Three state levers for supporting local SEAD implementation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief recommends that state leaders support local SEAD implementation through three levers: prioritizing SEAD-impacting policies in state goals to set expectations for local leaders to implement SEAD with an equity lens; providing evidence-based, equity-focused guidance and sufficient funding so local leaders have necessary resources; and making data publicly available so advocates and leaders can make informed decisions about what works and how to improve. Each lever pairs an expectation-setting move with a resource or transparency move.

Design Implications¶

Context¶

Requirements¶

• State goals must explicitly name policies that impact SEAD
• Funding must be sufficient for districts to meet the goals

Constraints¶

• Implementation quality varies widely at the district level even when state policies are strong

Target Learners¶

• P-12 students statewide

Target Learning Goals¶

• Equitable social, emotional, and academic development

Related Strategies¶

• State, district, and school leaders can support positive math classroom conditions through guidance, teacher education, funding, shared vision, and data-informed reflection
• Six policy areas state leaders can implement to create equitable SEAD-supportive learning environments
• Six recommendations for school and district leaders to create equitable SEAD learning environments
• State leaders support local SEAD implementation through three levers: prioritizing SEAD in state goals, providing equity-focused guidance and funding, and making data public
• Seven state-level policy actions to improve school discipline equity

Examples¶

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Key Sources¶

• The Education Trust. (2023). How Does Tennessee Support Students' Social, Emotional, and Academic Development (SEAD)?. https://eric.ed.gov/?id=ED630070