SEL: Using Explicit Instruction Programs
Our school communities are struggling with social and emotional wellbeing more than ever, and Social Emotional Learning (SEL) is at the top of many priority lists.
In education, we are currently faced with a blessing and a curse. The blessing - resources and programs to support our students and staff are abundant. The curse? With so many programs, and not all being equal, it can be tricky to choose the right course of action. SEL programs and curricula have flooded the market…and our inboxes. How do you know what to use? And, what about programs and initiatives you are already invested in?
When we couple the bombardment of programs on the market with one of the most stressful times in education’s history, it can be beyond overwhelming choosing a path forward with SEL!
Explicit SEL
Explicit SEL Instruction means “consistent opportunities for students to cultivate, practice, and reflect on social and emotional competencies in ways that are developmentally appropriate and culturally responsive. These opportunities provide dedicated time to focus on social and emotional competencies” (www.casel.org). We should provide embedded SEL instruction through teaching practices and academic integration, and in addition, we can and should provide targeted SEL explicit instruction.
Targeted Explicit SEL Programming
First and foremost, when assessing a new or existing program, I suggest employing the Hexagon Exploration Tool, or a similar need and fit protocol.
From NIRN (National Implementation Research Network). Find the guide here: https://nirn.fpg.unc.edu/resources/hexagon-exploration-tool
When using a tool like the Hexagon Tool (see guide), your team will be able to come to the table knowing what data is needed and how to utilize it. If you look at the six areas covered in the tool, it is easy to see that you need a cross-section of your system at the table to provide their information and opinion.
Be Mindful of Missing Pieces
While assessing new or existing SEL, or other whole child programs, I’ve observed some common areas that might get missed or glossed over. They are:
Looking at the research and evidence-basis of a program, and it’s fit with the need.
Ensuring the program is S.A.F.E. (Sequenced, Active, Focused, Explicit)
Training and on-going support is available.
Results of a robust needs assessment are utilized to choose the right fit.
Research and Evidence of SEL Programs
It is important to look at the research and theoretical approach the program is based on. An evidence-based program is preferrable over research-based (here is a quick explanation). Although, depending on need and fit, a research-based program or a program using research or evidence-based practices may be the best choice. The bottom line is, anything we are using should be supported by the literature (a collection of published information on an area of research).
Being research or evidence-based is only one part of finding a program that is a good fit. Even if the program is highly evidence-based, some challenges may occur:
It’s not a good match with your resources. For instance, it is 100% online, but you have poor or erratic wi-fi in your building.
It has too many lessons for your capacity, or too few for meaningful impact.
It is too expensive for your budget.
It is not applicable to your population. For example, the evidence from the studies done are all for urban or suburban districts, but you serve a rural or frontier population. Or, you have a lot of students with English as a second language. Are program materials available in those languages, including family components? Or, you serve students with disabilities. Are the program materials accessible?
Ensuring Explicit SEL is S.A.F.E.
It is important to pay special attention to the “connected and coordinated instruction” part of S.A.F.E., as it is one of the most overlooked pieces when implementing explicit SEL instruction. What tends to happen is people start creating a collage of stand-alone, unrelated lessons they find from multiple resources. This does not mean you cannot align programs, or even integrate them; but thought, planning, and care needs to be taken to do so.
Of equal importance, consider if you can dedicate the time and support for staff to implement the lessons as designed in a chosen program.
Are Training and On-Going Support are Available?
A key piece that may be overlooked when selecting an SEL program is support for implementation. First, is there adequate training for staff up front? Second, are there ongoing cycles of learning and coaching for staff over time? Ongoing support for staff through coaching and consulting is proven to improve staff understanding, competence, and confidence in implementation over time.
Utilizing A Robust Needs Assessment
Ensuring a needs assessment is robust requires analyzing trends and from multiple data sources, and actively asking for input from the school community, including families, students, and all staff. Here are some needs assessment data source ideas:
Take inventory - Utilizing the CASEL Schoolwide SEL Program and Initiative Inventory. It helps to know where you are with SEL, before planning where you are going.
Survey data - examples might be local community surveys, parent surveys, and student surveys.
Focus groups - though a bit more time consuming, can be very helpful. Parent and student focus groups can provide valuable context to data you may be looking at. Efforts to get more representative groups are encouraged (i.e., not just asking the PTA or the student council).
School population data - common data includes race, ethnicity, language, orientation, gender, and socio-economic factors.
Absenteeism data - what are the trends and what are the unknowns? Are absences due to common causes like the flu, cold, asthma, and dental caries, or the related doctor appointments, or could stress, anxiety, depression, fear of safety, or other related reasons be at play?
Behavior Data - what are the patterns you might see? When are the most occurrences of behavior problems happening? Where?
Other sources of data that exist within your school or community that can help create a full picture of the need for SEL.
In Conclusion
You may realize you do not need a new program. You may realize you have programs and initiatives in place that are a good fit, but they had implementation errors and you want to correct those. On the other hand, you may find you are in real need of a new program or curriculum, and things you had in place either are not a good fit, or are not adequate to meet the need. Finally, you may find you have a mix of things that are working and things that are not. You may remove what does not work, keep what does work, and, if needed, bring in a new program or curriculum that is a great fit for your needs.
Feel free to contact us at info@ljgagliardi.com
