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DRC Resources |
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El Aprendizaje Emocional Social en Dallas ISD (video) Spanish version of Dallas' video 'Social Emotional Learning in Action at Dallas ISD schools.' SOURCE: Dallas Independent School District |
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Washoe County School District is featured in this video from Edweek, describing the district's process for developing SEL metrics for instructional purposes and growth. SOURCE: Washoe County School District |
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SEL: Creating Safe & Supportive Learning Environments (video) Creating a safe, supportive environment for social and emotional learning (SEL) has been, and remains, a high priority for CASEL. It is inherent in our focus on integrating SEL into all aspects of school and district practice through a systemic approach. SOURCE: CASEL |
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The Effects of Program Implementation and Longevity This research brief from the Austin ISD Department of Research and Evaluation examines the question -- Do outcomes associated with SEL programming improve with time? Is there a difference in outcomes between schools that have been implementing for 4+ years compared with schools that are newer to SEL? SOURCE: Austin Independent School District |
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When fully implemented, schoolwide SEL contributes to more successful and equitable outcomes for young people, and is evidenced by the following indicators. SOURCE: CASEL |
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In this 2018 study, Miller, Wanless & Weissberg examined how professionals in the field of SEL translate between their professional knowledge and their personal parenting practices and priorities for their children's development. Responses are analyzed and compared to the CASEL 5 competency framework. SOURCE: Research Journal |
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Guiding Principles – A Resource Guide for Improving School Climate and Discipline These guiding principles from the U.S. Department of Education are organized around concepts of creating positive school climate, providing evidence-based supports, promoting social and emotional learning, providing training on positive engagement with students and equitable practices, and adopting an instructional approach to school discipline. SOURCE: United States DOE |
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Suspending Chicago’s Students – Differences in Discipline Practices across Schools This report from the University of Chicago provides an example of how to analyze district discipline data to pinpoint factors that lead to inequity. SOURCE: University/Nonprofit Research Institution |
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This article makes the case for shifting the national focus from bullying prevention to the systemic integration of evidence-based practices of social and emotional learning into school programs and policies. The authors explain the limitations of bullying prevention and intervention programs and present the case that proactive SEL for adults and students can be more effective in decreasing bullying. SOURCE: Research Journal |
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Planning Engaging, SEL-Infused Professional Learning CASEL has shared this planning template with breakout session presenters at CASEL-coordinated events to ensure that presentations are objective driven, evidence-based, action-oriented, and use techniques that activate social and emotional skills. SOURCE: CASEL |