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DRC Resources |
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This report details the study of partnerships between schools and out of school time partners working together to implement SEL in a coordinated way, organizing lessons learned into 4 main categories: system-level launch activities, developing partnerships, developing adults' capacity to promote SEL, and improving climate and delivering SEL instruction. SOURCE: Wallace Foundation |
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Key Responsibilities of a School-Family Partnership Lead This tool from CASEL's Guide to Schoolwide SEL defines the role of a parent leader who is a member of the school's SEL team and coordinator of school-family partnerships. Also available in Spanish. SOURCE: CASEL |
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This report outlines lessons from six communities that have focused on SEL partnerships between schools and out-of-school time community partner organizations. Detailed case examples feature collaborative projects on a variety of SEL topics in Boston, Dallas, Denver, Palm Beach County, Tacoma, and Tulsa. SOURCE: RAND |
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Insights from the Caregiver Community: Building Authentic School and Family Partnerships This brief highlights key learnings from CASEL’s pilot SEL Dialogue Series for Caregiver-School Partnerships, which took place at a high school in Chicago, Ill., during Spring, 2022. It hones in on 4 insights towards creating authentic school-family partnerships, each with a corresponding set of recommendations for school leaders. SOURCE: CASEL |
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School-Family Partnership Strategies to Enhance Children’s Social, Emotional, and Academic Growth This brief provides educators with strategies and examples to build and nurture successful school-family partnerships and create an engaging and supportive climate for learning in school and at home. SOURCE: CASEL |
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DRC Guidance Pages |
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| Dedicated, long-term funding and staff are key for sustaining social and emotional learning (SEL) implementation and send a strong message that SEL is a priority. View process information here. | ||
| A shared vision connects social and emotional learning (SEL) to a school district’s overall mission, serves as an inspirational call to action, and provides a foundation for planning and implementation. View process information here. | ||
| The systemic integration of social and emotional learning (SEL) into district priorities ensures that it will become a vital component of what makes the district, schools, and students successful. View process information here. | ||
| Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. View process information here. | ||
| Clear, ongoing communication helps build awareness, promotes social and emotional learning (SEL) in classrooms and schools, and makes the case for investing in SEL. | ||