State leaders support local SEAD implementation through three levers: prioritizing SEAD in state goals, providing equity-focused guidance and funding, and making data public¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief identifies three key levers state leaders can use to support local implementation of six SEAD policy areas: prioritizing SEAD policies in state goals to set equity-lens expectations, providing "evidence-based, equity-focused guidance and sufficient funding," and making data publicly available so advocates and leaders can make informed decisions about what works and how to improve.

Design Implications¶

Context¶

Requirements¶

• State goals that set expectations for local leaders to implement SEAD with an equity lens
• Sufficient funding so local leaders have necessary resources

Constraints¶

• Implementation varies widely at the local level; strong state policies may not be implemented with fidelity, and some districts act despite lacking state policy

Target Learners¶

• State and local education leaders serving P-12 students

Target Learning Goals¶

• Equitable, safe learning environments promoting positive SEAD for all students

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
• Three state levers for supporting local SEAD implementation
• Seven state-level policy actions to improve school discipline equity

Examples¶

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Key Sources¶

• The Education Trust. (2023). How Does Texas Support Students' Social, Emotional, and Academic Development (SEAD)?. https://eric.ed.gov/?id=ED628037