B. Curriculum and Materials. Providers who have been approved to provide “Curriculum and Materials” as described below, shall acknowledge that their materials can be purchased without any required professional development for school staff (except materials that include access to recommended online or virtual training material at no additional cost).
Materials that require professional development as a condition of purchase must be approved by the Board in Category C, Professional Learning.

All Curriculum and Materials must be culturally and linguistically appropriate, demonstrate evidence-based strategies that have been successful in Chicago Public Schools or other large school districts and meet local, state and federal requirements.
All Curriculum and Materials must include components for both skill instruction and skill practice. Curriculum and Materials for SEL should be adaptable for implementation in a virtual setting and include the following as approved by the Board:

B1. Student SEL Skills Instruction. Instructional materials that are focused on building students’ self-awareness, self-management, social-awareness, relationship skills, and responsible decision-making skills. Curricula and materials in this category must be aligned to the CASEL core competencies, theIllinois State Board of Education Social Emotional Learning (SEL) Standards, and evidence must be provided that they impact student outcomes in school.

C1. School Wide Culture/Climate. Includes protocols, procedures, and/or processes that guide the operations of the school to improve the learning climate. These strategies most often organize human and other resources in the school differently to solve a problem or concern and create an opportunity to develop a more preventive or proactive learning climate.

C2. Developing Students’ Social & Emotional Skills. Includes training targeted at adult employees or partners who will implement SEL curriculum or strategies, to ensure the strategy is implemented with fidelity.

C3. Classroom Management/Behavior Support. Training, workshops, or ongoing coaching/consultation on proactive techniques to structure a productive learning environment, build positive relationships, and respond appropriately to misbehavior.

C4. Understanding diversity/culture/race/gender/linguistic differences. Training, workshops, consultation, or coaching to support school staff in teaching and supporting students in culturally competent ways.

C5. Understanding trauma. Training, workshops, consultation, or coaching on supporting students and/or staff in the presence of risk factors for trauma, strategies for student support, trauma informed instructional practices, the impact of trauma on staff and adult self-care.

C6. Understanding and addressing community and other violence. Training, workshops, consultation, or coaching on supporting students in the presence of risk factors such as community violence, interpersonal violence, or gang involvement.

C7. Understanding Child and Adolescent Development. Training or workshops focused on normal child and adolescent development and best ways for supporting students of a given developmental age.

C8. Staff team-building/Adult SEL/Adult Leadership Development. Training, workshops, retreats, or coaching focused on strengthening the staff community, building social and emotional skills among adults, and/or building the capacity of school-based leaders to support school staff.

C9. Restorative Practices/Discipline. Training, workshops, consultation, and coaching to prepare and support school staff in implementing restorative practices and disciplinary approaches.

C10. Behavioral Health Systems and Interventions. Training, facilitation of Professional Learning communities, or consultation on behavioral health systems and strategies with focused skill development, generally provided by certified or licensed counselors, social workers or psychologists, that are specifically designed to positively impact a student or small group of students with specific social and emotional barriers to learning. Strategies must have a strong evidence base and shall be implemented for time-limited periods.

C11. Parent Skill Development. Training for school staff to prepare to guide parent education sessions or facilitate parent groups in a school setting.

C12. Parent/Staff Relationship development. Training on strategies developing proactive strong relationships with parent and to resolve concerns with minimum negative impact to the student, school parent partnership, and/or learning environment

B. Curriculum and Materials. Providers who have been approved to provide “Curriculum and Materials”as described below, shall acknowledge that their materials can be purchased without any required professional development for school staff (except materials that include access to recommended online or virtual training material at no additional cost).
Materials that require professional development as a condition of purchase must be approved by the Board in Category C, Professional Learning.

All Curriculum and Materials must be culturally and linguistically appropriate, demonstrate evidence-based strategies that have been successful in Chicago Public Schools or other large school districts and meet local, state and federal requirements.
All Curriculum and Materials must include components for both skill instruction and skill practice. Curriculum and Materials for SEL should be adaptable for implementation ina virtual setting and include the following as approved by the Board: