Integrating Academic, Social, and Emotional Learning to Advance Equity and Achievement

SEL in Oakland

**Oakland Unified School District. (n.d.). 2015–2016 Oakland SEL briefing notes. Available at

**Office of the Superintendent. (2013). Proposed new board policy – social emotional learning (SEL). [Oakland Unified School District Board of Education board policy 5031]. Oakland, CA: Oakland Unified School District. Available at

**Oakland Unified School District. (2015). Social and emotional learning. Available at

**Oakland Unified School District. (n.d.). Social-emotional learning [graphic depicting 3 components supporting social and emotional learning]. Oakland, CA: Author.  Available for members at this link.

Oakland’s SEL Briefing Notes outline the district’s theory of action and guiding questions behind implementing social and emotional learning (SEL) at all levels of the organization. The document also contains links to several different components of their work, and therefore acts as a repository for some of the tools and resources the district has developed. For the purposes of this meeting, we have included three of these items. The first is Oakland’s board policy, which is the impetus for their SEL work. Second, we have included the district’s SEL Definitions and Standards that outline what students should know and be able to do with regard to SEL competencies. The last attachment shows the “three legs” of SEL implementation that correspond to the district’s guiding questions. 

Hurley, M., & Bustamante, A. (2016). Collaborating Districts Initiative implementation grant: Cohort I/II year 4/5 interim report. Oakland, CA: Office of Social and Emotional Learning. Available for members at this link.

This grant report to the NoVo Foundation shares the district’s progress on outcomes related to its SEL work. The authors discuss progress towards three outcomes in particular: 1) selecting an evidence-based program for all grade levels, 2) continuing SEL-related professional development for their educators in a variety of forms, and 3) creating products and resources for educators at all levels of the system to reinforce and supplement their use of SEL. The authors also describe some challenges in meeting their promised outcomes, such as complications with funding and staff turnover. Other accomplishments include integrating SEL into the district’s teacher evaluation system, the Mills Teacher Scholar Inquiry Group, continued data collection and evaluation through multiple avenues (e.g. CORE Districts and the Collaborative for Academic, Social, and Emotional Learning), and expanding adult learning for universal SEL implementation. 


**This document is considered a priority reading.