Evidence-based Programs:
Programs grounded in research and principles of child and adolescent development, and scientifically evaluated and shown to produce positive student outcomes. CASEL identifies high-quality evidence-based programs as those that are well-designed to systematically promote students’ social and emotional competence, provide opportunities for practice, offer multi-year programming, and provide high-quality training and ongoing implementation support.
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DRC Resources |
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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 |
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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 |
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CARE for Kids – A Breakthrough in Social and Emotional Learning (video) This video from Edutopia features classroom meetings taking place in Jefferson County schools, and includes short interviews from the Superintendent and school-based staff and students. SOURCE: Edutopia |
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Michigan’s Free Online SEL Training The Michigan Department of Education in partnership with Michigan Virtual offers 5 self-paced courses (available to all but credit awarded only to MDE certificate holders) including an introduction to SEL, culturally responsive classrooms, embedding SEL schoolwide, creating professional culture based on SEL, and trauma-informed support. SOURCE: Michigan DOE |
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Advancing Social and Emotional Learning (SEL) as a Lever for Equity and Excellence This report summarizes five emerging insights based on the efforts of school districts in CASEL’s Equity Work Group (EWG). SOURCE: CASEL |
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Health Education/SEL Crosswalk Document aligning CASEL's 5 SEL competencies and related skills to the National Health Education Standards and Performance Indicators, to support educators in planning a skills-based health education curriculum. SOURCE: SHAPE America |
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District SEL Best Practices: Cultivating Shared Leadership for Schoolwide SEL A district SEL leader from Austin, TX describes their leadership structure and approach to supporting SEL implementation through district SEL specialists who provide coaching and training for cohorts of school-based SEL leaders who in turn work with an SEL steering committee that is representative of the broader school community. This model has been shown to significantly improve implementation. SOURCE: Austin Independent School District |
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Create an SEL Communication Strategy From the CASEL Guide to Schoolwide SEL, school-based or district SEL teams can use this tool to plan communications so that all stakeholders are kept abreast of the work and how they can be involved. |
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Key Insights from the Collaborating Districts Initiative This CASEL report based on 6 years of the CDI initiative includes insights on what makes implementation work, how districtwide SEL has impacted achievement, and how to scale up successful SEL work. SOURCE: CASEL |
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Anchorage SEL standards with student-friendly "I" statements for each, based around 4 goals of self-awareness, self-management, social awareness, and social management. SOURCE: Anchorage Public Schools |