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.

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    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 4-5 and demonstrates evidence of effectiveness in grades 4-5. 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 control trial (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 US Southeast (white = 54%; Black = 35%; 79% of students qualified for free or reduced lunch). 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 6 months after baseline).

    Results from a randomized control trial published in 2016 supported the effectiveness of Tools for Getting Along for elementary school students. This evaluation (2016) was a replication study of the 2012 study and included 1,843 grade 4 and 5 enrolled in schools in the US Southeast (white = 70%, Black = 30%; 81% eligible for FRPL). The 2016 evaluation again found an increase in student self-reported social problem-solving skills compared to students in the comparison group (outcomes reported approximately 6 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
      • Percentage of students eligible for free or reduced price lunch: 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

    Go to Provider Site

    References

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