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.
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.
Dedicated, long-term funding and staff are key for sustaining social and emotional learning (SEL) implementation and send a strong message that SEL is a priority.
Adopting an evidence-based program is one of the key strategies for providing consistent social and emotional learning (SEL) opportunities for all students.
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 reinforced and sustained when districts, families, and community partners align and work together. 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.
Access to high-quality data can make or break an SEL effort. When your team documents the ongoing successes and challenges they encounter throughout the year, they’re equipped to problem solve in real-time.
Sharing about progress and what is learned with district stakeholders helps raise awareness about what the SEL team is achieving, highlights successes that can be celebrated, and maintains commitment and buy-in among those key stakeholders.
Sharing about progress and what is learned with district stakeholders helps raise awareness about what the SEL team is achieving, highlights successes that can be celebrated, and maintains commitment and buy-in among those key stakeholders. View process information here.