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DRC Resources |
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Districtwide SEL Action Planning Workbook (APW) Once district leaders have built a shared understanding of SEL, teams can use this workbook to organize priorities and goals and build a robust action plan to guide their work and exploration of the District Resource Center. SOURCE: CASEL |
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SEL 101: What are the core competencies and key settings? (video) How can you bring social and emotional learning to your community? CASEL's framework for social and emotional learning (SEL) takes a systemic approach, identifying five core competence areas and four key settings. SOURCE: CASEL |
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Leading with SEL Advocacy Tools This site provides resources for SEL advocates, including toolkits for parents and school board members. There is guidance for conversations, communications, engaging media outlets, and reaching out to policymakers. SOURCE: CASEL |
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This example comes from a school division in southeastern Virginia. It provides 3 memorable key messages, succinct supporting details, and statistics to use as talking points or in written communication about SEL. |
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SEL Skills Continuum, Adult and PreK-12 This example from a school division in southeastern Virginia includes "I can" statements to describe skills within each of the 5 SEL competency areas. Separate lists for adults, PreK, K-1, 2-3, 4-5, 6-8, 9-10, and 11-12 show how social and emotional skills are developmental and are expressed differently over time. |
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Academic SEL and Mathematics Curriculum Materials From the University of Texas Charles A. Dana Center, this brief tool can help determine to what degree your district's math instructional materials and educator practices integrate SEL competencies. While focused on math, much can be applied to other core subjects. SOURCE: University/Nonprofit Research Institution |
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Teacher Interview: How Do SEL Skills Come Into Play for You as an Adult? (video) Interview with a teacher in Anchorage reflecting on her own social and emotional development and how she models for her students. SOURCE: Anchorage Public Schools |
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Teacher Interview: Why debrief at the end of an SEL lesson? (video) A teacher describes how she sets aside time for students to process and debrief a class activity in order so students recognize that they're developing social and emotional skills. SOURCE: Anchorage Public Schools |
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Minneapolis Public Schools developed a set of posters describing how adults exercise social and emotional skills in 5 core areas. SOURCE: Minneapolis Public Schools |
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How Do Principals Influence Student Achievement? This research brief from the University of Chicago Consortium on School Research shows that administrators who successfully move the needle on student achievement most often do so through the lever of school climate and staff collaboration. SOURCE: University/Nonprofit Research Institution |