plan helps ensure a systematic and sustainable effort.

Step 6: Review and Select Evidence-Based Program(s)/Strategies. The steering committee, including the principal and key stakeholders, have reviewed and selected evidence-based SEL program(s)/strategies that meet identified SEL goals. Sequenced, evidence-based classroom instruction is at the center of effective social and emotional learning.

Visit the SEL Curricula section of our site for help selecting evidence-based programs

Implementation Phase
Step 7: Conduct Initial Professional Development Activities. Trainers from the evidence-based program have provided initial professional development. Initial training in the evidence-based program ensures that initial implementation staff (e.g., administrators and teachers) are grounded in its theory, principles, and strategies.

Step 8: Launch SEL Instruction in Classrooms. Teachers have begun implementing the selected evidence-based SEL program in classrooms and have begun to reflect on the instructional and implementation process. The initial program launch provides an opportunity for staff to become familiar with the program, and reflection prepares staff for schoolwide expansion.

Step 9: Expand Classroom-Based SEL Programming and Integrate SEL Schoolwide. All teachers, after reflecting on initial implementation and making necessary adaptations, have begun implementing the SEL program in their classrooms, and SEL practices are being integrated into other school activities. Integration and expansion create a consistent environment of support for students’ social and emotional development.

Step 10: Revisit Implementation Activities and Adjust for Continuous Improvement. The steering committee, including the principal, revisits all SEL planning and implementation activities at regular intervals to determine if changes or adaptations are needed to improve programming. Regular review of activities and programming is a good way to check on progress and ensure timely attention to any problems.

Sustainability Factors for Effective SEL Implementation and Sustainability

A. Provide Ongoing Professional Development. The principal commits resources for ongoing professional development and provides opportunities for reflection and feedback for all school staff (e.g., teachers, support staff, playground monitors, custodians, etc.). Ongoing professional development and reflection keep SEL instruction and activities fresh and allow for continuous improvement.

B. Evaluate Practices and Outcomes for Continuous Improvement. The steering committee, including the principal, continually monitors the school’s SEL practices and outcomes, making appropriate adaptations and improvements. Regular and ongoing evaluation of practices and outcomes helps ensure that the school is reaching its goals and implementing programming as intended.

Visit the Assessment section of our site for assistance in conducting evaluations

C. Develop Infrastructure to Support SEL Programming. The school leader creates an infrastructure, including policies, funding, time, and personnel, to support SEL programming. Establishing an infrastructure for SEL ensures that it remains a visible priority in the school and is therefore more likely to be sustained.

D. Integrate SEL Framework and Practices Schoolwide. The steering committee, including the principal, works with staff to review all school activities (e.g., core academic classes, student support services, co-curriculars) to maximize the integration of SEL in the school. Integration of SEL into all school activities provides numerous opportunities for students to practice and reinforce the SEL skills they are learning in the classroom.

E. Nurture Partnerships with Families and Communities. The school leader and steering committee establish school-family-community partnerships that effectively support and integrate students’ social, emotional, and academic development. Family and community partnerships can provide financial resources and external expectations to sustain SEL programming, and provide additional support for students to reinforce SEL skills they are learning in school.

F. Communicate with the Entire School Community about SEL Programming. The steering committee, including the principal, regularly shares information about the school’s SEL programming and celebrates successes with staff, families, students, and community members. Ongoing communication through a variety of means helps build support and maintain enthusiasm.

Implementing Schoolwide SEL: Examples from the Field

Read the case studies found in this implementation guide & Safe and Sound for examples of how schools and districts have successfully implemented SEL:

• Cossitt School (pdf): PreK-6 school in an Chicago suburb
• New Haven Public Schools (pdf): Districtwide SEL initiative in New Haven, CT.
• Hudson, MA (pdf):Districtwide Service-Learning/SEL initiative in Hudson.
• Monroe, LA (pdf): Lexington Elementary case study.