Evidence-based Programs:
Programs grounded in research and principles of child and adolescent development, and scientifically evaluated and shown to produce positive student outcomes. CASEL identifies high-quality evidence-based programs as those that are well-designed to systematically promote students’ social and emotional competence, provide opportunities for practice, offer multi-year programming, and provide high-quality training and ongoing implementation support.
| Title | Document Type | |
|---|---|---|
DRC Guidance Pages |
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| When social and emotional learning (SEL) implementation is centered around equity, it can be a key strategy for promoting understanding, examining biases, addressing racism, building cross-cultural relationships, closing opportunity gaps, and creating more inclusive schools. | ||
| 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. | ||
| The CASEL District Resource Center supports systemic social and emotional learning (SEL) implementation. Created for any district, it offers research-based guidance and curated resources to help organize, implement, and continuously improve SEL. | ||
| 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. | ||
| Social and emotional learning (SEL) can be a powerful lever for creating caring, just, inclusive, and healthy communities that support all individuals in reaching their fullest potential. | ||
| A shared vision connects social and emotional learning (SEL) to a school district’s overall mission, serves as an inspirational call to action, and provides a foundation for planning and implementation. | ||
| When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). | ||
| 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. | ||
| 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. | ||
| Please carefully read this License Agreement (this “Agreement”) before accessing, using or downloading any CASEL District Resource Center materials. | ||