Needs and Resources Assessment:
Districts conduct a needs and resource assessment focused on social and emotional learning (SEL), leveraging a diverse set of stakeholders to reflect on SEL programs and practices already in place and what needs to be addressed, and to build on strengths when implementing SEL systemwide. The assessment documents all existing SEL programs and practices in order to integrate all components of effective SEL and facilitate systemic change.
Title | Document Type | |||
---|---|---|---|---|
DRC Resources |
||||
Districts in Action – Promote SEL for Students This brief spotlights SEL leaders in California, Virginia, and Texas as they share their stories about how their approach to promoting SEL for students took shape and integrated with stakeholder needs related to inclusion, discipline, and tiered supports. SOURCE: CASEL |
||||
Practices of Promise: Selecting Evidence-Based Programs Through Meaningful Partnerships Peek into El Paso Independent School District's process for engaging staff, families, and communities in examining and selecting evidence-based SEL programs that align with their school communities’ needs and districtwide vision. SOURCE: CASEL |
||||
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 |
||||
Selecting an Evidence-Based Program This tool offers guiding questions and a rating table template to determine whether an evidence-based program answers the needs of your students, families, teachers, school, and district. SOURCE: CASEL |
||||
Oakland School Board Policy on SEL Policy stating that SEL underlies all district priorities in Oakland, and intent to implement SEL standards, change the mission statement, provide PD, adopt curricula, and measure SEL growth. SOURCE: Oakland Unified School District |
||||
Cleveland’s SEL Standards and Scope and Sequence (PK-12) Cleveland's scope and sequence provides early and late quarter SEL goals for each grade level PK-12. SOURCE: Cleveland Metropolitan School District |
||||
Track Your School’s Progress Toward Implementing Schoolwide SEL Part of CASEL's Guide to Schoolwide SEL, this page includes a rubric and planner, a walkthrough protocol to look for signs of high-quality implementation, and a staff survey to gather staff perceptions to inform decisions and next steps. SOURCE: CASEL |
||||
Oakland’s SEL Standards and Student Report Card Introduction – Part 1 (Video) Video from Oakland to help teachers complete the SEL part of the report card for each student. Focus is on assessing students equitably and in a strengths-based way. For the 1st marking period, teachers completed the section on self-management and relationship skills. SOURCE: Oakland Unified School District |
||||
|
||||
Oakland’s SEL Standards and Student Report Card Introduction – Part 2 (Video) Video from Oakland to help teachers complete the SEL part of the report card for each student. Focus is on assessing students equitably and in a strengths-based way. For the 2nd marking period, teachers completed the section on self-awareness and social awareness. SOURCE: Oakland Unified School District |
||||
Encouraging Social and Emotional Learning: Next Steps for States This brief from the Learning Policy Institute provides recommendations for how state agencies can measure and promote SEL in their accountability and continuous improvement plans. SOURCE: Learning Policy Institute |