Building Systems to Support the Whole Child Amid COVID-19

DESE offered a webinar, hosted by the Rennie Center for Education Research & Policy and the Center for Optimized Student Support at Boston College, focused on systems to remotely identify and organize a response to students’ strengths and needs in this moment of crisis. In particular, the webinar focused on successfully closing out the academic year while simultaneously beginning to plan for supporting students through the summer and into the fall. District and school presenters included Somerville Public Schools and the Parker Elementary School in New Bedford.

Resources

Presentation Slides

Source

Massachusetts Department of Elementary and Secondary Education, Rennie Center for Education Research & Policy, Center for Optimized Student Support at Boston College

Principles of Effective Practice for Integrated Student Support→

For over half a century, it has been recognized that contexts beyond school – like health, social-emotional well-being, family, and neighborhood – can account for up to two-thirds of the variance in student achievement. Developmental systems theories and neurobiological disciplines have more recently begun to explain the link between these outside factors and educational outcomes. This research provides insight into why experiences like poverty and trauma can inhibit learning, and what can be done to counteract their effects.

Resource Links

Principles of Effective Practice for Integrated Student Support

Source

Boston College Center for Optimized Student Support