SEL Overview:
Resources that provide an introduction to social and emotional learning in a range of formats.
| Title | Document Type | |
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DRC Guidance Pages |
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| 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. | ||
| Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. View resources here. | ||
| The systemic integration of social and emotional learning (SEL) into district priorities ensures that it will become a vital component of what makes the district, schools, and students successful. view resources here. | ||
| 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. | ||
| Access to high-quality data can make or break an SEL effort. When your team documents the ongoing successes and challenges they encounter throughout the year, they’re equipped to problem solve in real-time. View resources here. | ||
| Looking for a tool to support your district’s social and emotional learning (SEL) implementation? Search all of the CASEL District Resource Center 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. | ||
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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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