Model SEL Schools:
Schools in which SEL is clearly a priority for all staff and students, where data backs up anecdotal evidence that SEL has impacted the school, and where SEL is well integrated into all facets of the school day. This includes academic instruction, disciplinary approaches, a continuum of supports for students with all levels of need, out-of-school time programming, and exemplary implementation of evidence-based SEL practices. Model SEL schools should be recognized by the district and highlighted in ways that will influence other schools such as site visits, professional learning communities, etc.
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DRC Resources |
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This report shows widespread support for SEL among K-12 principals, highlights needs for greater state and district support, and provides policy recommendations. It makes a strong case for investing in SEL. SOURCE: CASEL |
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Chicago Public Schools Three-Year Vision Chicago's vision and plan integrates SEL throughout its priorities, highlighted best in the section on safe and supportive learning environments. SOURCE: Chicago Public Schools |
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Boston Public Schools Office of Social Emotional Learning & Wellness brochure Boston's Office of Social Emotional Learning and Wellness (SELWell) is a collaborative department including athletics, health services, health and wellness, behavioral health, and other student support services alongside social and emotional learning instruction. SOURCE: Boston Public Schools |
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Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools Definitions and demonstrations of the impact of restorative practices with guidance for implementing at the classroom and school level, sponsored by the NEA and AFT. SOURCE: University/Nonprofit Research Institution |
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Chicago Public Schools Student Code of Conduct Chicago's Student Code of Conduct was revised to place a greater emphasis on restorative practices, reduce the length of suspensions, eliminate suspension as an option for low-level behaviors and PreK-2nd grade students, and adjust terms to reduce racial bias and subjectivity. SOURCE: Chicago Public Schools |
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Chicago Public Schools Student Code of Conduct Revisions, 2014 Presentation for the Chicago BOE summarizing the context, stakeholder engagement, and professional development plan surrounding the changes to the Student Code of Conduct. SOURCE: Chicago Public Schools |
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Boston Public Schools Essentials for Instructional Equity Outlines 4 adult competencies for facilitating learning for diverse students, and includes an appendix of culturally and linguistically sustaining practices, a learning experience design template, and a parent guide. SOURCE: Boston Public Schools |
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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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Chicago Public Schools Restorative Practices Guide and Toolkit A comprehensive mini-book that includes activities, lesson plans, and printable templates and tools to implement restorative practices, intended to be used along with other coaching and training. SOURCE: Chicago Public Schools |
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How can a school district select an SEL program that aligns with its commitment to equity and social justice through an inclusive process that also demonstrates and deepens that commitment? This brief describes Portland's approach that brought many voices to the table, shared decision-making power, built trust, and centered the district's equity work. SOURCE: CASEL |
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