Culturally Responsive:
Culturally responsive teaching refers to practices and approaches that support “culturally and linguistically diverse students who have been marginalized in schools build their skill and capacity to do rigorous work.” (Hammond, 2018). The term has been used more broadly to describe approaches that demonstrate awareness of and respect for the various social and cultural identities of students, that use students’ cultural references as a part of instruction and curriculum to empower and support deeper engagement and learning; that appreciate and honor diversity from a historically-grounded and strengths-focused lens; or otherwise build supportive and caring relationships across cultural backgrounds (Ladson-Billing, 2009).
| Title | Document Type | |
|---|---|---|
DRC Guidance Pages |
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| Standards establish developmentally-appropriate and culturally-responsive benchmarks for social and emotional learning (SEL) and sends the message that SEL is a core part of students’ education. | ||
| 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. | ||
| The ten indicators of schoolwide social and emotional learning (SEL) provide districts and schools with evidence of high-quality implementation in the classroom, school, family, and community. | ||
| When social and emotional learning (SEL) implementation is centered around equity, it can be a key strategy for promoting understanding, examining biases, addressing racism, building cross-cultural relationships, closing opportunity gaps, and creating more inclusive schools. | ||
| Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. | ||
| Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. | ||
| Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. | ||
| Standards establish developmentally-appropriate and culturally-responsive benchmarks for social and emotional learning (SEL) and sends the message that SEL is a core part of students’ education. View process information here. | ||
| Effective professional learning ensures that district staff understand social and emotional learning (SEL) and how to support systemic implementation. View process information here. | ||
| Social and emotional learning (SEL) can be a powerful lever for creating caring, just, inclusive, and healthy communities that support all individuals in reaching their fullest potential. | ||