Social-Emotional Foundations for Early Learning (SEFEL) Program
Implementation Plan /

Local Education Agency (LEA):Date Plan Established:

Total Number of Preschool Classrooms in LEA:Review Dates:

Year this LEA began implementing SEFEL:

SEFEL Implementation Team Members:

Key Implementation Steps / Strategies and/or Targets / Responsible Person(s) / Target Date
  1. Establish a Leadership Team
  1. Team has broad representation
  2. Team has administrative support
  3. Team has regular meetings
  4. Team has established a clear mission/purpose
  5. Team reviews the signed assurances and submits the assurances, spending plan, implementation plan, and professional development plan
  6. Targeted number attended the annual SEFEL Summit
  7. Team reviews and revises the plan at least annually
/ 2016-2017:
  1. Total number of planned Leadership Team Meetings (min. of 4): _____
  2. Targeted number of team members to attend the annual SEFEL Leadership Summit: ___
2017-2018:
  1. Total number of planned Leadership Team Meetings (min. of 4): _____
  2. Targeted number of team members to attend the annual SEFEL Leadership Summit: ___
2018-2019:
  1. Total number of planned Leadership Team Meetings (min. of 4): _____
  2. Targeted number of team members to attend the annual SEFEL Leadership Summit: ___
/ End of year
2016-2017
End of Year
2017-2018
End of Year
2018-2019
  1. Establish Stakeholder Buy-In
  2. Stakeholders receive information and give feedback
  3. Stakeholders are aware of the program and supportive
  4. Stakeholders receive updates and data
/ 2016-2017:
  1. Provide outgoing communication and opportunities for stakeholders (staff, families, and community) to provide feedback at least twice a year
  2. Provide updates on the process and data on the outcomes to stakeholders on a regular basis.
2017-2018:
  1. Provide outgoing communication and opportunities for stakeholders (staff, families, and community) to provide feedback at least twice a year
  2. Provide updates on the process and data on the outcomes to stakeholders on a regular basis.
2018-2019:
  1. Provide outgoing communication and opportunities for stakeholders (staff, families, and community) to provide feedback at least twice a year
  2. Provide updates on the process and data on the outcomes to stakeholders on a regular basis.
/ End of year
2016-2017
End of Year
2017-2018
End of Year
2018-2019
  1. Facilitate Meaningful Family Involvement
A.Family input is solicited as part of the planning process
B.SEFEL information is shared in multiple ways
C.Family involvement is supported
D.Families are involved in planning for individual children / 2016-2017:
  1. Inform families of the initiative and ask them to provide feedback
  2. Share SEFEL information with families through a variety of formats
2017-2018:
  1. Inform families of the initiative and ask them to provide feedback
  2. Share SEFEL information with families through a variety of formats
2018-2019:
  1. Inform families of the initiative and ask them to provide feedback
  2. Share SEFEL information with families through a variety of formats
/ End of year
2016-2017
End of Year
2017-2018
End of Year
2018-2019
  1. Communicate District-Wide Expectations
A.Behavior expectations for all preschools in district are developed
B.Expectations apply to both children and staff
C.Expectations are developmentally appropriate
D.Expectations are shared with families
E.Expectations are posted / 2016-2017:
Expectations are shared with families, and staff assist families in the translation of the expectations to rules in the home
2017-2018:
Expectations are shared with families, and staff assist families in the translation of the expectations to rules in the home.
2018-2019:
Expectations are shared with families, and staff assist families in the translation of the expectations to rules in the home. / End of year
2016-2017
End of Year
2017-2018
End of Year
2018-2019
  1. Teachers Use Evidence-Based Strategies, as Indicated By Level Of Fidelity on the TPOT
A.Targeted number of classes reached fidelity on the TPOT for 2015-2016
B.Targeted classes received SEFEL coaching for 2015-16
C.Targeted total percentage of preschool classes received coaching by the end of the 2015-2016 year
D.Your LEA uses Instructional Practices checklists with all classrooms
E.Teachers collect and submit child level and classroom data / 2016-2017:
  1. Targeted total number of classes to score at fidelity on the TPOT at any point this year: ____
  2. Targeted number of total classrooms to receive coaching: ____
  3. Targeted total percentage of preschool classes that have received and/or are receiving SEFEL coaching (includes all classes since your LEA began implementing SEFEL): ____
2017-2018:
  1. Targeted total number of classes to score at fidelity on the TPOT at any point this year: ____
  2. Targeted number of total classrooms to receive coaching: ____
  3. Targeted total percentage of preschool classes that have received and/or are receiving SEFEL coaching (includes all classes since your LEA began implementing SEFEL): ____
2018-2019:
  1. Targeted total number of classes to score at fidelity on the TPOT at any point this year: ____
  2. Targeted number of total classrooms to receive coaching: ____
  3. Targeted total percentage of preschool classes that have received and/or are receiving SEFEL coaching (includes all classes since your LEA began implementing SEFEL): ____
/ End of year
2016-2017
End of Year
2017-2018
End of Year
2018-2019
  1. Use Established Procedures for Responding to Challenging Behaviors
A.A team-based process for addressing challenging behavior is developed
B.A resource person with behavioral expertise is identified as team member
C.Strategies for partnering with families are identified
D.Strategies for responding to problem behavior in the classroom are developed
E.A process for problem solving with other teachers is developed
F.A process for responding to crisis situations is developed / See Practice Profile for guidance on developing procedures for handling crisis situations
  1. Establish Professional Development Plan for Classroom Staff
  1. LEA implements a professional development plan
  2. Targeted number of new teachers received Foundations Trainings (Tiers I and II)
  3. Teacher assistants receive Foundations training
  4. Strategies for acknowledging staff are identified
  5. Staff receive professional development in formative assessment
  6. Staff receive professional development in the curriculum the LEA uses and in related curriculum assessment
  7. Staff pass the online curriculum reliability measure, if applicable
  8. Targeted number of classes received SEFEL coaching
  9. A sustainability plan is implemented for teachers who are at fidelity
/ Leadership Team develops a Professional Development Plan
2016-2017:
  1. Targeted number of new teachers to receive Foundations Trainings (Tiers I & II): ____
  2. Percent of all teacher assistants (at least 50%) trained in Foundations modules (Tiers I & II): ____
  3. Targeted number of new classes to receive SEFEL coaching: _____
2017-2018:
  1. Targeted number of new teachers to receive Foundations Trainings (Tiers I & II): ____
  2. Percent of all teacher assistants (at least 50%) trained in Foundations modules (Tiers I & II): ____
  3. Targeted number of new classes to receive SEFEL coaching: _____
2018-2019:
  1. Targeted number of new teachers to receive Foundations Trainings (Tiers I & II): ____
  2. Percent of all teacher assistants (at least 50%) trained in Foundations modules (Tiers I & II): ____
  3. Targeted number of new classes to receive SEFEL coaching: _____
/ End of year
2016-2017
End of Year
2017-2018
End of Year
2018-2019
  1. Establish an Implementation and Professional Development Plan for Coaches
A. Targeted number of new LEA coaches were trained in Mindful Coaching
B.Targeted number of new LEA coaches were trained in TPOT
C.Targeted number of new coaches administered the TPOT with an experienced coach
D.Targeted number of coaches attended Coaching Using the TPOT training
E. Coaches deliver coaching according torecommended coaching standards
F.Coaches meet fidelity on inter-rater reliability with another TPOT certified coach
G.Coaches use Teacher-Coach Agreements and coaching logs
H.Coaches present at meetings and PLCs
I. Coaches attend the regional meetings/webinars offered for coaches / 2016-2017:
  1. Targeted number of new coaches to complete Mindful Coaching training: ___
  2. Targeted number of new coaches to complete TPOT training: ___
  3. Targeted number of new coaches who will pair with an experienced coach to observe and score the TPOT: ___
  4. Targeted number of coaches to attend Coaching Using the TPOT training: ___
  5. Targeted number of coaches to attend the regional meetings/webinars for coaches: ___
2017-2018:
  1. Targeted number of new coaches to complete Mindful Coaching training: ___
  2. Targeted number of new coaches to complete TPOT training: ___
  3. Targeted number of new coaches who will pair with an experienced coach to observe and score the TPOT: ___
  4. Targeted number of coaches to attend Coaching Using the TPOT training: ___
  5. Targeted number of coaches to attend the regional meetings/webinars for coaches: ___
2018-2019:
  1. Targeted number of new coaches to complete Mindful Coaching training: ___
  2. Targeted number of new coaches to complete TPOT training: ___
  3. Targeted number of new coaches who will pair with an experienced coach to observe and score the TPOT: ___
  4. Targeted number of coaches to attend Coaching Using the TPOT training: ___
  5. Targeted number of coaches to attend the regional meetings/webinars for coaches: ___
/ End of year
2016-2017
End of Year
2017-2018
End of Year
2018-2019
9. Establish a Plan for Monitoring Implementation and Outcomes
  1. Implementation team meets regularly to review and analyze data
  2. Data are used for ongoing monitoring and improvement
  3. Monitoring information is shared with stakeholders
  4. Implementation plan is updated/revised as needed based on data analysis
/ 2016-2017:
Data are reviewed and analyzed at Leadership Team Meetings
2017-2018:
Data are reviewed and analyzed at Leadership Team Meetings
2018-2019:
Data are reviewed and analyzed at Leadership Team Meetings / End of year
2016-2017
End of Year
2017-2018
End of Year
2018-2019

1

Rev. June 2016