Family and Community Engagement:
“Family and community engagement comprises parents (broadly defined to refer to a child’s or youth’s primary caregiver) and youth-service providers, school staff, and community members working together to actively support and improve the academic achievement, social and behavioral development, and health of children, adolescents, and young adults.” (youth.gov)
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DRC Resources |
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What is Social and Emotional Learning? (video) What is Social and Emotional Learning (SEL)? CASEL defined the term more than 25 years ago and is joined by educators, students, parents, and community leaders to help answer that question. SOURCE: CASEL |
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SEL 101: What are the core competencies and key settings? (video) How can you bring social and emotional learning to your community? CASEL's framework for social and emotional learning (SEL) takes a systemic approach, identifying five core competence areas and four key settings. SOURCE: CASEL |
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A Primer for Continuous Improvement in Schools and Districts This white paper lays out a model and principles for improvement, describes the Plan-Do-Study-Act Cycle, and includes examples for using a Fishbone Diagram and a Driver Diagram to define a problem and establish an aim. SOURCE: University/Nonprofit Research Institution |
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Culturally Responsive Teaching and the Brain discussion guide This discussion facilitator's guide, ideal for use with a small book study group, provides opening activities, discussion questions, and bridge activities for each chapter of Zaretta Hammond's book Culturally Responsive Teaching and the Brain. Through reflection, collaboration, and continuous improvement strategies, this guide provides an opportunity for staff to interrogate their own instructional practice to find ways to be responsive to students' culture and identities. |
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Supporting the Social and Emotional Learning of Systematically Marginalized Students in a Pandemic Resources on understanding and addressing intersectional needs during COVID-19, especially for systemically marginalized young people such as those with learning disabilities. Includes separate guides and key questions for families, school leaders, and district leaders in English and Spanish. |
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The guide provides practical advice, curated resources, and action steps for school leaders to improve the student experience, calling out specific equity implications in every section to give these issues priority in planning. SOURCE: The Aspen Institute |
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Campus Visits and Learning Walk Protocols (Austin) Guidelines for SEL coaches when they conduct supportive visits and a protocol for Learning Walks, shared with visitors and campuses so they know what to expect and what support is available to them. SOURCE: Austin Independent School District |
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The Continuous Improvement Journey: Where Are We now and Where Do We Want To Go? This brief offers a case study focused on Guilford County Schools in North Carolina, to illustrate the experience of a research-practice partnership between CASEL researchers and the district and the use of goal-setting, data, and reflection for continuous improvement. SOURCE: CASEL |
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Are You Ready to Assess Social and Emotional Development? Toolkit from AIR providing key background information about SEL assessment to weigh risks and benefits, a decision tree, and a comprehensive index of validated tools for measuring SEL outcomes. SOURCE: AIR |
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Supporting Implementation of Evidence-Based Programs in El Paso and Oakland In this webinar you will hear from El Paso Independent School District and Oakland Unified School District on their process to support meaningful implementation of SEL programs in their communities. Hear about their lessons learned, what worked well, and the strategies they employed to improve the adult and student experiences of programs. SOURCE: CASEL |
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