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 & 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 control 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 (Hispanic = 80%; students eligible for FRPL = 92%). 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 8 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 8 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 8 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 - Percentage of students eligible for free or reduced price lunch: 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
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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