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 |
||||||
Naperville K-12 SEL Standards Rubric Naperville's rubric descriptors for their SEL standards, articulating beginning, approaching, secure, and exemplary demonstration of each standard. SOURCE: Naperville Community Unit School District 203 |
||||||
Toward Transformative Social and Emotional Learning: Using an Equity Lens This brief explores the need to conceptualize, implement, and assess SEL in a way that is sensitive to students' cultural assets and recognizes their inherent strengths, and describes promising school practices and implications for ethical assessment of SEL. SOURCE: Assessment Work Group |
||||||
Equity & Social and Emotional Learning: A Cultural Analysis Brief outlining how CASEL's core SEL competencies reflect issues of equity, programs and practices that promote educational equity, and implications for SEL assessment. SOURCE: Assessment Work Group |
||||||
SEL Trends: Using Data for Improvement CASEL profiles Austin ISD, El Paso ISD, Nashville Metropolitan School District, and Washoe County School District, about how district leaders in SEL and research have worked together to use data to improve implementation of their SEL strategies. Includes links to artifacts and research reports from the districts. SOURCE: CASEL |
||||||
Sacramento City Districtwide SEL Program Inventory This is an example of a third-party report on SEL programs and practices throughout the district, shared by Sacramento City, including a site level inventory as well as findings and recommendations regarding implementation and monitoring. SOURCE: Sacramento City Unified School District |
||||||
|
||||||
A Primer for Continuous Improvement in Schools and Districts This white paper lays out a model and principles for improvement, describes the Plan-Do-Study-Act Cycle, and includes examples for using a Fishbone Diagram and a Driver Diagram to define a problem and establish an aim. SOURCE: University/Nonprofit Research Institution |
||||||
Encouraging Social and Emotional Learning in the Context of New Accountability A paper from the Learning Policy Institute on how SEL and school climate indicators can be included in accountability and improvement systems under ESSA. Appendix includes survey tools from districts and states. SOURCE: Learning Policy Institute |
||||||
Student Voice and Data Summits: Continuous Improvement in Washoe County Presentation describing the purpose and format of Student-led Data Summits in Washoe County, with highly valuable advice from those who have helped organize them. SOURCE: Washoe County School District |
||||||
Washoe County Student Data Summits Washoe's Student-led Data Symposiums bring high interest district data to students for analysis, problem-solving, and taking action. The 2016 event covered school climate & SEL, poverty, and CTE programs. SOURCE: Washoe County School District |
||||||
|
||||||
Oakland’s Teacher Self-Reflection: Instructional Practices that Promote SEL Adapted from CASEL's SEL integration self assessment tool, Oakland's more detailed reflection is organized around areas of SEL competency and has teachers identify their level of practice on a continuum. SOURCE: Oakland Unified School District |