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TABLE OF CONTENTS

Introduction: Why Teach Social-Emotional Learning to All?
Chapter 1: What Is Social-Emotional Learning?
Chapter 2: Establishing Culture, Climate, and the Learning Environment for SEL in Elementary Schools
Chapter 3: Building a Schoolwide Foundation for SEL in Elementary Schools
Chapter 4: Effective SEL Teaching Practices and Strategies in Elementary Schools
Chapter 5: Effective SEL Lesson Planning
Chapter 6: Monitoring Student Learning of SEL
Appendix

STUDY GUIDE

• Building Blocks for Social-Emotional Learning Study Guide

REPRODUCIBLES

Introduction

• Figure I.1: SEL schoolwide pyramid
• Figure I.2: Building blocks of social-emotional learning

Chapter 1

• Figure 1.6: Subtle disengagement cues
• Figure 1.9: Observable behaviors and possible reasons behind them

Chapter 2

• Table 2.2: Supporting a sense of self
• Table 2.3: Supporting social-emotional regulation
• Table 2.4: Supporting social awareness, reciprocal engagement, and self-regulation
• Table 2.5: Supporting reciprocal engagement and social awareness in friendships
• Figure 2.5: Physical and cultural environmental qualities for effective and meaningful environments
• Table 2.6: Supporting logical and responsible decision making
• Figure 2.7: Quality talk sentence stem examples

Chapter 3

• Figure 3.2: Schoolwide tasks for establishing social-emotional learning
• Figure 3.3: SEL schoolwide action plan tool—positive culture and healthy climate example
• Figure 3.4: Social-emotional learning evaluation rubric—positive culture and healthy climate
• Figure 3.5: Safe and effective learning environment norms tool
• Figure 3.6: SEL schoolwide action plan tool—safe and effective learning environments example
• Figure 3.7: Social-emotional learning evaluation rubric—safe and effective learning environments
• Figure 3.8: SEL schoolwide action plan tool—authentic, high-quality SEL instruction example
• Figure 3.9: Social-emotional learning rubric—authentic, high-quality SEL instruction
• Figure 3.12: SEL schoolwide action plan tool—multilayered systems
• Figure 3.13: Social-emotional learning rubric—multilayered systems
• Table 3.13: Sample SEL Progress-Monitoring Document

Chapter 4

• Figure 4.3: SEL transition strategies chart
• Figure 4.8: Morning meeting planning template—example
• Figure 4.10: Weekly calendar teacher questions and prompts—example
• Figure 4.12: Interactive read-aloud SEL planning tool
• Figure 4.13: Event, feelings, action graphic organizer (template and student example)
• Figure 4.18: SEL partner game self-assessment card
• Figure 4.19: Social-emotional “I can” game cards
• Figure 4.20: Social-emotional game board mat
• Figure 4.21: SEL comic strip journaling activity (student example)
• Figure 4.23: First/then feelings organizer
• Figure 4.24: Emotion and action chain graphic organizer
• Figure 4.25: Daily emotional tracking journal
• Figure 4.29: SEL short stories graphic organizer
• Figure 4.30: SEL skit or play organizer
• Figure 4.31: SEL social scenarios

Chapter 5

• Figure 5.9: SEL transition planning tool
• Figure 5.10: Evaluating and strengthening the daily schedule—planning tool
• Figure 5.11: SEL yearlong instructional planning protocol
• Figure 5.15: SEL standard unpacking tool
• Figure 5.16: SEL weekly planning tool
• Figure 5.19: Play protocol
• Figure 5.20: Sample planning play template—example

Chapter 6

• Figure 6.2: Common formative assessment team planning template—example
• Figure 6.3: SEL common formative assessment tool—example
• Figure 6.4: Ideas for assessing SEL skills embedded within daily routines
• Figure 6.5: Ideas for assessing SEL skills within academic work
• Figure 6.8: Data review team discussion—guiding questions
• Figure 6.9: SEL student progress-monitoring tool—example
• Figure 6.10: SEL student observational tool

Appendix

• Figure A.1: Integration of SEL frameworks within social-emotional building blocks
• Figure A.2: Decrease energy transition activities: Transitions used to ground or calm
• Figure A.3: Decrease energy transitions: Transitions used to ground or calm
• Figure A.4: Increase energy transitions: Transitions to increase blood flow and oxygen to the brain
• Figure A.5: Mixed-energy transitions: Transitions to support social-emotional learning
• Figure A.6: Mixed-energy transitions: Transitions to support social-emotional learning using social awareness and reciprocal engagement
• Figure A.7: Mixed-energy transitions: Transitions to support social-emotional learning using logical and responsible decision making
• Figure A.8: Sample SEL interactive whiteboard daily routines
• Figure A.9: SEL building block–focused journal prompts

SUGGESTED RESOURCES

Books

• Buffum, A., Mattos, M., Weber, C., & Hierck, T. (2015). Uniting academic and behavior interventions: Solving the skill or will dilemma. Bloomington, IN: Solution Tree Press.
• Collado, W., Hollie, S., Isiah, R., Jackson, Y., Muhammad, A., Reeves, D., & Williams, K. (2021). Beyond conversations about race: A guide for discussions with students, teachers, and communities. Bloomington, IN: Solution Tree Press.
• Conzemius, A. E., & O’Neill, J. (2014). The handbook for SMART school teams: Revitalizing best practices for collaboration (2nd ed.). Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for Professional Learning Communities at Work® (2nd ed.). Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for Professional Learning Communities at Work® (3rd ed.). Bloomington, IN: Solution Tree Press.
• Eaker, R., & Marzano, R. J. (Eds.). (2020). Professional Learning Communities at Work® and High Reliability Schools™: Cultures of continuous learning. Bloomington, IN: Solution Tree Press.
• Hannigan, J., Hannigan, J. D., Mattos, M., & Buffum, A. (2021). Behavior solutions: Teaching academic and social skills through RTI at Work™. Bloomington, IN: Solution Tree Press.
• Immordino-Yang, M. H., & Faeth, M. (2010). The role of emotion and skilled intuition in learning. In D. A. Sousa (Ed.), Mind, brain, & education: Neuroscience implications for the classroom (pp. 69–83). Bloomington, IN: Solution Tree Press.
• Kerr, D., Hulen, T. A., Heller, J., & Butler, B. K. (2021). What about us? The PLC at Work® process for grades preK–2 teams. Bloomington, IN: Solution Tree Press.
• Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree Press.
• Willis, J. (2010). The current impact of neuroscience on teaching and learning. In D. A. Sousa (Ed.), Mind, brain, & education: Neuroscience implications for the classroom (pp. 45–67). Bloomington, IN: Solution Tree Press.

Websites

• AllthingsPLC
• CASEL Guide for Caregivers
• CASEL
• Kinsey Institute Traumatic Stress Research Consortium
• Lives in the Balance
• Theresa Wills’s Website