Title | Document Type | |
---|---|---|
DRC Resources |
||
Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers A tool for teachers to assess how they using SEL in their interactions and teaching practices, and a crosswalk between 10 teaching practices that promote SEL and the CLASS, Danielson, and Marzano teaching frameworks. |
||
Social and Emotional Learning in Practice: Toolkit of Practical Strategies and Resources Ideal for OST programs, includes tools for equipping staff to teach SEL, creating the learning environment, designing impactful learning experiences, and using data for improvement. Special attention is paid to culturally responsive design. SOURCE: University/Nonprofit Research Institution |
||
This tool from CASEL's Guide to Schoolwide SEL outlines a 6 step process for a school or district team to develop shared agreements about how they will work together to achieve a shared vision and nurture adult SEL. SOURCE: CASEL |
||
CASEL’s Self-Reflection Tool for Instructional Practices that Promote SEL A self-reflection tool for teachers to consider ways in which they are already using practices that develop social and emotional skills in their classroom, and to expand their use of SEL integration strategies. SOURCE: CASEL |
||
Oakland’s Leadership Growth and Development System Principal Handbook Handbook detailing each dimension of the principal evaluation framework, with categories including "Leadership for Healthy Relationships and Culture" and "Leadership for Equity". SOURCE: Oakland Unified School District |
||
This simple survey has students rate their perception of school climate, adult support, and sense of belonging. It is intended as an informal measure for individual classroom teachers to invite feedback from students and reflect on areas for growth, and has not been validated as a formal evaluation tool. SOURCE: CASEL |
||
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 |
||
El Paso SEL Implementation Report This report on El Paso's first year of SEL implementation answers the questions: How was SEL capacity built? How has SEL impacted climate and perception? How has SEL impacted discipline and attendance? and How do school stakeholders view their implementation success? SOURCE: El Paso Independent School District |
||
SEL Inventory – Secondary Interview This interview protocol was used by evaluators at secondary school sites in Sacramento City to gather baseline data on the implementation of SEL programs and practices. Includes handouts that were provided to interviewees. SOURCE: Sacramento City Unified School District |
||
Develop Long-Term Goals for Districtwide SEL This tool explains how to set long-term SMARTIE-style goals for districtwide SEL implementation. Provides guidelines to get the committee started, step-by-step instructions for defining goals that reflect the district's shared vision, and examples. SOURCE: CASEL |