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.
| Title | Document Type | |
|---|---|---|
DRC Guidance Pages |
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| 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. | ||
| Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. View resources here. | ||
| Adopting an evidence-based program is one of the key strategies for providing consistent social and emotional learning (SEL) opportunities for all students. 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. | ||
| 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. | ||
| 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. View resources here. | ||
| The CASEL 5 social and emotional learning (SEL) competencies are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. They promote intrapersonal, interpersonal, and cognitive competence. | ||