This site describes Tier 1 systems, data, and practices, which support everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors.
Positive Behavioral Interventions of Support (PBIS) Read More »
Schools can reference this example of a mental health strategic plan that outlines and illustrates the actions taken to build practices and procedures for a school district committed to addressing the mental health needs of students as well as improving mental wellness for all.
Mental Health Literacy Strategic Plan (case example) Read More »
Based on existing research and best practices, the Dual Capacity-Building Framework for Family-School Partnerships (Version 2) 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.
Baskerville Elementary is a public school located in North Carolina, in a small city setting that has seen many natural disasters in the past few years. Reada bout how their principal sought buy-in from the school community to create a trauma-informed school. A Resilience Team was built with leaders of the school to take the next step beyond training and awareness and begin to implement trauma-informed change and strategies school-wide. heck out additional learning and resources from the NC Center for Resilience and Learning
Building Resilience and a Trauma Informed School Read More »
This guide gives school and district leaders, teachers, and other
professional staff a comprehensive overview of trauma-informed
schools and strategies. The guide provides background on adversity, trauma, and the role of schools, describes a system framework for trauma-informed schools and offer a series of guiding principles and strategies that
align with 10 Trauma-Informed Programs and Practices in Schools
(TIPPS) pillars, which are based in research on adversity and resilience.
Trauma-Informed Programs & Practices for Schools (TIPPS) Read More »
Oregon’s Transformative SEL Standards help provide a well-rounded education that teaches to the whole child, builds on their strengths, perspectives, and contributions, and guides the interactions and relationships between students and adults. SEL equips students with the skills needed for
college, career, and life. Transformative SEL Standards help build capacity for strengthening equity-focused school cultures that support student and adult well-being. A focus on Transformative SEL enables students and adults to be affirmed in their identities, where they can develop a sense of agency and belonging, engage in collaborative problem-solving, and deepen their curiosity about the kind of society they want to make a reality.
Transformative Social and Emotional Learning Framework & Standards (Oregon 2023) Read More »
When school policies and practices are informed by data, inequities in education can be identified and redressed. This website provides questions and competencies that can be utilized to help your school community build a data culture in your school building.
Tips for Building a Data Culture in Your School Building Read More »
This framework provides policy recommendations and best practices for improving school safety for children and youth, and includes a section on actions principals can take to promote safe and successful schools.
The Safe and Supportive Learning resource on physical safety provides information and tools to help schools create safe physical environments. It covers topics such as emergency preparedness, violence prevention, and infrastructure safety, offering guidelines and strategies to ensure the well-being of students and staff.
In 2020 Communities for Just Schools Fund worked with national network of partners (youth, parent, and teacher-led organizing groups) to press back on harmful narratives about safety — and to instead place conversations about safety into the more holistic, appropriate container of culturally-affirming social-emotional learning (SEL). Through the year-long Community of Practice, they collected survey data from partners about their work related to safety and SEL. The findings from this year-long exploration of culturally-affirming SEL are detailed in this report.
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