Family School Relationship survey
A survey tool to help educators gather feedback and engage families in their school communities.
Trauma & Healing Awareness
Disproportionality in Discipline (DDAS )
The DDAS framework is based on research evidence that there are eight malleable factors – that is, factors that schools can intentionally work to change – that are causally connected to disciplinary actions in general. At the heart of DDAS is a foundational belief that racial and ethnic disproportionality in discipline (REDD) results when these eight factors interact with implicit bias, racism, and a lack of cultural awareness and understanding. Therefore, by placing implicit bias, anti-racism, and the promotion of cultural awareness and understanding at the heart of the DDAS framework, REDD can be reduced or eliminated.
Dual Capacity
Based on existing research and best practices, the Dual Capacity-Building Framework for Family-School Partnerships is designed to support the development of family engagement strategies, policies, and programs. It is not a blueprint for engagement initiatives, which must be designed to fit the particular contexts in which they are carried out. Instead, the Framework should be seen as a compass, laying out the goals and conditions necessary to chart a path toward effective family engagement efforts that are linked to student achievement and school improvement.. Website with resources to understand the reasons why educators and families have struggled to build trusting and effective partnerships.
Equitable Community Engagement
Great Schools Partnership created resources and tools, which are broken up into three categories: introduction to community engagement, community conversations, and policy to help schools achieve equitable community engagement—an ongoing, two-way process of building relationships, working collaboratively to support all students, and sharing power—can result in transformative benefits for schools and their school communities.
Equity-Centered Trauma-Informed Education
Alex Shevrin Venet talks about her book, Equity-Centered Trauma-Informed Education on the Teaching in Higher Ed podcast.
Critical Practices for Social Justice Education
Resource supports K-12 educators in growing their understanding of social justice principles. Each pillar – Curriculum & Instruction, Culture & Climate, Leadership, and Family & Community Engagment – has strategies that schools and districts can integrate into their practice.
Culturally Affirming SEL
Culturally-affirming SEL asks critical questions of all of us: How do people relate to themselves? How do people relate to land? How do people relate to the community? Culturally-affirming SEL is about reclaiming — reclaiming our relationships with ourselves and our emotions, our ancestors, our spirituality, our creativity, our land, and our relationships with others.
Culturally Responsive-Sustaining Education Framework
The CR-S framework helps educators create student-centered learning environments that: affirm racial, linguistic and cultural identities; prepare students for rigor and independent learning, develop students’ abilities to connect across lines of difference; elevate historically marginalized voices; and empower students as agents of social change.
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Discussing Race, Racism and Police Violence
The resources below can help spur much-needed discussion around implicit bias and systemic racism, but they can also help inspire us all to enact the changes that will create a more just society.These resources can help spur much-needed discussion around implicit bias and systemic racism, but they can also help inspire us all to enact the changes that will create a more just society.
Creating an MTSS Implementation Plan: 6 Key to Success
Article outlines six key components of successful MTSS implementation. Whether you are just getting your MTSS off the ground, recommitting to practices after a disruption, or wondering where to go next, this guide will help you build and strengthen your district’s MTSS
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