Page 27 – CASEL District Resource Guide

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.

261-270 of 400 Results

Title	Document Type
DRC Resources
Reflecting on Equity-Centered SEL Leadership Practices Use this tool as a personal reflection on your leadership habits. These prompts are intended to spark your curiosity about your current practices and how you can be intentional about developing equity-centered leadership skills. SOURCE: CASEL TAGS equity SEL leadership
Advancing Social and Emotional Learning (SEL) as a Lever for Equity and Excellence This report summarizes five emerging insights based on the efforts of school districts in CASEL’s Equity Work Group (EWG). SOURCE: CASEL TAGS equity implementation plan planning
Guiding Questions for Building Strong Partnerships between School Day and Out-of-School Time Educators This tool from CASEL's Guide to Schoolwide SEL provides questions to help the SEL team think intentionally about how to fully partner with OST providers to promote SEL. SOURCE: CASEL TAGS community partnerships SEL partnerships community relations out of school SEL leadership family and community engagement
Key Insights from the Collaborating Districts Initiative This CASEL report based on 6 years of the CDI initiative includes insights on what makes implementation work, how districtwide SEL has impacted achievement, and how to scale up successful SEL work. SOURCE: CASEL TAGS research brief SEL overview implementation plan conducting local SEL research PK-12 implementation evaluation planning integrate with district priorities building buy-in for SEL youth voice
Toward Transformative Social and Emotional Learning: Using an Equity Lens This brief explores the need to conceptualize, implement, and assess SEL in a way that is sensitive to students' cultural assets and recognizes their inherent strengths, and describes promising school practices and implications for ethical assessment of SEL. SOURCE: Assessment Work Group TAGS Adult SEL anti-bias social awareness self awareness self management relationship skills responsible decision making SEL competence equity culturally responsive instructional practices building community
Selecting an Evidence-Based Program This tool offers guiding questions and a rating table template to determine whether an evidence-based program answers the needs of your students, families, teachers, school, and district. SOURCE: CASEL TAGS culturally responsive implementation plan evidence-based programs planning SEL leadership
Nashville’s SEL Multi-Tiered Systems of Support 1 pager showing specific programs, supports, and interventions that support students at all 3 levels of MTSS. SOURCE: Metropolitan Nashville Public Schools TAGS counselors restorative practices evidence-based programs MTSS
Promoting SEL in the Middle and High School Years This brief from Pennsylvania State University reviews the current landscape of universal school-based programs designed to promote social and emotional growth in middle and high school students through skill-focused programs, academic integration, teaching practices, and organizational reform. SOURCE: University/Nonprofit Research Institution TAGS middle school grades high school grades evidence-based programs
Convening a Cross-Functional Advisory Council for SEL: Resources, Best Practices, and Suggestions Key considerations for districts as they build a council consisting of members from different organizations and departments to align social and emotional learning between in-school and out-of-school time settings. SOURCE: CASEL TAGS community partnerships community relations out of school
MTSS SEL School Model Chicago Public Schools' model for how social and emotional learning should be integrated into a multi-tiered system of supports for all students. SOURCE: Chicago Public Schools TAGS MTSS

DRC Resources