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What I Wish I Knew... District SEL Implementation

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CASEL Districtwide SEL Planning Workbook

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CASEL Districtwide SEL Planning Workbook

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Adapted from CASEL's District Resource Center, the Districtwide SEL Essentials for Superintendents offers practical guidance and resources specifically tailored for top district leaders. At its heart are 10 high-leverage superintendent actions that promote a districtwide SEL movement and systemic, high-quality implementation. This toolkit was developed through a collaboration between CASEL and AASA, the School Superintendents Association, and informed by superintendents around the country. To learn more about AASA's Leading Social and Emotional Learning Initiative visit aasa.org/czi.aspx.

Download the toolkit here or purchase a printed copy here.

View the webinar about the toolkit or download the presentation.

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Adapted from CASEL's District Resource Center, the Districtwide SEL Essentials for Superintendents offers practical guidance and resources specifically tailored for top district leaders. At its heart are 10 high-leverage superintendent actions that promote a districtwide SEL movement and systemic, high-quality implementation.

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Who needs to be involved?

Ideally, you'll want to assemble a group of key stakeholders-such as the superintendent, other senior district leaders, board members, staff across district departments including those who regularly engage with schools, families and community members -to lead the development of a shared vision statement. You will also want to engage school staff, union representatives, students, families, and community partners to help shape the vision. Due to logistical or time constraints, some districts may need to work with a smaller group of representative leaders.

While many of the same people who create the vision may be involved in developing goals for SEL and a strategic plan, keep in mind that the planning process is normally longer than the visioning process and may include multiple phases with different stakeholders. The strategic planning process should include additional central office staff who are or will be focused on SEL implementation, a representative from the district's research and evaluation department, and others who oversee school leadership or lead implementation of other key district initiatives. Your SEL team will need to be deeply involved in developing detailed action plans that guide your implementation activities.

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Developing a Shared Vision & Plan for SEL | CASEL District Resource Center

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Ideally, you'll want to assemble a group of key stakeholders-such as the superintendent, other senior district leaders, board members, staff across district departments including those who regularly engage with schools, families and community members -to lead the development of a shared vision statement.

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SEL looks and feels different on the ground, and is shaped by each community's unique priorities, strengths, and needs. But no matter the context, when SEL is implemented systemically it can address every facet of students' learning experiences. State, district, and school leaders nationwide have been systemically integrating and advancing SEL in their communities for more than a decade. How can we learn from each other?

We offer snapshots into how our partner communities are leading SEL. To help support your efforts, learn how communities are navigating opportunities that arise and explore the practical, actionable strategies they employ.
For comprehensive guidance on systemic implementation, visit our free, digital tools for states, districts, and schools.
Practices of Promise Series

Are you implementing SEL in a district? Our Practices of Promise series offers a glimpse into how one district is navigating opportunities and challenges that arise as part of their broader efforts to systemically implement SEL. The series expands on each of CASEL's Indicators of Districtwide SEL, the essential components of systemic implementation.

Support for CASEL's Practice of Promise series is provided, in part, by the Bill & Melinda Gates Foundation. We are deeply grateful for the foundation's collaboration.

SEL Trends Collection (2018-2019)

What is emerging as top of mind with SEL implementation? The 2018-2019 SEL Trends collection spotlighted eight emerging trends in the field and how schools and districts were addressing them.

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SEL looks and feels different on the ground, and is shaped by each community's unique priorities, strengths, and needs. But no matter the context, when SEL is implemented systemically it can address every facet of students' learning experiences. State, district, and school leaders nationwide have been systemically integrating and advancing SEL in their communities for more than a decade.

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When fully implemented, schoolwide SEL contributes to more successful and equitable outcomes for young people, and is evidenced by the following indicators.

Download Resource Purchase A Printed Copy

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When fully implemented, schoolwide SEL contributes to more successful and equitable outcomes for young people, and is evidenced by the following indicators. Download Resource Purchase A Printed Copy

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School Guide Focus Area 1B – Create a Plan

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School Guide Focus Area 1B – Create a Plan

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While it's tempting to develop a plan for schoolwide SEL on your own or with a small, internal team, by intentionally involving all stakeholders, administrators can create true collaboration where everyone has a say in how the school approaches schoolwide SEL. When everyone is on board, leaders are more likely to get an outcome that everyone is comfortable with. With this approach, leaders can get:

Better decisions-Multiple perspectives contribute to the outcome.

Better group relationships-When we make decisions collaboratively and cooperatively, we're more likely to make decisions that everyone can embrace while maximizing engagement among all stakeholders.

Better implementation of decisions-When we achieve widespread agreement and everyone has participated in the process, strong levels of participation follow.

An opportunity to practice and model social and emotional competencies throughout the development process.

Collaborative decision-making doesn't necessarily mean that everyone comes to a unanimous decision. The goal is to reach decisions that the group can accept, not necessarily a decision that fulfills every member's wishes. This may mean that administrators need to keep an open mind and take a more collaborative role.
Administrator Actions:

With your SEL team, use the CASEL Schoolwide SEL Rubric to reflect on your current level of schoolwide SEL implementation, existing needs, and resources.

Involve all stakeholders, especially those who are traditionally underrepresented and most affected by decisions, in creating an implementation plan for schoolwide SEL.

Ensure appropriate budget and other resources are allocated to support SEL goals and implementation.

Plan for ongoing professional learning and two-way communication that supports SEL practices.

Administrator Resources:

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Social Emotional Learning Programs for Schools | CASEL - Casel Schoolguide

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CASEL provides an interactive rubric and planning platform to help you review your current level of implementation including an assessment of the implementation of your SEL curriculum and ways to examine how students engage with social emotional learning competencies and programs.

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SEL 101: What are the core competencies and key settings?