Social Awareness:
The ability to understand the perspectives of others and empathize with them, including those from diverse backgrounds and cultures.
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DRC Guidance Pages |
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| 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. | ||
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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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| In accordance with the Digital Millennium Copyright Act, CASEL will respond appropriately to claims of copyright infringement committed using the CASEL District Resource Center and this website. | ||
| Dedicated, long-term funding and staff are key for sustaining social and emotional learning (SEL) implementation and send a strong message that SEL is a priority. | ||
| 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. | ||
| 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. | ||
| 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. | ||
| 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. | ||
| Dedicated, long-term funding and staff are key for sustaining social and emotional learning (SEL) implementation and send a strong message that SEL is a priority. View resources here. | ||
| When central office leaders understand social and emotional learning (SEL) research and practices, they are able to promote and sustain systemic implementation. View resources here. | ||