It is no secret that successful school leadership starts with the principal. But who is taking care of school principals and ensuring their well-being? A principal’s needs must be addressed before they can effectively address the needs of their school community. District leadership must prioritize the needs of principals who in turn, will empower the school-based crisis response teams to address the needs of the school community. The purpose of this brief is to provide readers with a structured approach to manage the social-emotional well-being of the adults in the school building, post COVID-19 closures. The phrase, “better together,” has never been truer as school communities embark on the uncharted territory of virtual, hybrid and/or physical re-entry after an extended school closure.
This document was produced based on a request by the Georgia Department of Education as a resource for eight districts involved in the Georgia Dyslexia Pilot Program.
The document includes sample letters districts can use for notifying parents about screening for characteristics of dyslexia, requesting consent from parents for screening or intervention, notifying parents of screening results, and informing parents about changes to their child’s reading intervention.
This is a protected Word document. Users will need to copy and paste the sample letter into a new document in order to customize.
Because the area of improving students’ social and emotional outcomes is of such interest to so many (and the reports/publications/online resources are so numerous), this document attempts to organize the information into categories for more streamlined sense-making. In generating this reading/resource list, we started with a searchable database of resources at the Center to Improve Social and Emotional Learning and School Safety (a U.S.-Department-of-Education-funded national center at WestEd). We expanded this list as other resources were referenced by initial documents and then as several experts in the SEL area suggested additional references to include. The reports/resources are free and easily accessible online (links provided).
In this memo, commonly used measures and strategies for improving outcomes across five School Quality or Student Success (SQSS) indicators are provided, along with measurement considerations and supplemental resources.
This Rapid Response document developed by the Southern Regional Education Board (SREB) for the Region 6 Comprehensive Center covers federal, state, and private funding sources that may be used to cover the cost of dyslexia training and/or intervention. These resources can support districts and schools as they carry out the requirements of the pilot program.
This Rapid Response document developed by the Southern Regional Education Board (SREB) for the Region 6 Comprehensive Center contains a list of information sources and training opportunities for teachers to learn about dyslexia in general and within specific characteristics. These include dyslexia characteristics and instructional strategies to help students with dyslexia, and evidence-based literacy instruction, also known as “the science of reading” and “scientifically-based reading instruction.”
This Rapid Response document developed by the Southern Regional Education Board (SREB) for the Region 6 Comprehensive Center identifies structured literacy training opportunities for teachers. The opportunities listed here were identified based on two criteria: 1) they are accredited by the International Dyslexia Association (IDA), and 2) are available entirely online or are based in Georgia, if they require in-person attendance. Descriptions were taken from each organization’s website.
The CARES Act (H.R. 748) was signed into law on Friday, March 27, 2020, providing economic relief to U.S. citizens and public systems affected by the recent COVID-19 (coronavirus) pandemic. The total funding level for the Act is greater than $30B, with a stated purpose to prevent, prepare and respond to the coronavirus, domestically or internationally.