Out of School:
“A supervised program that young people regularly attend when school is not in session. This can include before- and after- school programs on a school campus or facilities such as academic programs (e.g., reading or math focused programs), specialty programs (e.g., sports teams, STEM, arts enrichment), and multipurpose programs that provide an array of activities.” (Centers for Disease Control and Prevention)
| Title | Document Type | |
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DRC Guidance Pages |
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| 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. | ||
| Effective professional learning ensures that district staff understand social and emotional learning (SEL) and how to support systemic implementation. | ||
| 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 CASEL District Resource Center provides worksheets, webinars, and more resources to promote social and emotional learning (SEL) and equity in school districts. | ||
| 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. | ||
| The CASEL District Resource Center helps school districts make social and emotional learning (SEL) an integral part of education. It is a publication of the Collaborative for Academic, Social, and Emotional Learning (CASEL), the leading organization dedicated to advancing research and evidence-based practice in SEL. | ||
| Clear, ongoing communication helps build awareness, promotes social and emotional learning (SEL) in classrooms and schools, and makes the case for investing in SEL. View Resources here. | ||
| 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. | ||
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Focus Area 2 – Strengthen Adult SEL Competencies and Capacity This focus area of the CASEL District Resource Center helps school districts strengthen staff expertise and skills to lead social and emotional learning (SEL) initiatives, as well as cultivate adults’ social, emotional and cultural competencies. |
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| When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). View resources here. | ||