Module 2

• Goal setting and types of goals

In the context of SEL implementation, multiple levels of the implementation system need to change. This means that multiple levels of the implementation system need to develop clear goals, specifically related to how SEL will be implemented, and which stakeholders are needed to make implementation happen.

Goals are integral to implementation because they tell us what it means to be successful. Within CalHope, you will be working collaboratively with schools and LEAs to set goals for and implement SEL. There are many different types of goals that can be set. It is important to distinguish between them so appropriate expectations can be set around which goals can be tied to which results.

First, we can distinguish between implementation goals and outcome goals. Implementation goals typically articulate what kind of goal you’d like to meet for a process of implementation whereas an outcome goal typically articulates the type of outcome you would like to see as a result of implementation. Outcome goals are generally associated with metrics and implementation goals are generally associated with a step or process you want to complete.

Action: Once you have selected your schools, engages with your LEAs and schools to understand what their implementation goals are. It is likely the case the within these discussions, they will articulate outcome goals. Outcome goals can then be used to guide the formulation of implementation goals. Based on the outcomes that want to be achieved, what processes need to be in place?

• How implementation roles impact goal setting

In addition to LEA- and school-level goals that you will be supporting, you can also think about what it looks like for your COE to provide strong implementation supports to schools and LEAs. These are called implementation support goals. In other words, what would it look like to be a successful COE supporting SEL implementation in schools and LEAs? These support goals may include the things you want to do (e.g., providing tools, training, and other kinds of supports), but also encompass things like what types of schools you want to reach out to, how many schools you want to reach out to, how you want to interact with them, and how you want your implementation supports to be perceived.

Action: Reflect and have internal discussions about what success means within your COE. Consider how you will be successful. Which components of your support process to do you feel confident about? Which require more attention?

• How to articulate your goals

When setting goals, you can use the SMARTIE acronym to ensure that your goals are clear and reachable. Your goals should be:

• Specific
• Measurable
• Achievable
• Relevant
• Time-bound
• Inclusive
• Equitable

Action: As you begin to have conversations about implementation, implementation outcome, and implementation support goals, it is good practice to use the SMARTIE acronym to guide the formulation of your goals. This may be difficult at first, but becomes easier with practice, and has huge benefits once you start planning for implementation.