CASEL-Report-low-res-FINAL
CASEL-Report-low-res-FINAL
CASEL-Report-low-res-FINAL
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APPENdiX 2: AddiTioNAL iNfoRMATioN<br />
oN <strong>CASEL</strong> ANd RESouRCES oN SEL<br />
iMPLEMENTATioN<br />
Since 1994, the Collaborative for Academic, Social, and Emotional Learning (<strong>CASEL</strong>) has been the world’s<br />
leading organization to advance the science and evidence-based practice of social and emotional<br />
learning (SEL). <strong>CASEL</strong> has been at the forefront of defining the field of SEL and setting rigorous quality and<br />
professional standards. through a coordinated set of strategies across practice, <strong>res</strong>earch, policy, and<br />
communications, the organization is currently engaging in a large-scale effort to make SEL an essential<br />
part of prekindergarten through twelfth grade education in the United States.<br />
Based on strong scientific evidence<br />
about the impact of social and emotional<br />
factors on students’ success in school,<br />
career, and life, <strong>CASEL</strong> supports<br />
districts in developing the capacity to<br />
incorporate high-quality, evidencebased<br />
SEL as an essential component of<br />
school improvement. Currently, <strong>CASEL</strong>’s<br />
Collaborating Districts Initiative (CDI)<br />
engages eight large school districts to<br />
plan, implement, and monitor systemic<br />
changes that will impact schools and<br />
classrooms in ways that influence<br />
students’ social-emotional development<br />
and academic performance. <strong>CASEL</strong>’s<br />
collaborating districts — Anchorage,<br />
Austin, Chicago, Cleveland, Nashville,<br />
Oakland, Sacramento, and Washoe<br />
County (NV) — serve more than<br />
850,000 students in nearly 1,400<br />
schools. <strong>CASEL</strong> consultants work with<br />
district administrators to support and<br />
school teams to plan and implement<br />
evidence-based SEL systematically. The<br />
collaborative work involves:<br />
z Assessing the district’s SEL-related<br />
needs and <strong>res</strong>ources<br />
46 the Missing Piece<br />
z Developing a clear SEL vision and<br />
detailed long-term plans for SEL<br />
z Developing and adopting SEL learning<br />
standards and assessments<br />
z Adopting evidence-based SEL<br />
programs<br />
z Designing professional development<br />
programs to build internal capacity<br />
z Integrating SEL with existing district<br />
initiatives<br />
z Aligning budgets and staffing to<br />
support SEL<br />
z Monitoring SEL implementation<br />
process and outcomes<br />
z Establishing a plan for communicating<br />
with stakeholders about SEL<br />
z Participating in a cross-district<br />
evaluation and learning community<br />
with other districts<br />
During this engagement, the partner<br />
districts are connected together,<br />
documenting and collectively sharing<br />
lessons learned. <strong>CASEL</strong> generates<br />
knowledge from the experience that can<br />
inform similar efforts in districts across<br />
the country.<br />
The <strong>res</strong>ources that fol<strong>low</strong> can help you to:<br />
Promote SEL at Home<br />
z Download our Parent Packet for tips<br />
on how to promote SEL with your<br />
children at home and at school<br />
(http://casel.org/publications/<br />
sel-parent-packet-ideas-and-tools-forworking-with-parents-and-familiesfull-packet/).<br />
z Read the Raising Caring, Confident,<br />
Capable Children brochure about SEL<br />
(http://casel.org/publications/raisingcaring-confident-capable-childrenbrochure/).<br />
z See the SEL for Parents and Families<br />
page for more parent <strong>res</strong>ources<br />
(http://casel.org/in-schools/tools-forfamilies/).<br />
z Find publications on social and<br />
emotional development in our<br />
Publications Catalog (http://casel.org/<br />
<strong>res</strong>earch/publications/).