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Anti-Racism & Equity

Children’s Adversity Index – Illinois

The Children’s Adversity Index measures community-level adversity in order to estimate exposure to potential sources of childhood trauma. The index offers a clearer view of the challenges facing communities across Illinois. Although calculated at the district level to meet the statutory requirements, the index is not about school districts themselves. Rather, the data provides insights into the communities each school district serves. The index provides a useful tool for a wide range of state- and regional-level policymakers, nonprofits, state agencies, and other stakeholders to help them make better informed decisions about resource allocation, policies, and programming, and prioritize communities most in need. (IL Public Act 103-0413)

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Communities of Practice: Facilitators’ Guide

A Community of Practice (CoP) is a group of peers who share a common concern, a set of problems, or an interest in a topic, who come together regularly to fulfill both individual and group goals. A CoP provides an environment conducive to learning and exchange, emphasizing interactions in a climate of mutual trust and respect. Within the RSSI framework, a CoP can also serve as a strategy within a school or district’s action plan, helping to deepen implementation and foster collaborative, practice-based growth. This guide provides the history of CoPs in Illinois’ trauma responsive schools work and helps facilitators plan for and facilitate a Community of Practice. This is guide is a collaboration among Center for Childhood Resilience, Partnership 4 Resilience, and Stress & Trauma Treatment Center.

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Communities of Practice: Facilitators’ Guide

A Community of Practice (CoP) is a group of peers who share a common concern, a set of problems, or an interest in a topic, who come together regularly to fulfill both individual and group goals. A CoP provides an environment conducive to learning and exchange, emphasizing interactions in a climate of mutual trust and respect. Within the RSSI framework, a CoP can also serve as a strategy within a school or district’s action plan, helping to deepen implementation and foster collaborative, practice-based growth. This guide provides the history of CoPs in Illinois’ trauma responsive schools work and helps facilitators plan for and facilitate a Community of Practice. This is guide is a collaboration among Center for Childhood Resilience, Partnership 4 Resilience, and Stress & Trauma Treatment Center.

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Advancing Racial Justice & Educational Equity in Schools learning series

The Advancing Racial Justice & Educational Equity in Schools learning series consists of several individual courses that provide a comprehensive exploration of strategies, insights, and real-world practices for fostering equity and inclusion in K-12 education. Featuring a panel discussion and spotlight interviews with visionary educational leaders, this series offers practical tools, inspiring stories, and actionable steps to promote systemic change. Each session highlights the challenges and successes in advancing racial justice and educational equity, empowering educators to create transformative learning environments. 

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Resilience Education to Advance Community Healing (REACH)

REACH is a model in Illinois for creating positive change in schools that consists of four steps: school team formation, evidence-based assessment, action planning, and implementation support. Initially focused exclusively on Trauma-Responsiveness and Healing-Centeredness, REACH also includes three additional pillars: Mental Health; Social and Emotional Learning; and CARE (Culturally Awareness, Responsiveness and Equity).

REACH is a partnership led by Ann & Robert H. Lurie Children’s Hospital of Chicago’s Center for Childhood Resilience and Illinois State Board of Education’s Learning Renewal program in partnership with regional SEL Hubs, Partnership for Resilience, and Stress & Trauma Treatment Center.

Schools play a central and critical role in helping students build their capacity to cope with stress and life problems – in other words, resilience. Research shows that the majority of students experiencing mental health challenges receive the help they need from staff in their school. When they feel safe and supported, students have more capacity to be creative, innovative and open to learning.

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Action Planning Facilitator Guide

This guide will take you through the REACH process for your action planning. Specifically, it will provide your school team with tools and resources for developing, implementing, monitoring, and improving resilience-supportive policies, processes and practices.

REACH is a model for creating positive change in schools that consists of four steps: school team formation, evidence-based assessment, action planning, and implementation support. Initially focused exclusively on Trauma-Responsiveness and Healing-Centeredness, REACH has expanded to also include three additional pillars: Mental Health; Social and Emotional Learning; and CARE (Cultural Awareness, Responsiveness and Equity).

Schools play a central and critical role in helping students build their capacity to cope with stress and life problems – in other words, resilience. Research shows that the majority of students experiencing mental health challenges receive the help they need from staff in their school. When they feel safe and supported, students have more capacity to be creative, innovative and open to learning.

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CARE Assessment Facilitator Guide

This is a complementary guide to the Culturally Responsive, Anti-Racist, and Equitable (CARE) assessment, walking teams through the assessment process. The CARE school assessment tool is designed to be completed by a school team, whether an existing or newly formed one. Note: The scoring for this assessment will be through the SHAPE system. Final scores should also be added to the RSSI app.

Facilitation of the CARE school assessment process can be led by school or district personnel. Support is also available through RSSI in collaboration with statewide partners and Social-Emotional Learning Hub coaches. Teams are encouraged to reach out if external facilitation would support their reflection or planning efforts.

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