Districts conduct a needs and resource assessment focused on social and emotional learning (SEL), leveraging a diverse set of stakeholders to reflect on SEL programs and practices already in place and what needs to be addressed, and to build on strengths when implementing SEL systemwide. The assessment documents all existing SEL programs and practices in order to integrate all components of effective SEL and facilitate systemic change.
Brief outlining how CASEL's core SEL competencies reflect issues of equity, programs and practices that promote educational equity, and implications for SEL assessment.
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.
Adapted from CASEL's SEL integration self assessment tool, Oakland's more detailed reflection is organized around areas of SEL competency and has teachers identify their level of practice on a continuum.
This strengths inventory will help a school-based SEL team determine which strategies are being used at all levels of schoolwide SEL: SEL curriculum & instruction, schoolwide practice & policies, and family & community-level partnerships.
This is an example of a third-party report on SEL programs and practices throughout the district, shared by Sacramento City, including a site level inventory as well as findings and recommendations regarding implementation and monitoring.
This interview protocol was used by evaluators at secondary school sites in Sacramento City to gather baseline data on the implementation of SEL programs and practices. Includes handouts that were provided to interviewees.
This interview protocol was used by evaluators at elementary school sites in Sacramento City to gather baseline data on the implementation of SEL programs and practices. Includes handouts that were provided to interviewees.
This is an example of a third-party audit of a district's SEL professional learning offerings and practices, shared by Sacramento City. This level of analysis may be a helpful model for districts in which SEL work is distributed across many departments.
Policy stating that SEL underlies all district priorities in Oakland, and intent to implement SEL standards, change the mission statement, provide PD, adopt curricula, and measure SEL growth.
Overview of a Nashville middle school's model for student-led conferences, appropriate for grades 4-12. Search "Student-led conferences" on this site for all resources related to this overview.
Example template for a student/family/school agreement, for use during student-led conferences. Addresses support needed for growth in academics, perseverance, ownership, and critical thinking.
Handout for family members and caregivers to use at student-led conferences, with suggested questions to prompt students to share about their portfolio and a reflection to reinforce students and give feedback.
Tool for students to prepare to lead conferences with their parents and teachers, including a checklist and sample script for students to talk about their strengths, challenges, and work portfolio.
Nashville's handbook for student-led conferences describes in detail the role of students, teachers, families, and the school in making the conferences successful, student-centered, and useful.
This adaptable survey and web-based platforms allows states and districts to collect and act on validated school climate data in real time, and can be downloaded and administered at no cost.