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)
| Title | Document Type | |
|---|---|---|
DRC Guidance Pages |
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| When central office leaders understand social and emotional learning (SEL) research and practices, they are able to promote and sustain systemic implementation. 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. | ||
| Planning for continuous improvement is the first phase in a PDSA cycle. This includes the work you’ve done in Key Activity 1 (Vision and Plan) to develop an action plan based on your current needs, resources, and level of implementation. View process information here. | ||
| This focus area of the CASEL District Resource Center helps districts ensure consistent opportunities for social and emotional learning (SEL), integrate SEL into key priorities, and develop deep family and community partnerships. | ||
| 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. | ||
| Have a question about social and emotional learning (SEL) or the CASEL District Resource Center? Read our FAQ. | ||
| 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. | ||
| Adopting an evidence-based program is one of the key strategies for providing consistent social and emotional learning (SEL) opportunities for all students. | ||
| 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. | ||
| 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. | ||