SEL and Academic Integration:
The integration of SEL objectives into instructional content and teaching strategies for core content areas as well as music, art, and physical education. When done well, the integration of SEL promotes student voice and agency and a positive learner identity.
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DRC Guidance Pages |
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| 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. | ||
| Monitoring and reflecting on your district’s progress in promoting district-wide social and emotional learning (SEL) is an important part of quality implementation. Here are tools for Focus Area 1 – Build Foundational Support and Plan that can help. | ||
| Monitoring and reflecting on your district’s progress in promoting district-wide social and emotional learning (SEL) is an important part of a quality implementation. Here are tools for Focus Area 3 – Promote SEL for Students that can help. | ||
| 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. | ||
| Monitoring and reflecting on your district’s progress in promoting district-wide social and emotional learning (SEL) is an important part of quality implementation. Here are tools that can help. | ||
| 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. View resources here. | ||
| Learning from data and using this information to improve practice is a central purpose of continuous improvement. Because of this, what your SEL team learns during the STUDY phase informs the SEL continuous improvement process moving forward. View resources here. | ||
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Focus Area 4 – Reflect on Data for Continuous Improvement – Rubric Monitoring and reflecting on your district’s progress in promoting district-wide social and emotional learning (SEL) is an important part of a quality implementation. Here are tools for Focus Area 4 – Practice Data for Continuous Improvement that can help. |
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| Effective professional learning ensures that district staff understand social and emotional learning (SEL) and how to support systemic implementation. View resources here. | ||
| Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. View resources here. | ||