The Early Warning Intervention and Monitoring System: Reducing Chronic Absenteeism and Improving Student Achievement
With the Early Warning Intervention and Monitoring System (EWIMS) process, developed by American Institutes for Research (AIR), a school can use the data it already has to help students achieve key educational milestones. This brief outlines how the 7 steps of the EWIMS process can help educators reduce chronic absenteeism.
The ACCELL approach includes methods, resources, and tools to help teachers across the subject areas scaffold core content for ELLs. ACCELL was strategically developed from the ground up to align with college and career ready standards.
Cultivating Oral Language Literacy Talent in Students (COLLTS) is an early childhood program comprised of English and Spanish units that promote the development of pre-reading skills, oral language proficiency, and background and conceptual knowledge through interactive reading of high-quality children’s literature.
This resource is designed to support classroom teachers, other educators, and support personnel to reduce instances of bullying behavior and to build a supportive classroom climate in which bullying is less likely to occur.
Students learn best when they are in environments in which they feel safe, supported, challenged, and accepted. Research shows that when schools and districts focus on improving school climate, students are more likely to engage in the curriculum, develop positive relationships, and demonstrate positive behaviors.
To help schools and districts improve school climate, the National Center on Safe Supportive Learning Environments has developed the School Climate Improvement Resource Package. The resource package includes a variety of resources to meet a range of needs among stakeholders interested in improving school climate.
Since the federal government has developed a variety of resources and different stakeholders have different needs, NCSSLE developed a set of directories that include useful federal resources on school discipline and climate for different groups of education stakeholders.
The intent of this compendium is to gather student, faculty and staff, family, administrator, and community surveys in Pre-K/Elementary School, middle and high school, and higher education environments. The surveys can be used in whole or in part; that is, whole surveys or individual scales can be administered to target respondents.
Webinar #1: What About You? Strategies for Supporting Educator Resilience and Trauma-Informed Self-Care
This first webinar in a new series sponsored by the Center on Great Teachers and Leaders (GTL Center), the National Board for Professional Teaching Standards, and the National Education Association explores how educators can better prepare themselves to face challenges by using trauma-informed self-care and resilience-building strategies.
Webinar #2: What About Your Students? Supporting Student Well-Being and Resilience with Trauma-Informed Care
This second webinar in a new series sponsored by the Center on Great Teachers and Leaders, the National Board for Professional Teaching Standards, and the National Education Association offers educators concrete strategies for supporting their students’ well-being during distance learning during COVID-19 by using trauma-informed self-care and resilience-building strategies.
Beyond the Bell - 4th Edition: A Toolkit for Creating Effective Afterschool and Expanded Learning Programs
Beyond the Bell®: A Toolkit for Creating Effective Afterschool and Expanded Learning Programs contains practical resources, tips, and tools and substantive information about all aspects of program design, management, partnerships, delivery, evaluation, and improvement, along with 96 ready-to-use tools.
Teaching the Whole Child: Instructional Practices That Support Social-Emotional Learning in Three Teacher Evaluation Frameworks
This Research-to-Practice Brief is the first of its kind to 1) identify the instructional practices that promote student social-emotional learning, which in turn are critical for student academic learning. 2) showcase how three popular teacher evaluation frameworks embed practices that influence not only student academic learning but also student social and emotional competencies.
This report describes how chronic absence and conditions for learning are interconnected issues that can have an impact on a child's educational success. The report identifies specific conditions for learning within MTSS that can improve school experiences for students and staff and help reduce absenteeism and improve academic outcomes.
This brief describes how school climate and SEL can and should be integrated in future research and practice for healthy schools, allowing the two previously separate concepts to work hand-in-hand.
This resource provides an overview of evidence-based strategies that schools and districts may use to promote equitable family engagement practices.