Priority Instructional Content names the priorities in mathematics (K–8) and ELA/literacy (K–12) that should be the focus of instruction for educators in the 2020–21 academic year. This document provides guidance for the field about content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.
June 3, 2020 •This guide will equip you with the strategies and tools you need to strengthen adult SEL. By the end, you’ll understand different approaches to adult SEL as well as how to measure and implement it in your district.
July 6, 2020 •This may seem minor, but I wish we’d stop using the word minorities. As a Black man living and surviving in the United States, it is belittling. When I hear “minority” expressed with such simple ease during conversations around race, my body spasms sending a sharp pain through my core. I’m not minor. My family is not minor. The Black community is not minor. And, our contributions as Americans are not minor.
June 10, 2020 •Urban school districts will face a number of new and unprecedented challenges in the 2020-21 school year. In addition to safely reopening schools, planning for the likelihood of future rolling school closures, redesigning instructional delivery models, and effectively addressing unfinished learning and learning losses among students, schools will need to address the significant social and emotional toll that the crisis has taken on children and adults alike.
July 28, 2020 •In this guide, we focus more directly on the instructional challenges posed by school closures. In particular, we present district curriculum leaders and staff with an instructional framework for addressing unfinished learning and learning losses, as well as a review of essential skills and content in English language arts and mathematics to support access to grade-level content in key grade transitions for all students.
June 11, 2020 •This evaluation investigated the impact of the Trauma and Learning Policy Initiative’s (TLPI) Inquiry-Based Process on three participating public schools. TLPI’s Inquiry-Based Process is a whole school effort to create trauma-sensitive school environments.
July 28, 2020 •Research shows that social-emotional learning improves well-being, increases academic outcomes, and provides our youth with the necessary tools to excel in college, career, and life. Districts across the country are experiencing the power of SEL-driven learning to positively impact student achievement, behavior, attendance, and school climate.
July 6, 2020 •Reducing the effects of significant adversity on children’s healthy development is essential to the progress and prosperity of any society. Understanding why some children do well despite adverse early experiences is crucial, because it can inform more effective policies and programs that help more children reach their full potential.
July 6, 2020 •Two of the most important questions in designing, or redesigning, learning environments are: How does learning happen? and How can we best create environments that support learning? While empirical research has unearthed important insights and established agreedupon models to help answer these questions, this research base is extensive, complex, and often not honored by the design of traditional schools. To that end, our Designing for Learning Primer aims to summarize the essence of what’s known about how learning happens in a way that is digestible and actionable.
July 28, 2020 •While there are many great DIY xdget ideas, I wanted to create a DIY xdget toolkit using popular xdgets you can xnd on Amazon or other therapy-related sites. Fidgets are a great tool to have on hand for the wiggly kids in your home or classroom.
July 28, 2020 •A paper prepared by Leading Together’s Research Team at the University of Virginia, byt Sara E. Rimm-Kaufman, Micela Leis, Carol L.C. Paxton
August 1, 2020 •During the current pandemic, families have been thrust into extraordinary circumstances that may be life - changing, with short- and long-term effects on children’s well-being. Past experience during global crises has taught us that caring grown-ups in children’s lives can make an enormous difference by providing safety, comforting reassurance, age-appropriate information, and helpful guidance
July 28, 2020 •According to research by the Robert Wood Johnson Foundation, social-emotional learning helps young people to be "twice as likely to attain a college degree in early adulthood; 54% more likely to earn a high school diploma; and 46% more likely to have a full-time job at the age of 25."
July 6, 2020 •There may be nothing more important in a child’s life than a positive and stable relationship with a caring adult. For students, a positive connection to at least one school adult – whether a teacher, counselor, sports coach, or other school staff member – can have tremendous benefits that include reduced bullying, lower drop-out rates, and improved social emotional capacities.
July 28, 2020 •The intention of this document is to offer guidance for districts to be mindful of as they continue to provide instruction and services to students with disabilities during and after the COVID-19 health crisis.
July 28, 2020 •The PAL Legacy: We value learning differently
July 28, 2020 •Harness your educational technology for UDL. Empower teachers to reach all learners.
July 28, 2020 •As we turn our eye towards next year, there is increasing concern about “catching students up,” particularly those students who are presumed to have done the least learning during quarantine. This might mean summer school, double blocks of reading and math, and high doses of remediation. We have a different suggestion. Marie Kondo the curriculum.
July 6, 2020 •After a long career in urban schools in impoverished neighborhoods, I’ve just completed my first year as the principal of Shaker Heights High School in Shaker Heights, Ohio. For the first time, I’m an administrator in a racially integrated school in a relatively well-off community. I knew it would be a year of learning. I just didn’t expect a pandemic, school closure, and a national reckoning on race brought on by institutionalized violence against Black people—all of those occurrences requiring a direct response from me.
June 24, 2020 •Professional Learning Presentation designed to provide both content and opportunities for engagement and practice.
July 31, 2020 •Companion Guide presents additional details about the interactive components outlined in the presentation, as well as suggestions for pacing, facilitation, application, and further learning.
July 31, 2020 •Reference List provides a comprehensive list of resources for those who would like to dig deeper into the research on this topic.
July 31, 2020 •Snapshot summarizes the Five High-Leverage Practices and their corresponding strategies in a simple and accessible handout.
July 31, 2020 •Includes: Reflection Tool for ELs Returning to School in 2020, Cyber Learning Environments for ELs, Observation Checklist, EL Formative Assessment Checklist, Increasing Academic Language Awareness Checklist, Scaffolded Lesson Planning Checklist and many more.
July 6, 2020 •Last week, President Trump declared that public schools must fully reopen in the fall, threatening to withhold federal funding if they fail to do so. But neither he nor the Secretary of Education, Betsy DeVos, has offered guidance on how schools can safely resume classroom teaching during the coronavirus pandemic.
July 16, 2020 •Experts from the California Collaborative for Educational Excellence offer recommendations for supporting students with learning disabilities through the coronavirus pandemic.
April 22, 2020 •The Soul of Leadership: Courage, Presence & Integrity develops educators’ critical capacity for selfawareness and reflection and supports the building of caring, respectful communities that are the foundation for safe and productive schools.
August 1, 2020 •A 32-page comic book created by The Center for Cartoon Studies, designed to help teachers prepare students to be empowered, informed, and civic-minded. This publication is available for as little as $1 via GumRoad.com
July 28, 2020 •The Holistic Student Assessment is a data-driven tool to promote social-emotional development in young people in school and afterschool settings. The self-report tool provides teachers, program staff and administrators with a social-emotional “portrait” of the unique strengths and challenges of each young person. Data can be reported at individual, classroom, school and district levels. The HSA can be administered to students at different times in the year.
July 6, 2020 •Berlinka, gallery café & bistro, Slovakia by Sebastian Schuppik
July 28, 2020 •As the principal of San Francisco’s Mission High School and an anti-racist educator for more than 30 years, I have witnessed countless black students thrive in classrooms where teachers see them accurately and show that they are happy to have them there. They view the success of black students as central to the success of their own teaching.
July 6, 2020 •Our rapidly changing world is posing unique challenges and placing unprecedented demands on all of us. In this moment, it is more important than ever that all young people have the tools and support they need to grow into confident, caring, and engaged members of society.
July 28, 2020 •This is the second of a three-part series looking at how social-emotional learning strategies can support teachers of students with learning differences during the pandemic. Read part one and part three.
July 6, 2020 •