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Explicit Social and Emotional Skills Instruction provides students with the knowledge and tools to develop healthy identities (self-awareness), to manage their emotions so they are better able to set and achieve meaningful personal and collective goals, and to understand others' experiences and perspectives in order to navigate complex social situations and make decisions which take into consideration the safety and well-being of oneself and others. Carving out consistent time and providing students with opportunities to learn and practice SEL skills has been shown to have an immediate, positive impact on classroom culture as well as both short-term and long-term effects on academic achievement and overall student well-being.
SEL Skill video.mp4
Required Evidence for Certification
Required Evidence for Certification
Communication that time for SEL instruction has been prioritized and protected has been shared with all teachers in both SY21 & SY22
The school uses one or more approaches to provide skills instruction that addresses each of the Illinois Social Emotional Learning Standards:
Develop self-awareness and self-management skills to achieve school and life success.
Develop social awareness skills and interpersonal skills in order to better understand and empathize with others, particularly those from other cultural backgrounds or having different life experiences, and navigate complex social situations.
Develop skills to make responsible decisions to both set and achieve meaningful personal and collective goals, and to make constructive choices which take into consideration the well-being and safety of oneself and others.
Time for SEL instruction is prioritized and protected throughout the year so that each student receives 30+ minutes weekly, either through SEL-specific lessons or integrated with academic learning.
Planning Guide
Planning Guide
Sample Milestones
a) Schedule time for all students to receive 30 minutes+ weekly explicit SEL instruction, through a curriculum and/or universal routines (e.g., Classroom Meetings, mindfulness activities, Talking Circles). Implement a cycle of learning, observation, and feedback to ensure all staff is confidently implementing with fidelity.
b) Engage a diverse group of stakeholders (including students & families) to review curriculum options and select the option(s) that is most relevant to your school's needs and culture.
c) Implement a cycle of professional learning for teachers on integrating SEL and academic learning.
d) Survey students on their experiences with SEL instruction to support continuous improvement
Suggested Resources
CPS - Schoolwide SEL Implementation - Hybrid Learning Resources (a,b)
CASEL’s Effective Social and Emotional Learning Programs: PreK - Elementary, Middle and High School (b)
Teaching the Whole Child: A Workbook for Integrating Social & Emotional Learning into the School Day (c)
CASEL - Schoolwide SEL Observation Protocol (select categories related to SEL Instruction) (a,c)
Aligned Professional Learning
Implementing SEL Curriculum with Fidelity
Integrating Social Emotional Learning and Academics Through Monthly Themes
Integrating Social Emotional Learning Through Literacy in a Virtual Space
Find upcoming dates and registration information in the OSEL Professional Learning Catalog
Additional Resources for Implementation
Additional Resources for Implementation
Find resources for SEL instruction in remote and hybrid learning here.
K-8 schools interested in learning more about OSEL-supported SEL curricula can find more detailed information here.
Universal structures for SEL skill development can include:
Morning meetings
The OSEL Classroom Meeting Handbook contains step-by-step instructions for a wide range of games, discussions, role plays, and reflection activities designed to increase student skill and application in five key social, emotional, and behavioral domains.
OSEL has also identified some examples of what this can look like with younger students on The Office of Early Childhood’s Knowledge Center Page, including Responsive Classroom’s guidance for a Morning Meeting format. Watch a video about conducting a Morning Meeting here.
Talking Circles
The CPS Restorative Practices Guide and Toolkit provides guidance on facilitating Circles more generally as well as developing SEL skills to support Circles in the classroom.
For guidance on facilitating virtual Talking Circles, see here, and watch this video example, starring CPS students.
Tips for Submitting Evidence
Tips for Submitting Evidence
If you upload a master schedule as evidence for this category, please be sure that it is clear to the reviewer that at least 30 minutes per week is allocated for SEL instruction at all grade levels. This can occur all in one day or spread out throughout the week, but it must take place all year long (e.g. a daily health class that occurs only during one quarter does not meet the indicator).
Great examples of school evidence
Great examples of school evidence
SOUTHSIDE OCCUPATIONAL ACADEMY HIGH SCHOOL
Check out Southside's great example of how they manage their SEL time by incorporating Calm Classroom!
Great job!
DR. PEDRO ALBIZU CAMPOS HIGH SCHOOL
Check out Campos's great example of how they manage to create wonderful SEL activities for their school!
Great job!
Document here (Calendar)
Document here (Activities)
MARCUS GARVEY ELEMENTARY
Check out Garvey's great example of they manage to create trait of the month Calendar & Program!
Great job!
ALEXANDER GRAHAM BELL SCHOOL
Check out Bell's great example of their restorative justice monthly themes and SEL student panel and story sharing!
Great job!
DANIEL BOONE ELEMENTARY SCHOOL
Jacqueline B. Vaughn Occupational High School
Frequently asked question
Frequently asked question
Q: Our team was reviewing the SEL instruction tab and evidence under indicator 5 and see that it says " Note: Linked evidence is not required for the following approaches: Second Step, Sanford Harmony, PATHS, Calm Classroom ". Does this mean that since we utilize Second Step and Calm Classroom weekly/daily that we do not have to submit evidence for this indicator?
A: Your school is required to submit evidence for indicator 5 (SEL Instruction). In your specific case, you submit evidence for #1 (rows 8 & 9) & #3 (row 15). But when you submit evidence for #2 (rows 11-13) you indicate the "Name of approach" only (cells E11-E13) and you do not need to submit evidence (cells F11-F13) because you have the following approaches: Second Step, Sanford Harmony, PATHS, or Calm Classroom. A visual is attached for your reference. The blue circles are the areas you need to submit and the red X's are the areas you do not need to do.
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