Tools for Getting Along Together

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Designated
Promising
Indicates that a program demonstrates evidence of effectiveness at improving student or teacher outcomes, as well as supporting students’ social and emotional growth through at least two competencies. May offer multi-year programming. For a full list of Promising student outcomes see Promising designation.
Program description

Tools for Getting Along Together, offered by the University of Florida College of Education, provides a lesson-based approach to SEL. It includes programming for grades 4 and 5 and demonstrates evidence of effectiveness in grades 4 and 5. Translated materials are available in Spanish.

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    • Onsite in-person training
    • Virtual training
    • Offsite training
    • Train the trainer model
    • 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 (RCT) (published in 2012) supported the effectiveness of Tools for Getting Along for elementary school students. This evaluation included 1,152 grade 4 and 5 enrolled in schools in the U.S. Southeast (54% white, 35% Black/African American; 79% of students qualified for free or reduced-price lunch (FRPL)). This evaluation found that students who participated in the program demonstrated higher self-reported social problem-solving skills compared to students in the comparison group (outcomes reported approximately six months after baseline).

Results from an RCT published in 2016 supported the effectiveness of Tools for Getting Along for elementary school students. This evaluation was a replication study of the 2012 study and included 1,843 grade 4 and 5 enrolled in schools in the U.S. Southeast (70% white, 30% Black/African American; 81% eligible for FRPL). The evaluation again found an increase in student self-reported social problem-solving skills compared to students in the comparison group (outcomes reported approximately six months after baseline).

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  • Evidence shown in grades
    4, 5
    School characteristics
      • Southeast
    Student characteristics
    • Black / African American
    • White
    • Low income
    Percentage Low Income
    • Eligible for FRPL: 81%
    Study design type
    • RCT
    Greater than 350 students included in study design type
    • Yes
    Multiple school districts included at study design type
    • Yes
    • 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 Tools for Getting Along Together support SEL implementation across multiple settings?

“Each lesson follows a similar format with SEL concept introductions, active class discussions, and practice activities. Student activities take on many formats, including guided and independent practice of skills, small-group learning, and role-playing. Teachers are instructed to use the booster lessons to further generalization of learned skills.”

Get info and pricing on the provider’s website

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References

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