Restorative Practices:
“An emerging social science that studies how to strengthen relationships between individuals as well as social connections within communities. The purpose of restorative practices is to build healthy communities, increase social capital, decrease crime and antisocial behavior, repair harm and restore relationships.” (Reference: International Institute of Restorative Practices)
| Title | Document Type | |
|---|---|---|
DRC Guidance Pages |
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| 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. | ||
| 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. | ||
| When central office leaders understand social and emotional learning (SEL) research and practices, they are able to promote and sustain systemic implementation. View process information here. | ||
| 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. View process information here. | ||
| 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. | ||
| 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. | ||
| This focus area of the CASEL District Resource Center helps districts collect and reflect on data, address challenges, and build upon successes to continuously improve social and emotional learning (SEL) implementation. | ||
| 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 process information here. | ||
| When central office leaders understand social and emotional learning (SEL) research and practices, they are able to promote and sustain systemic implementation. View resources here. | ||
| Adopting an evidence-based program is one of the key strategies for providing consistent social and emotional learning (SEL) opportunities for all students. View resources here. | ||