Implementation Evaluation:
Measurement and interpretation of the quality and effectiveness of implementation of an SEL program or approach. May include an assessment of implementation fidelity and/or an assessment of whether progress is being made toward goals, with the aim of improving implementation support or making other course corrections to meet goals.
See also: implementation monitoring
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DRC Resources |
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Group Reflection Protocol for SEL: Discussing the Core Competencies and Where They Are Promoted This reflection protocol can help you facilitate a discussion on the updated SEL framework in small or large groups. The prompts allow you to think about what CASEL’s updated SEL framework means for implementation efforts in your school, district, or other setting. SOURCE: CASEL |
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2011 to 2021: 10 Years of SEL in U.S. School Districts Ten years ago, CASEL began collaborating with school district SEL leaders to explore the question - Is it possible to implement SEL systemically to positively impact students across a large urban school district? Not only did districts demonstrate that it was possible, but every district has deepened and expanded SEL implementation since joining the collaborative. This anniversary report details 6 key insights from these districts about how they were able to sustain SEL over the long term, even as the people and contexts within the district changed. SOURCE: CASEL |
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Systems-Wide Reflection: Indicators of Schoolwide and Districtwide SEL This chart sets CASEL’s Indicators of Districtwide SEL and Indicators of Schoolwide SEL side by side, with links to further information, suggested implementation processes, and examples. District leaders can use this tool to guide reflection, conversation, and planning about how social and emotional learning (SEL) is integrated throughout systems at the school level and at the district level. SOURCE: CASEL |
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Enacting Social-Emotional Learning: Lessons from “Outlier Schools” in California’s CORE Districts This research brief looks at the commonalities among California middle schools that reported stronger-than-typical social emotional learning outcomes. These 6 characteristics are elaborated into recommendations for school districts supporting SEL at scale. SOURCE: California CORE Districts |
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Nashville’s Strategic Plan for High Schools Nashville's 3 year plan for high schools includes strategies, action steps, and yearly goals for leadership, teaching, and curriculum with highlighted connections to social and emotional learning throughout. SOURCE: Metropolitan Nashville Public Schools |
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Austin's sample process for growing a cohort of SEL leadership schools and expanding the scope of SEL work at each over time. SOURCE: Austin Independent School District |
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Oakland SEL Journey Map (infographic) This infographic from Oakland presents the district's SEL starting point and vision for transformation. SOURCE: Oakland Unified School District |
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Funding Case Study: Chicago Public Schools CASEL's case study of Chicago describes funding sources for their SEL work, budget strategies that other districts can apply, and tables and graphs of SEL expenditures. SOURCE: Chicago Public Schools |
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Funding Case Study: Washoe County School District CASEL's case study of Washoe County School District describes funding sources for their SEL work, budget strategies that other districts can apply, and tables and graphs of SEL expenditures. SOURCE: Washoe County School District |
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Funding Case Study: Wheaton-Warrenville Community Unit School District 200 CASEL's case study of Wheaton-Warrenville describes funding sources for their SEL work, budget strategies that other districts can apply, and tables and graphs of SEL expenditures. SOURCE: Wheaton-Warrenville Community Unit School District 200 |