To learn more about BSCA and view your state’s Stronger Connections grant allocation, and FAQs, go to: https://oese.ed.gov/bipartisan-safer-communities-act/

Questions for our panelists will be taken in the Q/A function.

Learn more about CASEL’s core competencies of Social and Emotional Learning here: https://casel.org/fundamentals-of-sel/

To learn more about the science of positive and adverse childhood experiences, check out PACEs Connection and learn whether there’s a state or local chapter in your community: https://www.acesconnectioninfo.com/

I would also encourage you to look at the Campaign for Trauma-Informed Policy and Practice’s current trauma-informed schools report: https://www.ctipp.org/post/report-trauma-informed-schools

For a deeper example of how restorative centers work in a school setting, be sure to listen to our part 1 on this webinar series if you missed it: Selecting High-Quality Evidence-based Strategies for Safe, Supportive and Healthy Schools Part I available at bipartisan-safer-communities-act/

When young people feel connected to school and to school staff, they are less likely to engage in risky behaviors, be absent from school, or experience emotional distress and are more likely to earn higher grades. Here’s a resource to learn more about Building a Positive School Climate Through Restorative Practices: https://learningpolicyinstitute.org/product/wce-positive-school-climate-restorative-practices-brief

The Council developed resources for investing ARP funds effectively. We include investment recommendations for Mental Health and SEL as well. The link is here if you want to share it with the group: https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/360/CGCS_Funds%20Resource%20Guide_v10.pdf#page=6

For more on Becoming a Man and an example of community organizations supporting schools: https://www.youth-guidance.org/bam-becoming-a-man/

When young people feel connected to school and to school staff, they are less likely to engage in risky behaviors, be absent from school, or experience emotional distress and are more likely to earn higher grades. Here’s a resource to learn more about Building a Positive School Climate Through Restorative Practices: https://learningpolicyinstitute.org/product/wce-positive-school-climate-restorative-practices-brief

CASEL’s District Framework to produce high-quality districtwide SEL implementation: https://drc.casel.org/what-is-sel/indicators-of-districtwide-sel/

States may also play a role in assisting with creating a positive culture with SEL skill-building to support educators and staff currently in schools. Here's a resource for State Policy Bright Spots in Social and Emotional Learning and Equity: https://casel.org/state-policy-bright-spots-equity/

Addressing the Teacher Shortage with ARP: https://www2.ed.gov/documents/coronavirus/teacher-shortage.pdf

Please register for our fourth webinar here: https://ed-gov.zoomgov.com/webinar/register/WN_KzgYqJkPTRGRQm9W-eu1cQ

For educators seeking a community to learn more about the trauma-informed mindset in the classroom, Mr. Portell hosts community and podcast at the Trauma Informed Educators Network https://paradigmshifteducation.com/trauma-informed-educators-network/