Model SEL Schools:
Schools in which SEL is clearly a priority for all staff and students, where data backs up anecdotal evidence that SEL has impacted the school, and where SEL is well integrated into all facets of the school day. This includes academic instruction, disciplinary approaches, a continuum of supports for students with all levels of need, out-of-school time programming, and exemplary implementation of evidence-based SEL practices. Model SEL schools should be recognized by the district and highlighted in ways that will influence other schools such as site visits, professional learning communities, etc.
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DRC Resources |
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Chicago School Climate Standards and Self-Assessment The Chicago Public Schools' School Climate Standards includes 17 key indicators organized into four domains: School-wide Environment and Leadership, Physical and Emotional Safety, Relational Trust, and Teaching and Learning. This document also includes a self-assessment to support school-level continuous improvement and resources to include student voice assessing school climate. SOURCE: Chicago Public Schools |
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The Continuous Improvement Journey: Where Are We now and Where Do We Want To Go? This brief offers a case study focused on Guilford County Schools in North Carolina, to illustrate the experience of a research-practice partnership between CASEL researchers and the district and the use of goal-setting, data, and reflection for continuous improvement. SOURCE: CASEL |
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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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Article: Academic Learning + Social-Emotional Learning = National Priority A 5 page article that describes social and emotional learning and its impact to a broad audience and makes the case for SEL as a district level, state, and national priority in education. SOURCE: Magazine/Newsletter |
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Findings in this summary of 3 large-scale research reviews of K-8 SEL programs show that SEL is among the most impactful youth development support for school-age youth, and it can be incoprorated into routine educational practice. SOURCE: CASEL |
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The Foundations of Social Emotional Learning: Teacher Training (Part 1 of 3) First in a series of brief introductory SEL presentations, including an overview of the 5 SEL competencies and the 3 signature SEL practices. SOURCE: Oakland Unified School District |
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The In-School and Afterschool Social Emotional Learning Connection: A Planning Tool Tool for afterschool and in-school staff first to reflect independently on their goals for SEL and think about what is being done in each setting to support SEL, then to discuss how to work collaboratively toward a common goal. SOURCE: AIR |
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This tool from CASEL's Guide to Schoolwide SEL provides questions to help the SEL team think intentionally about how to fully partner with OST providers to promote SEL. SOURCE: CASEL |
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Integrating Social and Emotional Learning and the Common Core State Standards for Mathematics A brief from the University of Texas Charles A. Dana Center outlines how the CCSS for Mathematical Practice and SEL are inextricably linked, and includes an appendix that crosswalks the standards with SEL competencies. SOURCE: University/Nonprofit Research Institution |
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Oakland Academic Social Emotional Learning Guidance Document Oakland's guidance document for school leaders describes the district's mission, vision, and tools for measuring success and describes how SEL is part of instructional priorities and multi-tiered systems of support. SOURCE: Oakland Unified School District |
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