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 | |
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DRC Guidance Pages |
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| When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). | ||
| Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. View process information here. | ||
| 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 resources here. | ||
| Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. 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. | ||
| The CASEL District Resource Center provides worksheets, webinars, and more resources to promote social and emotional learning (SEL) and equity in school districts. | ||
| Adopting an evidence-based program is one of the key strategies for providing consistent social and emotional learning (SEL) opportunities for all students. View process information here. | ||
| 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. | ||