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.
This toolkit can support instructional staff in implementing SEL practices through planning, observations, feedback, and action planning. This toolkit is only for formative purposes—not for evaluating or rating teachers. It is designed for instructional coaches, administrators, and district leaders.
This webinar showcases how practitioners can implement equitable practices to support students’ social and emotional development. Presenters discuss research on social and emotional learning (SEL) and equity, and the connections between the two. Presenters also share SEL strategies that districts and schools can use to promote equity.
In this tool, teachers can self-assess on 10 teaching practices that support social and emotional learning for students. This can help teachers reflect and assess how well their own teaching practices support SEL for students within MTSS.
Improving teaching conditions is essential for states and districts to address equitable access to effective teaching within MTSS. This module provides five hours of material, including hands-on activities, which can be adapted and customized to your state or district context and needs.
This document reports on a three-year collaboration among the American Institutes for Research (AIR), Education Northwest, and the Council of Chief State School Officers (CCSSO) English Language Learner State Collaborative on Assessment and Student Standards (ELL SCASS). It provides considerations for evaluating teachers of English learners.
In this video, Mary Little, Professor and Program Coordinator of the Department of Child, Family, and Community Services at the University of Central Florida discusses why data and data-based decision making is such a critical part of instruction and intervention.
Few evidence-based resources exist for supporting elementary and secondary students who require intensive intervention—typically Tier 3 within a multi-tiered system of supports (MTSS).
The purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention.
In this guide, we explain how educators can establish IEP goals that are measurable, ambitious, and appropriate in light of the student's circumstances. Four important steps are required for setting a valid goal for individual student performance: selecting a measure, establishing baseline performance, choosing a strategy for setting the goal, and writing a measurable goal.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
AIR GBG is a universal classroom management strategy designed to teach increase on task behavior and reduce aggressive and disruptive behavior. An evidence-based intervention, AIR GBG has been linked to positive short-term behavior outcomes and long-term outcomes such as reduction of drug and alcohol use and suicide ideation and attempts
This free online course from AIR was designed as an introduction to SEL for educators who endeavor to create a well-rounded educational experience. This course is designed for all educators to ensure that the whole school community is engaged in the adoption and implementation of sustainable SEL practices.
Creating Safe, Equitable, Engaging Schools helps school leaders make sense of the various evidence-based resources and frameworks, including MTSS, designed to support the whole child.