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.

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Principles of Effective Practice for Integrated Student Support

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Boston College Center for Optimized Student Support

CURATE Reports & Rubrics→

"We're looking for high-quality curricular materials aligned to Massachusetts standards. Do you have any advice?"

It's an important question, and one we hear frequently. The CURATE project is our response. We convene panels of Massachusetts teachers to review and rate evidence on the quality and alignment of specific curricular materials, then publish their findings here for educators across the Commonwealth to consult. The reports outline findings from panels of Massachusetts teachers convened to review and rate comprehensive (tier 1) curriculum products.

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• CURATE Reports

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Massachusetts Department of Elementary and Secondary Education Curriculum & Instruction

How Learning Happens: Supporting Students’ Social, Emotional, and Academic Development→

As the nation is becoming increasingly interested in how children learn, efforts like the landmark consensus report issued by the National Commission’s Council of Distinguished Scientists are providing new insights. This report, “The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development,” unites scholars from multiple fields to affirm the interconnectedness of the social, emotional, and academic components of learning. Take a look starting at page 9 to see "What We've Learned."

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How Learning Happens:  Supporting Students' Social, Emotional, and Academic Development

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National Commissions on Social, Emotional, and Academic Development

Key Implementation Insights from the Collaborating Districts Initiative for SEL

CASEL's 2017 report on the Collaborating Districts Initiative (CDI), a six-plus year effort to study and scale high-quality, evidence-based academic, social and emotional learning in 10 of the largest, most complex school systems in the country:  Anchorage, Austin, Chicago, Cleveland, Nashville, Oakland, Sacramento, Washoe County (NV), Atlanta and El Paso.

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Key Insights from the Collaborating Districts Initiative

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The Collaborative for Academic, Social, and Emotional Learning (CASEL)

Supporting and Responding to Behavior - Evidence Based Classroom Strategies for Teachers

Concise guide that provides a PBIS practices self-assessment tool, classroom decision-making chart, and classroom-based practice examples organized by topic, e.g., setting expectations, developing routines, using behavior-specific praise, responding to problem behavior, collecting and using behavior data, etc.

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Supporting and Responding to Behavior - Evidence Based Classroom Practices for Teachers

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Adapted from the PBIS Technical Brief on Classroom PBIS Strategies written by: Brandi Simonsen, Jennifer Freeman, Steve Goodman, Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery, George Sugai, Heather George, and Bob Putman, 2015

The Dual Capacity-Building Framework for Family-School Partnerships

Based in existing research and best-practices, this guide provides a compass for the development of family engagement strategies, policies, and programs using a "dual capacity" approach that recognizes the roles and needs of both partners - parents and staff. For those doing family engagement work, this is one of the main go-to frameworks for thinking about this work.

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A Dual Capacity-Building Framework for Family-School Partnerships

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SEDL:  Advancing Research Improving Education, U.S. Department of Education

Navigating Social and Emotional Learning from the Inside Out - Guide to 25 Evidence-Based SEL Programs for Elementary

There are many social emotional learning programs out there. This report provides a comprehensive report on 25 evidence-based social emotional learning programs for elementary school. Developed for the Wallace Foundation and released in March 2017, the report profiles both lesson-based/curriculum and non-curricular approaches.

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Navigating SEL from the Inside Out:  Looking Inside & Across 25 Leading SEL Programs

SEL Programs Evaluated

In-School, Lesson-Based Curricula: The 4Rs Program, Caring School Community, Character First, Competent Kids, Caring Communities, I Can Problem Solve, Lions Quest, The Mutt-i-grees Curriculum, Open Circle, The PATHS Program, Positive Action , RULER, Second Step, SECURe, Social Decision Making/Problem Solving Program, Too Good for Violence, We Have Skills, Wise Skills

In-School, Non-curricular Approaches:  Conscious Discipline, Good Behavior Game, Playworks, Responsive Classroom, Program Profiles

Out-of-School Time Programs:  Before the Bullying, A.F.T.E.R School Program, Girls on the Run, WINGS for Kids

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The Wallace Foundation, Harvard Graduate School of Education

A Climate for Academic Success: How School Climate Distinguished Schools that are Beating the Achievement Odds

This research study explores the climate of a handful of secondary schools with extraordinary success compared to other schools, including those that consistently under-perform.  A growing body of research suggests that school climate may be an important variable in explaining why some schools are more successful than others.  Learn about how these school's focused on climate and experienced overall improvement. 

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A Climate for Academic Success

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California Comprehensive Center

How Students Thrive: Positive Youth Development in Practice

School culture and climate is a critical component to any school.  This paper can help a school or district explore how to design schools around young people in order to support them on their positive youth development, including the importance of caring, trusting, and supportive relationships, high expectations, voice, choice and contribution, intentionally engaging learning experiences and consistency.

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How Students Thrive: Positive Youth Development in Practice  

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Springpoint Schools