Resources

Implementing Trauma-Informed Practices in Rural Schools

Brief - September 2021 - PDF

Children and youth in rural areas represent a substantial proportion of U.S. students. More than 9.3 million students—or nearly one in five students in the U.S.—attend a rural school, and nearly half of those rural students live at or below the poverty line (Showalter et al. 2019). Given the increased levels of stress, anxiety, and trauma experienced as a result of the pandemic, by both children and adults, many educators are seeking guidance to support students by implementing trauma-informed (TI) practices in schools.

School communities in both urban and rural settings need TI supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will require adaptations of the TI approaches. Therefore, this research brief seeks to highlight the need for, and the importance of, implementing TI approaches in rural school communities, and shares recommendations for planning and implementation by schools and districts. The brief is intended for educators, leaders, and practitioners at the school, district, and state level who are in the initial stages of considering TI approaches and/or planning the implementation process.

NC Equity Plans: Proposed District-Level Strategies

Report - December 2020 - PDF

This document is an exploratory review of district-level equity plans that are publicly available in the North Carolina Department of Public Instruction’s web-based management system. The purpose of this review is to gain a better understanding regarding the various types of equity strategies proposed by local education agencies (LEAs) across the state.

The first two sections of this report (I and II) provide context regarding the need for equity plans at both state and local levels and the third section (III) provides an overview of the various types of strategies proposed by the LEAs. The final section (IV) discusses considerations regarding North Carolina’s LEA equity plan development, implementation, and monitoring process for future years.

Georgia Dyslexia Pilot Program Implementation Analysis: 2019-2020

Brief - December 2020 - PDF

The purpose of this brief is to provide information about the initial planning for the three-year Georgia Dyslexia Pilot Program leading up to the 2020-21 school year. The Region 6 Comprehensive Center (RC6) at SERVE Center at the University of North Carolina at Greensboro, and the RC6 partner, Southern Regional Education Board (SREB), developed this brief at the request of, and in collaboration with, the Georgia Department of Education (GaDOE).


The brief begins with a description of Georgia Senate Bill 48, which established the Dyslexia Pilot Program. Following this is a summary of how the GaDOE structured its leadership of the pilot, as well as a description of the work the GaDOE and the pilot districts performed prior to Year 1 (2020-21) of the three-year program. Important aspects of the districts’ planning for implementation of the dyslexia pilot are summarized, followed by challenges and needs expressed by the districts in interviews conducted by SREB for RC6. The brief concludes with future training needs and policy considerations.

Lessons Learned Around Reducing Inequitable Access to High Quality Teachers

Brief - October 2020 - PDF

In July 2014, the U.S. Department of Education launched the Excellent Educators for All Initiative to address the struggles low-performing schools often experience with both teacher and principal hiring issues. The initiative was intended to encourage states and districts to develop and implement plans to increase access to excellent educators. In 2016, the North Carolina State Board of Education (NCSBE) developed the Teacher Compensation Models and Advanced Teaching Roles (ATR) pilot program. Initially, a three-year pilot, the program was revised in 2018 to become an eight-year pilot through the 2024-2025 school year. This document provides insights into some of the early lessons learned in implementing the program.

Informational Resources on Improving Social and Emotional Learning and Outcomes

Rapid Response - June 2020 - PDF

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).

Better Together: A Coordinated Response for Principals and District Leaders

Brief - August 2020 - PDF

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 website was developed under a grant from the Department of Education through the Office of Program and Grantee Support Services (PGSS) within the Office of Elementary and Secondary Education (OESE), by the Region 6 Comprehensive Center (RC6) at the SERVE Center at UNC Greensboro under Award #S283B190055. This website contains resources that are provided for the reader’s convenience. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses, and websites to information created and maintained by other public and private organizations. The U.S. Department of Education (ED) does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this document is intended or should be inferred.

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