Visit Turnaround for Children’s Culturally Affirming and Sustaining Practices sub-page and download the Curriculum Audit, which helps educators consider the extent to which curricula and related materials are culturally responsive. The audit includes reflection questions related to cultural knowledge, representation, skills development, and co-creation of learning experiences.
Review the Introduction to Learning Policy Institute’s Summer Learning and Beyond report, which introduces six design principles for promoting equity in summer learning programs. Dive deeper into any of the six principles for an overview, key ideas and practices arising from the principle, and additional resources. Or, see page 16 for a case study detailing how a district in California is putting the principles into action.
Check out this article from PanoramaEd.com about how to integrate SEL and academic content into summer learning programs. Suggestions include promoting student voice and choice – for instance, by seeking student input on learning goals or prioritizing project-based learning – as well as using trauma-informed instructional techniques and incorporating SEL objectives for class units.
Download the Wallace Foundation’s Promoting Participation and Experience tip sheet, which offers suggestions on page 5 for planning, staff training, and observation and feedback designed to create a positive site climate.
Page 7 of this planning resource from TNTP is a list of questions to consider when determining which students to prioritize. You will also find a list of considerations when choosing a summer learning model, including: what students know and have yet to master, how teams will track progress, and instructional capacity needed.
Review the Comprehensive Guide to a Multi-Tiered System of Supports (MTSS) to learn about how districts are using MTSS to ensure that all students have the resources and support needed to succeed. Under What is MTSS, see how schools are using the “inverted pyramid” to serve all students, small groups in need of additional interventions, and individual students who …
Download the IGNITE Peer Mentoring Guide and see pages 2-5 to learn about a model for supporting first-year students and developing leadership and empathy skills for older youth.
Read this article from Education Week, How Schools Can Make Advisories Meaningful for Teachers and Students for guidance on how to design and implement advisories, including professional development considerations for tackling sensitive topics.
This Education Week article on Why High School SEL Programs Feel ‘Lame’ – And How to Fix Them provides 5 recommendations for fostering student relationships, including integrating SEL across the curriculum, aiming for coherence across schools and districts, and exploring peer mentoring programs.
Identify High Priority Content and Skills. Determine which content should be the highest priority based on what students will need to deeply know and understand to demonstrate readiness for the next grade. Student Achievement Partners (SAP) have outlined which content should be highest priority.