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This practice guide was developed in response to the COVID-19 pandemic; however, these recommendations and tools can be utilized as a resource for supporting the social-emotional needs of staff and students during school closures due to any local, regional, and/or national crises that requires extended school closures. It is intended for district and charter school leadership. The recommendations can be reviewed in any order, based on local need. Recommendations 1 through 6 address crisis response and social emotional learning that can be implemented while schools are closed. Recommendation 7 focuses on key social and emotional learning strategies that will support safe and compassionate re-entry for students and staff when brick-and-mortar instruction resumes.
This practice guide was developed in response to the COVID-19 pandemic; however, these recommendations and tools can be utilized as a resource for supporting the social-emotional needs of staff and students during school closures due to any local, regional, and/or national crises that requires extended school closures. It is intended for district and charter school leadership. The recommendations can be reviewed in any order, based on local need. Recommendations 1 through 6 address crisis response and social emotional learning that can be implemented while schools are closed. Recommendation 7 focuses on key social and emotional learning strategies that will support safe and compassionate re-entry for students and staff when brick-and-mortar instruction resumes.
Watch how one NC school district has put this practice guide to work!
Watch how one NC school district has put this practice guide to work!
NCDPI strongly encourages district and charter school teams to utilize existing teaming structures (e.g., MTSS Teams, Crisis Response Teams, etc.) to carry out this work. It is the expectation that teams will utilize and build upon social and emotional learning, as well as mental and physical health supports currently in place within an MTSS.
CORE
CORE
SUPPLEMENTAL
SUPPLEMENTAL
INTENSIVE
INTENSIVE
Please note that all resources in this document have been vetted through various stakeholders. Even though some of the language (e.g., "Tier 1", "Tier 2", "Tier 3", "Universal", "Secondary", and "Tertiary") is not consistent with NC MTSS language of "Core", "Supplemental", and "Intensive", these resources are believed to contain useful content that can be implemented within the state's MTSS framework.
Questions regarding implementation support can be addressed to Anne Nixon (anne.nixon@dpi.nc.gov), North Carolina's Social Emotional Learning Implementation Team Lead and CASEL's Collaborating States Initiative (CSI) NC Representative.
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