Alignment with Social-Emotional Learning Standards- SOLER is aligned to the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework which is nationally recognized as the leader in Social Emotional Learning (SEL).
- SOLER addresses SEL, which is commonly known as a set of non-academic skills that students need to set goals, manage behavior, build relationships, and process and remember information. These skills are essential to a student’s success in school, work, home, and community.
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Feasibility and Logistics of Curriculum Implementation- Educators have found SOLER to be easy to use and engaging for students.
- SOLER is a seamless online instructional system that takes minimum training. The intuitive technology and embedded how-to videos walk the user through the system.
- Educators are provided extensive guidance on selecting groups, using peer-buddies, scheduling sessions, and modifying instruction based on student/group needs.
- Lesson plans and scripted notes provide explicit instructional guidance while giving flexibility for a wide-range of educator and student needs.
- SOLER lessons can be implemented in general education classrooms, related-service group settings, self-contained classrooms, and after-school programs.
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Evidence-Based Practices- SOLER instructional methodology incorporates evidence-based practices from the research including social skills strategies (e.g. role-play, social narratives, video modeling, peer-mediated instruction).
- Instructional procedures include modeling, visual supports, prompting, task analysis, and reinforcement.
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Developmental Sequence- SOLER is divided into 3 instructional units. Units build on each other and skills taught become increasingly more complex.
- SOLER uses a systematic instructional process to teach skills and to monitor progress, ensuring mastery is reached before moving to the next step within a skill or to the next lesson.
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Targeted Lessons to Enhance Students’ Social and Emotional Competencies- SOLER includes seventy-three unique lessons. Lessons are presented through a one-of-a-kind interactive tool called a REEL.
- Phase 1 is the skill acquisition phase and teaches students both the vocabulary and expected behavior needed to perform the target skill correctly.
- Phase 2 provides practice and rehearsal of the target skill within the social skills group
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Student Reflection and Practice- Phase 3 instruction includes the generalization component in which students are expected to perform target skills in natural settings.
- Every lesson includes a reflection and practice worksheet and emphasizes the student’s perspective and personal responsibility.
- Students are provided supports to encourage self-monitoring, problem-solving, and conflict resolution both within the SOLER group sessions and when naturally occurring challenging situations arise in their every day lives.
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Student Engagement- The student-facing REEL system provides interactive age-appropriate activities with immediate feedback on student responses.
- Opening activities create a positive learning environment and include clear rules and expectations, student participation through student jobs, and motivating games.
- Motivation systems provided include group and individual systems.
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Multiple Presentation Styles and Ways For Students to Show Knowledge- SEL concepts are introduced in both visual and written formats. Discussion and sharing of students’ personal experiences guides the instructor to make the lesson relevant for each student.
- Instruction and practice is provided using modeling, video, visual supports, written text, role-play, discussion stories, and active games.
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Social Emotional Learning Generalization- Lessons have a corresponding Generalization REEL that provides activities for students to generalize skills from small groups to other settings. Instructors can provide a link for caregivers and general education teachers to access the generalization REEL.
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Students Needing Comprehensive Supports (e.g. in Tier 3 settings)- Extended learning procedures are provided to support students who need additional practice to master skills.
- A variety of motivation and reinforcement strategies are used to individualize for student’s who need more intensive supports to participate in sessions and to practice skills at home, school, and in the community.
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SEL Instruction for Students with Communication Challenges- SOLER includes a visual representation of concepts that allows for alternative means of communication (gestures, pointing).
- For students who have not yet acquired spoken language, alternate modes of communication can be used with each lesson.
- Students needing more intensive instruction in receptive and expressive language will benefit from the STAR and Links Curricula.
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Caregiver/Family Collaboration- Student’s reflection form includes practice of target skill in home and community settings.
- SOLER group lessons have a corresponding home reel that can be sent to families to provide families guidance and visual supports to encourage their child to practice mastered skills.
- See Diversity equity and inclusion for information on culturally responsive practices included in all STAR Curricula
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Formative Assessment- Data is collected and recorded after each session and is used to determine when the group has mastered the target skills, becoming ready to move on to the next phase. Additional instructional content is suggested for students who need more instructional support.
- Data is collected in general education settings and home settings to monitor skill acquisition in all settings.
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Summative Assessment- The SOLER Curriculum Assessment booklet is an individualized record for each student to record baseline data, monitor progress, and document the student’s completion of each lesson.
- This assessment is also used to determine the specific lessons a student needs and to group students for the SOLER sessions.
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Data Driven Instruction/Lesson Monitoring- SOLER includes a process to monitor student progress during instructional sessions. This includes student self-monitoring and reflection towards skill mastery. General educators and caregivers provide information on generalization of skills outside the group sessions ensure skills are mastered in typical school and home settings. Guidance is provided for instructors to modify lessons based on the on-going data collection.
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IEP Goals and Objectives- SOLER provides example IEP goals for every lesson.
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Technology- SOLER uses the REEL system which can be used on variety of devices including tablets, laptops, and smartboards. REELs present the student content and teacher guided instructions/scripts in a digital format to increase participation in the classroom and ease of use for instructors.
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Access and Equity- SAS is committed to the ongoing work of diversity, equity, and inclusion (DEI). SAS uses the Global Diversity, Equity & Inclusion Benchmarks (GDEIB) to assess our organizational goals and curriculum development. Learn more about SAS’s commitment to DEI values here. SAS continuously evaluates our curricula, materials, and resources to ensure diverse and inclusive representation. Our character library includes photos and illustrations that represent people from diverse backgrounds (i.e., race, disability, gender identity, family structure, and other identity dimensions), and our curriculum materials reference different ethnic and cultural populations.
- Our goal is to represent diversity as a strength and ensure that all students and educators can identify with our materials. SAS strives to make our content accessible to all instructors and learners by adding captions to videos, evaluating the fonts and color contrast in our materials, and using inclusive language.
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Inclusion- Inclusion is supported through information and resources available for general educators, administrators, and support staff to encourage generalization of skills in all school environments.
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