California LEAs most commonly supported social-emotional learning through play-based learning and supported students with disabilities through instructional adaptations and added staff¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In 2022–23, LEAs most commonly supported social-emotional learning through play-based learning (69%) and developmentally appropriate learning environments (62%), with 34% using SEL lesson plans or curriculum. → Wang 2024 q2 i? In 2022–23, 64% of LEAs provided adaptations to instructional materials for students with disabilities, 47% provided additional staff to support participation in instruction, and 42% implemented Universal Design for Learning. → Wang 2024 (2)

Evidence¶

Wang 2024¶

Wang, V., Leung-Gagné, M., Melnick, H., & Wechsler, M. E. (2024). Universal prekindergarten expansion in California: Progress and opportunities. Learning Policy Institute. https://doi.org/10.54300/597.103

q2 · i? · associational · r2

Descriptive survey results on social-emotional learning strategies (Table 4). Other strategies included developmental observations (33%), staff development on SEL (22%), open-ended self-directed learning opportunities (19%), and training on (14%) or implementation of (5%) the CSEFEL Pyramid Model.

"LEAs used a variety of strategies in 2022–23 to create such learning environments for early learners, most commonly through promoting play-based learning (69%) and designing developmentally appropriate learning environments (62%)."

Wang 2024 (2)¶

Wang, V., Leung-Gagné, M., Melnick, H., & Wechsler, M. E. (2024). Universal prekindergarten expansion in California: Progress and opportunities. Learning Policy Institute. https://doi.org/10.54300/597.103

q2 · i? · associational · r2

Descriptive survey results on instructional practices for children with disabilities (Table 5): specialized services in the classroom with peer models (42%), Universal Design for Learning (42%), and social-emotional strategies (40%) were also reported.

"In 2022–23, the majority of LEAs (64%) provided adaptations to instructional materials to support students with special needs, and about half (47%) provided additional staff to support participation in instruction (see Table 5)."

Discussion¶

Related Claims¶

• Most LEAs used multiple TK curricula and play-based, developmentally appropriate strategies, but 20% still used kindergarten curriculum in TK classrooms — related
• A growing share of LEAs adopted social-emotional and developmentally appropriate strategies, led by play-based learning at 82% — related
• 87% of TK classrooms were reported as inclusive of students with disabilities, and use of instructional adaptations rose to 71% of LEAs — related
• 87% of TK classrooms were inclusive of students with disabilities, and most LEAs provided adaptations and additional staff, though rising special education needs strained resources — related
• California TK classrooms most commonly used social-emotional and literacy-specific curricula, but about a quarter of LEAs used kindergarten curriculum in TK — related
• Utah Schools for the Deaf and Blind adapted the Resilience, Rights & Respectful Relationships curriculum for intentional, direct SEL instruction with deaf students — related