Integrate with District Priorities:
The process of aligning and embedding SEL within the district’s primary objectives and goals, e.g. components of the district’s strategic plan or school improvement initiatives.
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DRC Guidance Pages |
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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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| The CASEL District Resource Center provides worksheets, webinars, and more resources to promote social and emotional learning (SEL) and equity in school districts. | ||
| 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. | ||
| When school and district leaders align their efforts around social and emotional learning (SEL), academics, and equity they support a greater impact in advancing life opportunities and outcomes for all students. View resources here. | ||
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Focus Area 2 – Strengthen Adult SEL Competencies and Capacity – 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 2 – Strengthen Adult SEL Competencies and Capacity that can help. |
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| Please carefully read this License Agreement (this “Agreement”) before accessing, using or downloading any CASEL District Resource Center materials. | ||
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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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| Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. | ||
| 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. View resources here. | ||
| 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. View resources here. | ||