Getting Along Together, offered by the Success for All Foundation, provides lesson-based and teaching practices approaches to SEL. It includes programming for grades K-5 and demonstrates evidence of effectiveness at grades K and 3.
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- SEL lessons
- Instructional practices
- Relationship building
- Positive classroom management
- SEL generalization
- Shared agreements
- Student voice
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- Systemic support for SEL
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- Activities and Resources for Home
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- Onsite in-person training
- Virtual training
- Offsite training
- Train the trainer model
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- Administrator support
- Coaching
- Technical assistance
- Professional Learning Communities (PLCs)
- Online resource library
- Self-report tools for monitoring implementation
- Observational tools
- Tools for measuring student success
Evidence of effectiveness
Results from a randomized controlled trial conducted in the 2011-2012 school year (report written in 2013) support the effectiveness of Getting Along Together curriculum for elementary students. The evaluation included 4,410 kindergarten through grade 3 students enrolled in schools in the Southwest (80% Hispanic; 92% of students eligible for free or reduced-price lunch (FRPL)). This evaluation was found to be effective for kindergarten (n = 1,151) and grade 3 (n = 1,069) students, but did not find effects for grade 1 or grade 2 students. This evaluation found that kindergarten students who participated in the program improved in observer-reported attentive and impulsive behaviors compared to students in the control group (outcomes reported approximately eight months after baseline while controlling for outcome pretest). However, this evaluation also found that kindergarten students who participated in the program performed worse on a test of working memory compared to students in the control group (outcomes reported approximately eight months after baseline while controlling for outcome pretest). Additionally, this evaluation found that grade 3 students who participated in the program exhibited lower levels of hostile attribution bias assessed via vignettes compared to students in the control group (outcomes reported approximately eight months after baseline while controlling for outcome pretest).
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Evidence shown in grades K, 3School characteristics -
- Urban
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- Southwest
Student characteristics - Hispanic / Latinx
- Low income
Percentage Low Income - Eligible for FRPL: 92%
Study design type - RCT
Greater than 350 students included in study design type - Yes
Multiple school districts included at study design type - No
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- Improved academic performance
- Reduced emotional distress
- Improved identity development and agency
- Reduced problem behaviors
- Improved school climate
- Improved school connectedness
- Improved social behaviors
- Improved teaching practices
- Improved other SEL skills and attitudes
How does Getting Along Together support SEL implementation across multiple settings?
“Getting Along Together helps students build SEL skills and apply them in and out of the classroom. Students learn strategies to focus their thinking, manage their behavior, build positive social relationships, and cope with their feelings. The program contains strategies that support students in the classroom, schoolwide, at home and in the community.”
Get info and pricing on the provider’s website
Go to Provider SiteReferences
- Accepted by CASEL
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Jacob, R., Jones, S., Morrison, F. (2013). Evaluating the Impact of a Self-Regulation Intervention (SECURe) on Self-Regulation and Achievement. Unpublished Manuscript.
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