POSITIVE BEHAVIOR IMPROVEMENT 10-Step Implementation Plan
POSITIVE BEHAVIOR IMPROVEMENT 10-Step Implementation Plan
Phase 1: Readiness
The Readiness Phase, which consists of two steps, is a time to assess the interest and commitment of the principal and key school stakeholders in adopting SEL as a framework or “Big Idea” for reaching the school’s goals. Research suggests that leader buy-in and support is necessary for long- term sustainability, as is support from the broader school community. It usually takes several months in the first year to cultivate adequate buy-in and commitment from school leadership. Prevention and programming efforts that do not last are likely to have shortchanged or overlooked this phase.
Even after fully addressing the Readiness Phase, we recommend that school leaders revisit these initial steps on a periodic basis to ensure adequate buy-in and support over the long term.
Step 1: School leaders commit to schoolwide SEL
Successful schoolwide implementation starts with school leaders taking the time to understand SEL and reflect on the role it might play in the school’s educational mission and practice and its SS/HS goals. In Step 1, school leaders reflect on, understand, and accept the value of SEL as a framework for school improvement and as a foundational strategy for the SS/HS Initiative, and make a personal commitment to its implementation.
Step 2: School leaders engage stakeholders and form a steering committee
School leaders share information about SEL with school and community stakeholders and recruit an SEL steering committee. SS/HS project directors should consider the most efficient organizational strategy for forming this committee, i.e., whether SEL is added to the agenda of an existing SS/HS committee, becomes the focus of a sub-committee, or warrants the formation of a new committee. The steering committee—comprising key stakeholders, such as teachers, families, student support personnel, support staff, and community members— will provide shared leadership for the
Phase 1: Readiness
The Readiness Phase, which consists of two steps, is a time to assess the interest and commitment of the principal and key school stakeholders in adopting SEL as a framework or “Big Idea” for reaching the school’s goals. Research suggests that leader buy-in and support is necessary for long- term sustainability, as is support from the broader school community. It usually takes several months in the first year to cultivate adequate buy-in and commitment from school leadership. Prevention and programming efforts that do not last are likely to have shortchanged or overlooked this phase.
Even after fully addressing the Readiness Phase, we recommend that school leaders revisit these initial steps on a periodic basis to ensure adequate buy-in and support over the long term.
Step 1: School leaders commit to schoolwide SEL
Successful schoolwide implementation starts with school leaders taking the time to understand SEL and reflect on the role it might play in the school’s educational mission and practice and its SS/HS goals. In Step 1, school leaders reflect on, understand, and accept the value of SEL as a framework for school improvement and as a foundational strategy for the SS/HS Initiative, and make a personal commitment to its implementation.
Step 2: School leaders engage stakeholders and form a steering committee
School leaders share information about SEL with school and community stakeholders and recruit an SEL steering committee. SS/HS project directors should consider the most efficient organizational strategy for forming this committee, i.e., whether SEL is added to the agenda of an existing SS/HS committee, becomes the focus of a sub-committee, or warrants the formation of a new committee. The steering committee—comprising key stakeholders, such as teachers, families, student support personnel, support staff, and community members— will provide shared leadership for the