This blueprint offers building blocks for school–community partnerships to address equity and co-construct the learning day in the context of the COVID-19 pandemic.

This how-to guide is based on the pioneering “Every Student Every Day” advising approach of Phoenix Union High School District in Arizona, where every student in the district’s 21 high schools is connected to a caring adult who monitors their progress, attendance, and social and emotional well-being.

This book describes common principles for effective assessment that educators can use to ensure that assessments inform teaching and improve learning. The authors describe various assessment approaches and their strengths and limitations and supplement these discussions with vignettes of effective classroom assessments in action.

This resource presents things to consider; discusses how to attend to equity; and provides recommendations for actions educators can take to be able to recognize, build on, and respond to the range of ideas, or facets of students’ thinking, during instruction.

This guide provides information on several topics related to implementing and sustaining community schools, including key elements of community schools, models of community schools across the country, and case studies.

This webpage provides resources and modules for building a trauma- informed school, and it recommends that these resources be used as part of a group-based training.

The center offers a wealth of free resources on its website, including a System Change Toolkit for transforming student and learning supports and Gateway to a World of Resources for Enhancing MH in Schools & Student/Learning Supports, which is a links “map” that facilitates various forms of networking and helps analyze strengths, weaknesses, and gaps or inequities in available resources. A core facet of the center’s work is the National Initiative for Transforming Student and Learning Supports.

City Connects partners with schools to transform existing student supports in a school and in the surrounding community into an integrated support system of care that addresses the strengths and needs of each student across all developmental domains. To date, City Connects has implemented its approach in 82 schools across six states, helping them to create and execute a tailored plan of resources, opportunities, and relationships, with the goal of supporting each student to be ready to learn and engage in school.

This toolkit includes activities that school leaders can use to encourage school community members to define, examine, and build norms that nourish a sense of belonging and stronger relationships.

CASEL offers a comprehensive collection of high-quality social and emotional learning tools and resources to inform and support educators, researchers, policymakers, and parents who are leading this work in the field.

This guide includes lessons for educators to help teach high school students essentials skills for managing and resolving interpersonal conflicts in positive ways and exploring diversity, power, and prejudice along the way.

This hub provides practitioners with an array of resources to advance culturally responsive education and ethnic studies. These include research studies and briefs; resources for culturally responsive education during remote learning; and a video series that illustrates the impact of culturally responsive education from the perspective of parents, educators, and students.

This book offers an approach for designing and implementing culturally responsive instruction consistent with research on brain development and neuroscience.

This resource provides tips for developing community agreements and an accompanying resource that walks through a suggested approach to engaging students and staff in the process.

This network supports academic, social and emotional, and character learning across more than 150 schools that serve over 500,000 students. Through its work across the country, EL has created a range of free and open educational resources (e.g., curricula, videos, documents, books, and student work models) that can help educators create inquiry-based learning opportunities that engage learners and build their knowledge, skills, habits, and mindsets.

This web page provides a list of resources for starting, supporting, and strengthening family–school partnerships, from accessible blogs and videos to interviews with veteran researchers.

This resource compiles 15 examples of creative ways that schools throughout the country have made or found time for shared reflection and collaboration among teachers.

This 2017 article discusses the importance of advisory periods for relationship building as well as how to structure them into meaningful learning opportunities.

This book provides resources designed for educators to organize and manage their classrooms and work with adolescents to create learning environments that foster fairness, mutual respect, accountability, and self-discipline.

Based on thousands of hours of observations, interviews, and surveys, this report provides guidance for district leaders and their partners for launching, improving, and sustaining effective summer learning programs.

HSC aims to support schools in providing students with healthy environments, nutritious food, health services, and physical activity. HSC’s resource center provides several tools that enable school districts, educators, and families to engage in this work, including advocacy guides and resources to incorporate health and wellness into schools.

This blog post is part of a three-part series that links implicit bias, stereotype threat, and identity safety and describes practices educators can draw upon to build identity-safe classrooms and schools.

This report outlines lessons learned about pursuing multifaceted and complex changes in school systems. It offers specific examples of organizations engaged in change processes and elevates lessons learned in making substantive and sustainable transformation.

This resource provides guidance on how schools can integrate social and emotional learning into their multi-tiered systems of support framework.

This report provides current information about the effectiveness of summer programs for k–12 students to help practitioners, funders, and policymakers make evidence-based investments. The review uses the ESSA evidence framework to assess the effectiveness of summer programs and includes descriptions of 43 summer programs that align with ESSA evidence standards.

The center provides several professional learning opportunities (e.g., interactive webinars, workshops, and coaching) for educators to promote equitable instructional practices in both in-person and virtual learning settings.

This step-by-step guide is designed to help educators create lessons that meet the needs of all students. It offers guidance on how to proactively reflect on, design, and implement lessons.

The Linked Learning Alliance is a coalition of educators, educational leaders, and community organizations that promotes the integration of college and career preparation for young people in educational systems. Specifically, it promotes the implementation of approaches that emphasize strong academics alongside access to comprehensive student supports and real-world learning opportunities that enhance students’ skills and job-related knowledge. To advance this work, the Alliance works to grow the field’s understanding of the power of linked learning experiences, elevates policies that can enable this pedagogical approach, and facilitates professional development that grows practitioner and community knowledge.

This brief reflection activity for school staff lists methods for making students’ families feel valued and respected.

The Model Code toolkit is organized into five chapters: (1) Education; (2) Participation; (3) Dignity; (4) Freedom From Discrimination; and (5) Data, Monitoring, and Accountability. Each of these chapters addresses a key component of providing a quality education and reflects core human rights principles and values. Each chapter includes recommended policies for states, districts, and schools.

The Multi-Tiered System of Support Academies comprise district and school teams from across Massachusetts that are working to transform their approaches to student support for the more than 85,000 students they serve. The Academy offers eight professional development opportunities, including those focused on culturally responsive school leadership, tiered literacy supports, and SEL, creating a district learning network that may serve as a model for other districts and locales in building their own professional learning communities.

The focus of NCCS, a part of Children’s Aid, is to build the capacity of schools and districts to work in meaningful long-term relationships with community partners. Since 1994, NCCS has developed a variety of free planning tools, implementation guides, videos, and other resources and has also provided intensive assistance (training, on-site consultation, and strategic planning facilitation) on a fee-for-service basis.

This learning network includes a group of school districts that are committed to designing more equitable and healing-centered schools and approaches to teaching and learning that center the experiences of Black, Indigenous, People of Color (BIPOC) students. Guided by the BELE Framework, leaders engage in professional learning and codesign approaches to ensure that youth emerge with strong academic skills, social-emotional wellness, a sense of agency, healthy identity and civic responsibility, and a broader set of competencies that equip them to engage as healthy and happy adults and citizens.

This website includes lesson plans, professional development guides, and other resources to support the creation of safe, accepting, and inclusive school communities.

This film series highlights how Cincinnati’s community schools, called “Community Learning Centers,” are working to support students and families. The videos address several topics, including community engagement, community development, pathways for all students, and teaching partnerships.

This self-assessment tool includes implementation criteria for key components to build a supportive school system across six areas: instructional leadership, teaching and learning, data-driven instruction, school culture and restorative communities, engaged and empowered communities, and organizational leadership.

The Performance Assessment Resource Bank is an online collection of performance tasks and resources—collected from educators and organizations across the United States and reviewed by experts in the field—to support the use of performance assessment for meaningful learning.

This article provides an overview of key principles and examples of differentiated instruction, Universal Design for Learning, and multicultural education, as well as a unit planner template to help educators put these components into action.

This resource offers guidance for school leaders and their teams to develop practices, policies, and structures that support the academic, social, and emotional success of youth of every race, language, or other identity backgrounds. Through its eight action areas of culturally responsive leadership, the guide supports leaders and their schools in disrupting systemic oppression and decentering dominant cultures to accelerate learning and well-being.

The Mary E. Walsh Center for Thriving Children and the Boston College Lynch School of Education and Human Development have partnered to launch a series of continuing education resources. These resources are intended to share best practices with counselors, teachers, researchers, and other school staff to help them create high-quality practices of student support in their schools.

A number of schools have been effective at rejecting the factory model and redesigning their systems to create safe environments with opportunities for exciting and rigorous academic work. Their successes have ideas in common, offering 10 important lessons for other schools. This report offers a powerful evidence-based blueprint to create learning environments that are more humane, enriching, and productive than our current models.

This web page helps educators find information, strategies, and tools to promote engagement in inquiry-based learning. It includes downloadable tools and resources used by practitioners at schools with successful inquiry-based practices to help educators see these practices and strategies in action.

This website compiles resources from the American Federation of Teachers and its partners to help school leaders and educators implement positive discipline strategies.

This is a compilation of resources and case studies for bringing restorative justice into schools and classrooms.

This guide provides school leaders with whole-school, anti-racist SEL strategies centered on relationships and built on the existing strengths of a school community. Specifically, the guide provides critical SEL practices that promote healing and equity; points to actions that schools can take to prepare, implement, and sustain their integrative SEL work; and provides tools to help them along the way.

This resource provides educators with an overview of the benefits of scaffolding and possible implementation challenges. It also describes various scaffolding techniques and tools that practitioners can use to support teaching and learning.

This brief includes strategies for guiding effective practice to support inclusion as a part of the holistic life of a school.

This web page provides several resources for schools and districts to implement SEL in their communities, such as program guides, an SEL assessment guide, a video titled SEL 101 for parents, and a district resource center that offers additional tools and resources to support high-quality implementation.

This broad policy brief indicates a number of steps with actions to take at every level (federal, state, district, school, classroom, and home) to integrate SEL into a whole child approach.

The SoLD Video Library is a repository created to share and disseminate videos and resources that demonstrate the educator preparation design principles. This library provides resources to help educator preparation programs incorporate the science of learning and development (SoLD) and support implementation with guidance and examples from the Design Principles for Teacher Preparation.

In these videos, school and district educators and network representatives share their insights on the strategies and practices to support designing schools to be student- and relationship-centered.

This report describes research on the five noncognitive factors related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills.

This guide provides information for schools to coordinate and build upon SEL practices and programs to systematically integrate them into all educational experiences and promote equitable outcomes for all students.

This research brief summarizes and illustrates, through examples of informal assessment conversations, the nature of informal formative assessment and its connection to student learning.

This action guide includes a self-assessment tool and developmental rubric that helps practitioners build comprehensive and tailored integrated support systems to meet students’ varied needs. It does so by guiding practitioners through a series of self-assessments and prompts that allow them to take stock of the resources, personnel, and infrastructure they have in place and to identify ways that their systems can be improved.

Transcend works with schools and districts to provide design and implementation support as they advance fundamental change to their school models. For practitioners beginning to design or redesign schools, Transcend provides coaching, research-driven tools, and other professional supports that guide practitioners through a research and development process grounded in equity and science. For those already engaged in school design, the organization helps leaders and educators understand and strengthen the conditions for innovation and effective implementation.

This toolkit provides information about how trauma impacts students, strategies educators can implement in the classroom, secondary traumatic stress, and strategies for educator self-care. The toolkit also provides prompts to facilitate educator learning and engagement with the material.

Turnaround for Children works to support practitioners in advancing and implementing whole child educational practices. To this end, the organization produces research-based tools for educators, such as a toolkit on how to use a whole child vision to assess and plan for tiered systems of support and resources to accelerate healthy student development and achievement. In addition, Turnaround for Children works with schools, districts, and networks across the country, which, to date, includes training, coaching, and support to over 220 school leaders in 76 schools to help create healthy learning environments that catalyze success and well-being.

These guidelines are meant to provide concrete strategies to guide the implementation of a Universal Design for Learning (UDL) framework in any learning environment and are accompanied by videos, FAQs, and additional resources.

This web page includes a guide and an app designed to make virtual home visits easier.

This video describes the four key features of community schools, the importance of community school coordinators, and strategies for funding community schools.

Van Ness Elementary School, in partnership with Transcend, has implemented a Whole Child Model, which aims to help students build the intra- and interpersonal skills they need to manage stress and handle conflicts as they continue their individual paths to success and well-being. This website can help practitioners learn about this school model and includes resources that can help schools implement practices that create a safe and connected learning environment among and between youth and adults.