Directions. For the following items, please respond to the statements given by circling the degree to which the statement applies to your current practice. For all items, consider
social/emotional/behavioral interventions for universal (all students), targeted (some at-risk students), and intensive (individualized) levels of intervention. Evidence-based interventions are defined in this study as treatments, interventions, or services for which experimental research has established as effective.
N = Never; S = Sometimes; O = Often; A = Always 1. I consult internet resources that list, rate, and describe evidence-based
social/emotional/behavioral interventions to learn about and select evidence-based social/emotional/behavioral interventions.
N S O A 2. I consult research articles from academic journals (i.e., peer reviewed) to
learn about and select evidence-based social/emotional/behavioral interventions.
N S O A
3. I consult non-academic (i.e., not peer reviewed) magazines and newsletters to learn about and select evidence-based social/emotional/behavioral
interventions. N S O A
4. I consult books to learn about and select evidence-based
social/emotional/behavioral interventions. N S O A 5. I rely on colleagues and supervisors to tell me about evidence-based
social/emotional/behavioral interventions. N S O A 6. I rely on my graduate training when selecting evidence-based
social/emotional/behavioral interventions. N S O A 7. I rely on my past experiences when selecting evidence-based
social/emotional/behavioral interventions. N S O A 8. I rely on non-BOCES professional development activities (e.g., attendance
at professional conferences, paid workshops) to learn about evidence-
based social/emotional/behavioral interventions. N S O A 9. I rely on BOCES-provided professional development activities (e.g.,
attendance at conferences/workshops) to learn about evidence-based
social/emotional/behavioral interventions. N S O A 10. When someone recommends a new intervention, I investigate its research
support myself by reviewing original publication materials and articles. N S O A Part III. Familiarity and Use of SEL Evidence-based Intervention Programs
Directions. Existing intervention programs that have strong research support for their
effectiveness are listed and described below. For each of the following items, please rate (a) your level of familiarity with the intervention program, (b) the degree to which you have implemented or worked with others to implement the program, and (c) whether or not your building is
currently using each program. For your convenience, a general description of each program is provided.
Program and Description
Level of Familiarity (check one)
Level of Use in My Elementary School
(check one)
Currently Using in My
School
1. Al’s Pals
An early childhood intervention program based on a resiliency framework designed to develop personal, emotional, and social skills.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to implement it.
____ Yes ____ No
2. Caring School Community
A program organized around four core educational practices:
Class Meetings, Cross- Age Buddies, Homeside Activities, and
Schoolwide Community- Building Activities
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to implement it.
____ Yes ____ No
3. Competent Kids, Caring Communities Designed to promote important life skills in students through an average of 35 separate sets of lessons for each year for kindergarten through fifth grade.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to implement it.
____ Yes ____ No
4. High Scope
Educational Approach for Pre-School
A comprehensive system of teaching practices and educational structures designed to enhance the learning environment and to support developmentally
appropriate instruction in prekindergarten.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to implement it.
____ Yes ____ No
5. I Can Problem Solve A violence prevention program that helps children think of
nonviolent ways to solve everyday problems.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to implement it.
____ Yes ____ No
6. The Incredible Years Series
Focuses on developing skills to understand and recognize feelings, solve problems, manage anger, and develop and maintain friendships
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to implement it.
____ Yes ____ No
7. Michigan Model for Health
Designed for use in K-12 grade, and it is the state health curriculum for Michigan.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to implement it.
____ Yes ____ No
8. MindUp Establishes core practices of deep breathing and attentive listening, which are then practiced several times a day throughout the school year.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to implement it.
____ Yes ____ No
9. Open Circle Designed to equip teachers with effective practices for creating a cooperative
classroom community and establishing positive relationships and effective
approaches to problem solving within the classroom.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
10. PATHS (Promoting Alternative Thinking Strategies
Promotes peaceful conflict resolution, emotion regulation, empathy, and
responsible decision making
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
11. Peace Works:
Peacemaking Skills for Little Kids
Designed to promote conflict resolution skills in students
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
12. Positive Action Designed to promote a healthy self-concept and to establish positive actions for the body and mind. The program emphasizes effective self-
management, social skills, character, and mental health, as well as skills for setting and achieving goals.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
13. Raising Healthy Children
A program which incorporates school, family, and individual programs to create a caring community of learners.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
14. Resolving Conflict Creatively Program (RCCPP)
Lessons emphasize building relationships, understanding feelings, developing empathy, managing emotions, and developing social responsibility.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
15, Responsive Classroom
Designed to create classrooms that are responsive to children’s physical, emotional, social, and intellectual needs through
developmentally appropriate educational experiences
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
16. RULER Approach Designed to promote emotional literacy, which includes Recognizing, Understanding, Labeling, Expressing, and Regulating emotions (the RULER skills).
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
17. Second Step Provides instruction in social and emotional learning with units on skills for learning, empathy, emotion management,
friendship skills, and problem solving.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
18. Social Decision Making/ Problem Solving Program Designed to develop self-control, social awareness, and effective decision- making skills
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
19. Steps to Respect Lessons focus on topics such as how to make friends, understanding and recognizing feelings, and dealing with bullying.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
20. Too Good for Violence
A violence prevention and character
education program that teaches character-
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
based skills such as respect, celebrating diversity, and
understanding feelings and actions.
don’t know a lot about it
___ Very familiar/Heard a lot about it
21. Tools of the Mind A program that
promotes self-regulated learning and is
designed to be embedded within the classroom.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
22. Tribes Learning Communities
Designed to engage all members of the
educational community
— district and school administrators, teachers, family members, and
community members — in ongoing, goal- oriented collaboration to create a caring and supportive environment that establishes positive expectations and
promotes the active participation of all students.
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
23. 4Rs (Reading, Writing, Respect, and Resolution)
Provides read-alouds, book talks, and sequential, interactive skills lessons to develop social and emotional skills related to understanding and managing feelings,
___ Not familiar/Never heard of it
___ Somewhat
familiar/Heard of it, but don’t know a lot about it
___ Very familiar/Heard a lot about it
___ Never used it ___ I have used it or
have worked with others to
implement it.
____ Yes ____ No
listening and
developing empathy, being assertive, solving conflict creatively and nonviolently, honoring diversity, and standing up to teasing and bullying.