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Council Spotlight on Identifying Signs of Suicide and Non-Suicidal Self-InjuryMay 2021Fostering Mental Health and Wellness with Universal Social-Emotional and Behavioral SupportsThis document will highlight universal practices that districts can employ to support social emotional wellness and complete mental health. Universal practices refer to supports delivered to all students across the continuum and may include social-emotional learning, trauma-informed practices, and positive behavioral supports and interventions, among others.2 PagesMay 2021Identifying Signs of Suicide and Non-Suicidal Self-InjuryThis document highlights warning signs of suicide and nonsuicidal self-injury, and provides tools for building system capacity to support students though targeted professional development, evidence-based suicide prevention programs and procedures, and targeted resources for families.2 PagesMay 2021Investing American Rescue Plan Funds Strategically and Effectively; Guidance for School DistrictsThe purpose of this document is to lay out a framework for the nation’s large city school systems to spend these new federal dollars strategically and effectively. It sets out overarching goals for the use of funds; articulates broad investment strategies; defines principles for the effective use of funds; and asks a series of questions that leaders and stakeholders should ask themselves as they embark on planning, implementation, and evaluation efforts.121 pagesJune 2021Recognizing and Supporting Student Grief after LossThis document provides background information on the prevalence of loss and common indicators of grief in children. It then highlights targeted supports and strategies for schools and districts, including proactive trauma-informed care, tips for facilitating conversations on loss, and resources for supporting students and staff.2 PagesMay 2021Addressing Mental Health and Social-Emotional Wellness in the Covid-19 Crisis: A Resource Guide for School DistrictsIn this guide, we present a set of overarching principles and strategies to address the social-emotional and mental health needs of both students and adults at this critical juncture and beyond.30 PagesJune 2020Addressing Unfinished Learning After COVID-19 School ClosuresIn this guide, we focus more directly on the instructional challenges posed by school closures. In particular, we present district curriculum leaders and staff with an instructional framework for addressing unfinished learning and learning losses, as well as a review of essential skills and content in English language arts and mathematics to support access to grade-level content in key grade transitions for all students.50 PagesJune 2020Assessing Language Proficiency during Extended School Closures: Sample QuestionnairesThis document provides sample questionnaires across grade bands that are designed to provisionally identify students as English learners (ELs) during the COVID-19-related school closures, which impede the administration of face-toface screening protocols.28 PagesMay 2020
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