Learning from data and using this information to improve practice is a central purpose of continuous improvement. Because of this, what your SEL team learns during the STUDY phase informs the SEL continuous improvement process moving forward. View process information here.
Planning for continuous improvement is the first phase in a PDSA cycle. This includes the work you’ve done in Key Activity 1 (Vision and Plan) to develop an action plan based on your current needs, resources, and level of implementation. View process information here.
Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. View process information here.
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.
Clear, ongoing communication helps build awareness, promotes social and emotional learning (SEL) in classrooms and schools, and makes the case for investing in SEL.
Social and emotional learning (SEL) can be a powerful lever for creating caring, just, inclusive, and healthy communities that support all individuals in reaching their fullest potential.
Standards establish developmentally-appropriate and culturally-responsive benchmarks for social and emotional learning (SEL) and sends the message that SEL is a core part of students’ education. View process information here.
When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). View process information here.
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.