DEPARTMENT VISION STATEMENTThrough an intentional, equitable, and culturally responsive focus on social, emotional, and academic learning, FCUSD schools will create culturally literate and engaging learning environments where students, families, and staff feel cared for, connected, respected, and inspired.
- Eliminate predictability of achievement and engagement gaps based on student's race, ethnicity, national origin, gender, gender identity, gender expression, sexual orientation, disability, geographic location, socioeconomic background, language, immigration status, or religion, or other characteristics and any other marginalized groups (board policy number reference 5143.5).
- Promote cultural literacy through Transformative Social Emotional Learning (T-SEL) in order to build student resilience and prepare students for life and work in diverse communities.
- Create conditions and remove barriers to T-SEL so that students, staff and families can bring their whole selves to our schools and district departments.
- Utilizing improvement science, collect and analyze data to drive decisions about SEL implementation to support student learning.
- Amplify student and family voices as leaders, problem solvers and decision makers.
- Partner with district departments to integrate T-SEL into day-to-day academic instruction and district functions.
FCUSD Social-Emotional Learning Goals:
- Through an intentional focus on social, emotional, and academic learning, FCUSD schools will create positive learning environments where students, families, staff and community feel connected, respected, and included.
- This goal supports the FCUSD vision by enabling “students to reach their full potential and successfully meet the demands and opportunities of a highly technological 21st century”.
Transformative SEL and Equity:
In the ever changing landscape of teaching and learning in the 21st Century, learning organizations continuously strive towards the goal of equity – providing all students with high-quality learning experiences. By following the Collaborative for Academic, Social, and Emotional Learning (CASEL) guide to utilizing T-SEL as a lever for equity, FCUSD believes that systemic implementation of SEL can be a powerful tool for improving systemic culture, conditions, and competencies across the district in order to better serve children and families.
- At FCUSD, advancing equity requires intentionality at all levels of our system: district, school, and classroom. An equitable system means enacting policies, distributing resources, and supporting programs such that each school can effectively respond to the diverse needs of its students.
- At the classroom level, equity means that each student has a caring and competent teacher who attends to their particular talents, interests and unique gifts so that all students have access to opportunities that will prepare them for a productive life beyond their school years.
Furthermore, working towards equity in schools requires that we interrupt inequitable practices, examine biases, and create an inclusive multicultural school environment for adults and children. We will know that we have achieved equity in our system when have successfully removed the predictability of success or failure that currently correlates with any social or cultural factor.
While Transformative SEL alone will not solve longstanding and deep-seated inequities in the education system, it can help when explicilty implemented and grounded in the following beliefs:
- T-SEL is relevant for all students in all schools and affirms diverse cultures and backgrounds.
- T-SEL is a strategy for systemic improvement, not just an intervention for at-risk students.
- T-SEL is a way to uplift student voice and promote agency and civic engagement.
- T-SEL supports adults in strengthening practices that promote equity.
- Districts must engage students, families, and communities as authentic partners in social and emotional development.