Glenn County Social Emotional Learning (SEL) Resource Page

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Leveraging the power of SEL with Reopening plans

In this guide, CASEL shares a framework with actionable recommendations to help school leadership teams plan for the SEL needs of all students and adults during the upcoming transition into summer and the beginning of the new school year. While this guidance is written for school leadership teams, states and districts will play critical roles in ensuring schools have the resources, support, and guidance needed to carry out these actions.

Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School

More than 40 organizations have come together to produce this road mapto support the return to school with equity-focused SEL strategiescentered on relationships and built on the existing strengths of a schoolcommunity. Schools—in partnerships with their communities, districts,and states—can use these four SEL Critical Practices to foster thecompetencies and learning environments that students and adults needto reunite, renew, and thrive.

SEL 3 Signature Practices

SEL 3 Signature Practices were developed in response to these commonly heard questions: “But what does SEL LOOK like?” and “How can we start doing SEL right now?” Educators and OST providers understood and believed in the power of SEL, but sought clarity about how to demonstrate and observe SEL in action during the school day and beyond.The SEL 3 Signature Practices are one tool for fostering a supportive environment and promote SEL. They intentionally and explicitly help build a habit of practices through which students and adults enhance their SEL skills. While not an SEL curriculum, these practices are one concrete example of a way to help people understand and practice the goals of an overall systemic SEL implementation plan.

SEL Embedded Into Core Education Documents

This document is a response to the question, where is social and emotional learning (SEL) embedded in core education documents that inform and guide California K-12 Education.

A Trauma Informed Approached for Teaching Through Coronavirus

Experts from the National Child Traumatic Stress Network share their recommendations for educators supporting students during the COVID-19 crisis.

SEL In A Virtual World

This document attempts to answer 2 guiding questions: * How do we support the social-emotional development of students and staff while we are physically apart?*What best practices in social-emotional learning can we leverage for distance learning?

Fostering A Strong Community In A Virtual Classroom

he shift to online requires teachers to think a little differently about how to build the culture they want with their students.

Ensuring Whole Child Well Being as a Foundation for Learning

Relationships, Routines, Resilience during the time of Covid-19--Policy and Practice brief

Design Principles for Schools: Putting the Science of Learning and Development into Action

The Design Principles playbook provides the scientific foundation for the principles of whole-child design and illustrates ways to apply them in schools

5 Ways School Leaders Can Work To Prevent Teacher Burnout

Retaining teachers can be a challenge, especially now, but focusing on making the workload more manageable helps.

5 Quick Stress Busters For Teachers

Instead of pushing through anxiety and stress, you may be able to calm yourself and potentially add more balance to the rest of your day.

Self Care Strategies For Educators During Coronavirus

This brief is addressed to educators who face the stresses of the coronavirus pandemic and the resulting school closures, online service provision, and quarantine conditions. The brief offers practical information and guidance on self-care in these challenging times. It builds on a growing research base about self-care,1 as well as on new resources currently being developed during this period,2 along with WestEd’s extensive experience in education, public health, and wellness services.

The Water Systems Of Change

Foundations involved in systems change can increase their odds for success by focusing on less explicit but more powerful conditions for change, while also turning the lens on themselves.

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