One Goal, Many Voices: Representation in the Selection Process of an SEL Curriculum

Key Points

• Tasked with selecting new SEL programming, one district set about to create an inclusive process to ensure all voices were heard. 
• They anchored in the “North Stars” of their own values, listened to teachers, and based their decision-making in the data.
• As the final step, they ensured a plan for implementation that included PD, supplemental materials, and ongoing coach for a result that exceeded their goals for curriculum usage and student engagement.

Portland Public Schools in Portland, Maine, is home to 10 elementary schools ranging from a 475 student school in the dense downtown area to a one-room schoolhouse on an island in Casco Bay that serves two students. As part of the district’s new five-year strategic plan, we were tasked with an audit of current SEL curriculum usage and a comprehensive selection process for new programming. The result was an inclusive process that spanned months, with input from hundreds of stakeholders, leading to a result that other districts could emulate. 

Following the North Stars

In November of 2024, our workgroup of 11 staff members representing diverse roles, schools, and experiences, began meeting with the task of selecting a comprehensive, evidence-based SEL curriculum for our district’s elementary schools. We leaned heavily on the work of CASEL and its selection process guidelines as our North Star, reviewing research, comparing programs, and measuring input on priorities gathered from staff and families against the CASEL rubrics. We met with curriculum companies, asked questions, and kept our unique community aspects at the core: a small urban center, over 50 home languages represented, elementary schools that span PreK to grade 5, and our emphasis on PBIS and Restorative Practices.

Teacher Voice: The Pilot

In spring of 2025, we had narrowed down our selection to three top curricula and recruited 33 teachers representing diverse schools and grade levels to be part of our pilot group. These educators taught one to three lessons of each of the finalist curricula in their classrooms and provided input on criteria such as ease of use, student engagement, and differentiation for students with IEPs or multilingual learners. It was really important for us to allow educators to get their hands and eyes on materials and run lessons to gauge the student experience.

The Decision: The Data Tell the Story

To lead our final decision, we relied on all the data we had collected from surveys, staff and family input, and the pilot. We also considered crucial factors such as cost, time requirements and restraints, training opportunities, and materials management. In the end, the data were irrefutable. All the evidence pointed to a clear choice, which all members of the selection committee confirmed.

Implementation: Poised for Success

In the fall, we launched implementation of our new elementary SEL curriculum with a series of five professional development opportunities offered throughout the year; supplemental books, posters, and visuals for classroom use; and ongoing coaching and fidelity checks at school sites. Using measures from our district’s strategic plan, we’ve found that outcomes have exceeded our goals in terms of curriculum usage and student engagement. Anecdotally, we’ve seen other signs of success: Staff report the curriculum is easy to use; students are asking to sing the songs on repeat; and schools are aligning schoolwide events and Tier 1 practices to elements of the curriculum.

Voices From the Field

While no program is perfect and challenges always exist, the overall response to the district’s new elementary SEL curriculum has been positive, with teachers saying they had a true voice in the selection process. One staff member commented, “I love that the entire school seems jazzed about the curriculum.” Another educator shared, “Students are using the vocabulary and strategies throughout the course of the day,” which is exactly what we hope to see when concepts are generalized. 

A social worker shared a story from a Pre-K classroom she visited. A four-year-old was trying to build a structure, but it collapsed multiple times. After a few attempts, he was able to get it to stay up, proclaiming, “I preserved!” (perseverance is one of the character traits featured in the curriculum). A close approximation language-wise, but right on target in terms of meaning and context! We also persevered, through a lengthy and comprehensive SEL curriculum selection process, and it was time well spent.

The views in this blog are those of the author and do not necessarily reflect the views of CASEL.

Joanna Frankel serves as director of elementary culture and climate for Portland Public Schools in Portland, Maine. During her 25 years in education, she has also been an assistant principal, coordinator of teaching and learning, and a classroom teacher for all grades PreK through 5. She is a proud public school parent of a high school junior, a native of Philadelphia, and an avid knitter and fiction reader.

Related Posts

• What Does Evidence-Based Mean? Why Is It Important?
• Programming Trends: Integrating Social and Emotional Learning (SEL) and Academics
• We’ve Implemented SEL for 12 Years. Here’s My Advice to Districts That Are Getting Started Now.

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