SEL Standards:
Strong SEL standards or guidelines are comprehensive, developmentally appropriate, and culturally responsive, and include benchmarks for what all students should know and be able to do from PreK through grade 12. They establish common language in an area that may be less familiar than math or reading to many district personnel, students, and parents and allow districts to outline intersections of SEL with standards in academic content areas.
| Title | Document Type | |
|---|---|---|
DRC Guidance Pages |
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| The ten indicators of schoolwide social and emotional learning (SEL) provide districts and schools with evidence of high-quality implementation in the classroom, school, family, and community. | ||
| A shared vision connects social and emotional learning (SEL) to a school district’s overall mission, serves as an inspirational call to action, and provides a foundation for planning and implementation. | ||
| Adopting an evidence-based program is one of the key strategies for providing consistent social and emotional learning (SEL) opportunities for all students. | ||
| When school and district leaders align their efforts around social and emotional learning (SEL), academics, and equity they support a greater impact in advancing life opportunities and outcomes for all students. View process information here. | ||
| Effective professional learning ensures that district staff understand social and emotional learning (SEL) and how to support systemic implementation. View process information here. | ||
| When school and district leaders align their efforts around social and emotional learning (SEL), academics, and equity they support a greater impact in advancing life opportunities and outcomes for all students. | ||
| Effective professional learning ensures that district staff understand social and emotional learning (SEL) and how to support systemic implementation. | ||
| Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. | ||
| The systemic integration of social and emotional learning (SEL) into district priorities ensures that it will become a vital component of what makes the district, schools, and students successful. | ||
| Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. | ||