ABSTRACT
The most difficult stage for schools to reach when employing new supports is that of full implementation. During the full implementation stage, the employment of universal social-emotional supports has become part of everyday practice and is incorporated into a standard routine. There are four critical indicators that educators can use to tell whether they have entered the full implementation stage. These four critical indicates are proficiency, staffing, fidelity, and data collection. By analyzing data regularly in the full implementation stage, schools can effectively gain knowledge and learn new lessons on how to sustain and improve upon efforts to effectively implement their universal social-emotional program. Scaling up a new social-emotional program involves more than just frequently using routines, activities, and materials associated with it. To sustain universal social-emotional program efforts, schools should utilize a needs assessment, resource mapping, distributed leadership, and open dialogue to increase buy-in, interest, and obtain ongoing support.
