Can refer to district level staff whose position is entirely or in part focused on SEL, school-level SEL teams or individuals, or committees of stakeholders who have power to make decisions and direct SEL work.
| Title | Document Type | |||
|---|---|---|---|---|
DRC Documents |
||||
|
The In-School and Afterschool Social Emotional Learning Connection: A Planning Tool Tool for afterschool and in-school staff first to reflect independently on their goals for SEL and think about what is being done in each setting to support SEL, then to discuss how to work collaboratively toward a common goal. SOURCE: AIR |
||||
|
Supporting Social-Emotional Learning With Evidence-Based Programs Annie E. Casey Foundation guide for funding evidence-based SEL programs, for district administrators, funding partners, and providers. Includes real examples/ strategies for funding, implementing, and sustaining. SOURCE: Annie E. Casey Foundation |
||||
|
Selecting an Evidence-Based Program This tool offers guiding questions and a rating table template to determine whether an evidence-based program answers the needs of your students, families, teachers, school, and district. SOURCE: CASEL |
||||
|
CASEL Program Guide: Effective Social and Emotional Learning Programs To support educators in selecting a high-quality SEL program, our Program Guide serves as a Consumer report-style product that showcases well-designed, evidence-based SEL programs (pre-kindergarten through high school) and the impact they have on student and/or teacher outcomes. SOURCE: CASEL |
||||
|
Oakland School Board Policy on SEL Policy stating that SEL underlies all district priorities in Oakland, and intent to implement SEL standards, change the mission statement, provide PD, adopt curricula, and measure SEL growth. SOURCE: Oakland Unified School District |
||||
|
Standards Development Steering Committee Agenda CASEL's sample agenda for a district-level meeting to introduce the project of developing district SEL standards. SOURCE: CASEL |
||||
|
The Aspen Education & Society Program's recommended strategies for pursuing social, emotional, and academic development through a racial equity lens. SOURCE: The Aspen Institute |
||||
|
Principals, administrators, SEL team members, staff members, and other adults can use this tool to assess personal strengths, think about how to model those strengths when interacting with others, and plan strategies to promote growth across areas of social competence. SOURCE: CASEL |
||||
|
||||
|
Professional learning session for facilitators of PD, to learn how to integrate SEL concepts into learning experiences in objective-driven ways. Part 2 of 2 sessions. SOURCE: Washoe County School District |
||||
|
Facilitator guide to accompany slides -- Professional learning session for facilitators of PD to learn how to integrate SEL concepts into learning experiences in objective-driven ways. SOURCE: Washoe County School District |
||||