c. Staff in my district are proficient in providing and/or connecting 4 □ □ □ □ □ intensive SEL supports (in □ 0 2 3 5 -1 addition to core SEL instruction) to students who need them. In addition to addressing students’ academic my 4 □ □ □ □ □ district’s student support team □ 0 2 3 5 -1 uses data to develop students’ SEL support plans. In addition to addressing students’ academic needs, my 4 □ □ □ □ □ district’s student support team □ 0 2 3 5 -1 uses data to monitor students’ SEL support plans. f. Teachers consult/work with other personnel (psychologists, 4 □ □ □ □ □ counselors) in my school/district □ 0 2 3 5 -1 and/or community to provide SEL supports for all students. g. My district has explicit systems in place to engage and collaborate with families to develop students’ SEL competencies (e.g., 4 □ □ □ □ □ □ awareness and management, 0 2 3 5 -1 social and relationship skills, and responsible To D2. what extent do you agree with each of the following statements regarding ESE’s performance during the school year relative to SEL policies and programs? Don’t Disagree Disagree Agree ESE… Strongly Somewhat Somewhat Strongly Know provides resources (e.g., guidance, professional □ □ □ □ □ development) that help schools improve students’ 1 2 3 4 -1 social and emotional learning. communicates about the importance of developing □ □ □ □ □ students’ SEL competencies in order to help prepare 1 2 3 4 -1 students for success after high school. This section (Module E) asks for your on ESE supports and resources. To E1. what extent has ESE’s contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district’s recent experience with ESE.
c. Staff in my district are proficient in providing and/or connecting intensive SEL supports (in addition to core SEL instruction) to students who need them. 0 □ 2 □ 3 □ 4 □ 5 □ -1 □ In addition to addressing students’ academic my district’s student support team uses data to develop students’ SEL support plans. 0 □ 2 □ 3 □ 4 □ 5 □ -1 □ In addition to addressing students’ academic needs, my district’s student support team uses data to monitor students’ SEL support plans. 0 □ 2 □ 3 □ 4 □ 5 □ -1 □ f. Teachers consult/work with other personnel (psychologists, counselors) in my school/district and/or community to provide SEL supports for all students. 0 □ 2 □ 3 □ 4 □ 5 □ -1 □ g. My district has explicit systems in place to engage and collaborate with families to develop students’ SEL competencies (e.g., and management, social awareness and relationship skills, and responsible 0 □ 2 □ 3 □ 4 □ 5 □ -1 □ D2. To what extent do you agree with each of the following statements regarding ESE’s performance during the school year relative to SEL policies and programs? ESE… Disagree Strongly Disagree Somewhat Agree Somewhat Strongly Don’t Know provides resources (e.g., guidance, professional development) that help schools improve students’ social and emotional learning. 1 □ 2 □ 3 □ 4 □ -1 □ communicates about the importance of developing students’ SEL competencies in order to help prepare students for success after high school. 1 □ 2 □ 3 □ 4 □ -1 □ This section (Module E) asks for your on ESE supports and resources. E1. To what extent has ESE’s contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district’s recent experience with ESE.
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