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.
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 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.
Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies.
When central office leaders understand social and emotional learning (SEL) research and practices, they are able to promote and sustain systemic implementation. View process information here.
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.
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.