Equity:
Equity occurs when “every student has access to the resources and educational rigor they need at the right moment in their education regardless of race, gender, ethnicity, language, disability, family background, or family income.” (Council of Chief State School Officers) Striving for equity means examining biases and interrupting inequitable practices to create inclusive, multicultural school environments that reveal and cultivate the interests and talents of children, youth, and adults from diverse backgrounds. (Jagers)
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DRC Guidance Pages |
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| The CASEL District Resource Center provides worksheets, webinars, and more resources to promote social and emotional learning (SEL) and equity in school districts. | ||
| 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. | ||
| When school and district leaders align their efforts around social and emotional learning (SEL), academics, and equity they support a greater impact in advancing life opportunities and outcomes for all students. | ||
| 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. | ||
| When school and district leaders align their efforts around social and emotional learning (SEL), academics, and equity they support a greater impact in advancing life opportunities and outcomes for all students. View process information here. | ||
| The CASEL 5 social and emotional learning (SEL) competencies are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. They promote intrapersonal, interpersonal, and cognitive competence. | ||
| Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. View process information here. | ||
| Learning from data and using this information to improve practice is a central purpose of continuous improvement. Because of this, what your SEL team learns during the STUDY phase informs the SEL continuous improvement process moving forward. 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. | ||
| When central office leaders understand social and emotional learning (SEL) research and practices, they are able to promote and sustain systemic implementation. | ||