Use these tools to gain a deeper understanding of what is and could be happening to improve attendance at a school or district. They are also excellent tools for laying the foundation for a team of key stakeholders to begin working together to reduce student absences. Attendance Works welcomes comments and suggestions on the self-assessment tools.
The Audre Lorde Project works with LGBTQ+ people of color organizations and communities across differences of race/ethnicity, culture, gender, sexual orientation, age, ability, and life experiences in order to develop and implement culturally specific and effective programs and services reflecting the needs of our communities. Though based, in NY, schools and communities can be inspired with ideas from ALP’s community organization and social justice work to support and keep LGBTQ+ young people safe.
Foundational learning developed at Tier 1 level for schools. Self-directed modules on topics related to learners with autism. All content developed is based on the Autism Program Environment Rating Scale (APERS), a programmatic assessment of quality indicators for learners with ASD
Autism Professional Learning and Universal Supports Read More »
Culturally relevant (or responsive) pedagogy was initially conceptualized to explain the intersection of culture and teaching and to increase academic achievement in students of color. Teaching is never culturally neutral, and neither are classrooms. This brief article discusses the importance of understanding who culture influences the way teachers teach and the way students interpret what is taught.
Back to the Basics of Cultural Responsiveness: What It Is and What It Is Not Read More »
Systems and organizations must shift beyond performative action toward becoming antiracist and trauma-informed. This resource offers actionable principles and strategies that organizations can implement to make this move toward fundamental transformation. The goal of this resource is to light a fire in the bellies of systems, their leaders, and their agents to adopt conscious efforts and actions that promote equity, healing, and justice. This cannot be achieved by inspiring systems to simply think differently about individuals negotiating racism in their daily lives – they must act differently.
Website with loads of infomration, resources and videos to help young people understand anxiety a better cope with it.
Resources for school personnel that may be involved in helping to identify or support kids with anxiety in school. Includes resources for school personnel that may be involved in helping to identify or support kids with anxiety or OCD in the school setting. Whether you are a teacher, school nurse, counselor, or other faculty,
Anxiety in the Classroom: Resources for School Staff Read More »
This resource synthesizes the knowledge and guidance of over 75 experts nationally. Ultimately, this resource is a foundational document in the field to help guide local, state, and national efforts to strengthen school mental health efforts and to start to understand and bring consensus to the quality domains of school mental health. (2019)
Advancing Comprehensive School Mental Health Systems Read More »
The Race Forward toolkits provide comprehensive guidance for civil servants, artists, and cultural practitioners on implementing and strengthening racial equity strategies within their organizations and public institutions. They include actionable steps, challenges to anticipate, and success stories to aid in the strategic and equitable assessment of policies, practices, and programs.
Advancing Racial Justice In Our Policies, Institutions, and Culture Read More »
Adverse Childhood Experiences Prevention Resource for Action emphasizes the preventability of Adverse Childhood Experiences (ACEs) and the importance of creating safe, stable, nurturing environments for children. It outlines strategies and provides recommendations for evidence-based practices. Collaboration across sectors is also highlighted.
Adverse Childhood Experiences Prevention Resource for Action Read More »
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