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Resources to provide equitable opportunities for multilingual children to language and learn Multilingual children learn and develop language across their home, community and pre-kindergarten through third grade settings. Children’s identities, experiences, environments, relationships, exposure to l…

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Imagination Library:  FREE Monthly Book for Young Children. 

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Imagination Library:  FREE Monthly Book for Young Children. 

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Dolly Parton's Imagination Library is dedicated to inspiring a love of reading by gifting books free of charge to children from birth to age five, through funding shared by Dolly Parton and local community partners in the United States, Canada, United Kingdom, Australia and Republic of Ireland.

Inspired by her father's inability to read and write Dolly started her Imagination Library in 1995 for the children within her home county. Today, her program spans five countries and gifts over 2 million free books each month to children around the world.

"When I was growing up in the hills of East Tennessee, I knew my dreams would come true. I know there are children in your community with their own dreams. They dream of becoming a doctor or an inventor or a minister. Who knows, maybe there is a little girl whose dream is to be a writer and singer.

The seeds of these dreams are often found in books and the seeds you help plant in your community can grow across the world."

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Dolly Parton's Imagination Library | USA, UK, IE, CA, AU

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Dolly Parton's Imagination Library is a book gifting program that mails free books to children from birth until they begin school in participating areas.

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Early Childhood Access Consortium for Equity Scholarship Program

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Early Childhood Access Consortium for Equity Scholarship Program

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You may either scroll through this page, or click on any of the following links to go directly to a specific topic:

Program Description
Eligibility
Participating Schools
How to Apply (submit 2023-24 applications by August 7, 2023)
Required Documentation
Attending More than One College during Same Term
What's Next
Details
Changes to Application Data
How Funds Are Disbursed
Processing Updates
Programs Comparison

Program Description
ECACE Flyer
If you work or have worked in early childhood education and you're seeking additional credentials and/or a degree in early childhood education, you may be eligible for the Early Childhood Access Consortium for Equity (ECACE) Scholarship Program. The program was created to address the shortage of qualified early childhood educators by encouraging the pursuit of credentials and advancement of already-held degrees in early childhood education, with an aim toward building a strong, well-prepared workforce. If you would like to be connected to someone who can walk you through all the available educational opportunities, consider completing the Higher Education Navigator Interest Form. A Higher Education Navigator from your local Child Care Resource and Referral Agency will reach out to you and can help you find and enroll in the college that best meets your needs.

Awards are available for undergraduate and - for the 2023-24 academic year - graduate study at public and non-profit private 2- and 4-year Gateways-entitled and Early Childhood Access Consortium for Equity member institutions. For students attending community colleges and public universities, the scholarship will cover the applicant's total cost of attendance for an academic year (including summer) after other financial aid received. Students at participating non-profit private institutions may receive an amount no more than the cost of the most expensive program of study in the early childhood education field at an Illinois public college. Recipients of the scholarship are expected to continue or return to teaching or direct services in the early childhood care and education field in Illinois after they complete their program of study.
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Eligibility

To be eligible for an award during the 2023-24 academic year, you must:

be a U.S. citizen or an eligible noncitizen.

be a member of the incumbent workforce, currently working or having worked in the early childhood field (in either a licensed or license-exempt facility), including home-based child care (e.g., family, friend, neighbor), center-/community-based child care, Preschool for All programs, school-based preschool settings, and Head Start programs, that serve children from birth to age 5. Acceptable positions include teachers, assistant teachers, directors, family child care providers and assistants. Applicants must provide documentation confirming their current membership in the Gateways to Opportunity® Registry.

A licensed facility is a child care program in a center or home (family child care) that is licensed by the Illinois Department of Children and Family Services (DCFS). Most programs that serve more than three children aged 0 - 12 in a center or home are required to be licensed. Public and private schools and programs in other settings may not be required to be licensed and are typically categorized as "license-exempt", if serving children aged three and older.

License-exempt refers to child care that is not required to be licensed by DCFS. They may include programs operated by public or private elementary school systems, high schools or institutions of higher learning; programs conducted on federal government premises; and other programs recognized or registered with the Illinois State Board of Education (ISBE), if children in the program are aged three and older.

be enrolled or accepted for enrollment on a full- or part-time (at least 3 credit hours) basis at the undergraduate or graduate level at a public or non-profit private 2- or 4-year Gateways-entitled and Early Childhood Access Consortium for Equity (ECACE) member institution, and be pursuing at least one of the following:

an Associate of Applied Science degree (or related certificate) in early childhood education or an associate degree with a concentration in early childhood at an approved college.

a bachelor's degree in early childhood education, with or without a Professional Educator License; or

for those who already hold a bachelor's degree:

courses to make you eligible for a lead teacher position in a licensed program;

a Professional Educator License with an Early Childhood Endorsement;

additional endorsements (Bilingual, English as a Second Language, Special Education), letters of approval or credentials; or,

for those seeking licensure, and/or an additional endorsement, a Master's degree in early childhood.

maintain satisfactory academic progress as established by your college.

complete the online application process by submitting a complete Early Childhood Access Consortium for Equity Scholarship Program application and a Free Application for Federal Student Aid (FAFSA®) on or before by the ISAC-established date in order to receive priority access to funding.

be certified as meeting eligibility requirements by the college at which you will use the scholarship.

not be in default on any federal student loan, nor owe a refund on any State or federal grant. If you are in default, you may re-establish your eligibility.

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Participating Schools

To view a listing of Illinois colleges approved to participate in this program, click on the link for the appropriate school year. Click on the name of the school you are interested in to be linked to information about its Early Childhood Education programs.
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How to Apply

The ECACE Scholarship Program interactive application for the 2023-24 academic year may be accessed online via the Program Applications & Status Checks area of the ISAC Student Portal. The online application has built-in edits to prevent errors, and we will send immediate confirmation to your e-mail address that your application has been received at ISAC.

An ECACE Scholarship application must be submitted for each academic year in which benefits are to be used. Applicants are also required to complete the FAFSA for the same academic year that you are applying for the scholarship. To determine your eligibility for the scholarship, the ECACE-participating Illinois college(s) at which you plan to use the award must be listed on your FAFSA ( see below if attending more than one college during the same term). The FAFSA results will be used to prioritize awarding, although you do not need to demonstrate financial need to receive the award.

If you haven't filed an online FAFSA before, you will first need to create an FSA ID at studentaid.gov/fsa-id to login and use as your electronic signature. Once you access the online FAFSA, you will be asked to choose the school year for which you will be completing the FAFSA. This will need to be the same year as the ECACE application you are submitting. For example, if you are filling out an ECACE application for the 2023-24 school year, you must also complete the 2023-24 FAFSA.

You are encouraged to complete and submit both the ECACE application and the FAFSA on or before the date for priority access to funding, which is announced when the application is made available. The priority access to funding date for the 2023-24 academic year is August 7, 2023. Untimely applications (i.e., those received after that date) will continue to be considered only if funding remains available after all timely, qualified applicants have been awarded. A notification will be sent to applicants after a final decision has been made regarding their award status.

On the ECACE application, you will be asked to list the college you plan to attend. If you are undecided, list your first choice; if necessary, the college of record can be changed after your application has been submitted. See below if attending more than one college during the same term. You will also be asked to provide the job title for your most recent position, which must match what is listed on the Eligibility Verification Form. See below for information about the Eligibility Verification Form.

Required Documentation

The application process requires proof of employment as part of the incumbent workforce through an Eligibility Verification Form. Incumbent workforce is defined as having worked in the early childhood industry (in either a licensed or license-exempt facility), including home-based child care (e.g., family, friend, neighbor), center-/community-based child care, Preschool for All programs, school-based preschool settings, and Head Start programs, that serve children from birth to age 5. Acceptable positions include teachers, assistant teachers, directors, family child care providers and assistants.

An Eligibility Verification Form from the Gateways Registry must be downloaded and/or printed and then uploaded when completing the application. You will not be allowed to proceed through the application without uploading the required documentation, so it is recommended to obtain and print your verification form before starting the online application. No other documentation of your employment history will be accepted. Registry members will enter through the Dashboard Login to access the form. Follow these instructions to access your Eligibility Verification Form. If you're not already a member, you can complete your registration on the site and then obtain your verification form. You must be a current Gateways Registry member to qualify for the scholarship. The Eligibility Verification Form contains members' employment history, with assigned position codes. For award consideration, at least one of the position codes must be an eligible code, and the job title for your most recent position reported on your ECACE application must match what is listed on the Eligibility Verification Form.

If you have prior employment that is not listed on your Eligibility Verification Form, you may request that it be added by completing the Reporting Prior Employment for ECACE Scholarship form. Once the information has been added (usually 2 business days), you will receive an e-mail notification, at which point you will be able to again access the Registry and obtain an updated Eligibility Verification Form. The updated form can then be uploaded during the application process.

Attending More than One College during Same Term

If you plan to or are attending more than one college during the same term, list only your college of record on the ECACE Scholarship Program application. Contact your financial aid office(s) for assistance if you are unsure which college is considered your college of record. Your college of record and the other college at which you plan to take additional courses must be ECACE-participating schools, and both colleges must be listed on your FAFSA. Be sure to notify both colleges that you have submitted an ECACE Scholarship Program application.

What's Next

After you submit your ECACE Scholarship application, the process is as follows:

You will immediately receive an e-mail confirming that your application was received at ISAC. Application processing time may be up to 4 weeks.

Be sure the financial aid office at your college knows you will be enrolling and that you have submitted an ECACE Scholarship Program application.

If your application, including required documentation, is incomplete, you will receive a letter from ISAC explaining the reason(s) and advising you how to resolve the issue.

If, based on information you provided on your application, you are not eligible, you will receive a Notice of Ineligibility.

Once ISAC determines that both the ECACE Scholarship application and the FAFSA have been submitted, you will receive a letter stating that your application is considered complete. Unless you need to change any of your application data (see Changes to Application Data below), there is nothing more for you to do at this point.

Following the date for priority access to funding (August 7, 2023 for the 2023-24 academic year), ISAC will send a letter notifying you of your pre-qualified status. Pre-qualified means that you have met the initial eligibility requirements and the next step will be verification of your enrollment and program eligibility by your college.

Your college will certify your eligibility and request payment on your behalf. Program funds are disbursed directly to the college.

If the college determines you are not eligible, you will receive a Notice of Ineligibility.

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Details

Applications are processed in date-received order.

Renewal applicants (applicants who received an ECACE Scholarship in the previous academic year) will receive priority access to funding.

ISAC prioritizes recipients from among the neediest of applicants, according to information from the FAFSA.

Qualified applicants may receive ECACE Scholarship funds only up to the amount by which their cost of attendance exceeds the amount of other financial aid they are receiving.

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Changes to Application Data

Only one application for this program may be submitted per academic year. Consequently, if you need to change your response(s) to any item(s) and/or update any information after the application has been submitted, you will need to provide the information to ISAC. Examples of items that may need to be updated include demographic information (i.e., name, address, telephone number, etc.), your college of record and the impacted terms (e.g., full year, or fall or spring semester). These changes can be submitted to ISAC using one of the below methods, but cannot be done over the telephone.

The request must include the last four digits of your Social Security number (for identification purposes) and clearly state what change(s) need to be made. These changes will not affect the application "received date." In order to allow adequate processing time and prevent a loss of benefits, changes to your college of record should to be reported prior to the beginning of the applicable term(s).
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How Funds Are Disbursed

ISAC works with the college to disburse funds for this program. The college certifies student eligibility and then submits a payment request on behalf of the student. ISAC processes the payment request and submits the information as needed so that the State Comptroller's Office can release funds.

Depending on the college, students may be responsible for payment until program funds are received. Qualified applicants who are awaiting receipt of funds from this program should contact the Financial Aid Office to determine the college's policy.
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Processing Updates
Note that ISAC routinely updates this section as new information becomes available. Be sure to check back periodically for the current processing status.
For the 2023-24 Academic Year
(last updated on May 31, 2023)
The 2023-24 Early Childhood Access Consortium for Equity (ECACE) Scholarship Program application - used to request funding for the fall 2023, winter/spring 2024, and summer 2024 terms - is now available.

The 2023-24 FAFSA, which also must be completed as part of the ECACE application process, is also available.

The date for priority access to funding for the 2023-24 application is August 7, 2023. Untimely applications (i.e., those received after that date) will be considered only if funding remains available after all timely, qualified applicants have been awarded. You are encouraged to complete and submit the application as soon as possible.

Applicants who have completed the online application process - which means submitting a complete ECACE Scholarship Program application, including the required documentation, to ISAC and completing a FAFSA - will be notified of their pre-qualified status via a letter from ISAC. If, based on information provided on the application, the applicant is not eligible, ISAC will send a Notice of Ineligibility.

Click here to access the Early Childhood Access Consortium for Equity (ECACE) Scholarship Program application.

For the 2022-23 Academic Year
(last updated on May 16, 2023):
The application for the 2022-23 Early Childhood Access Consortium for Equity (ECACE) Scholarship Program is no longer being accepted. Although the priority consideration date for the 2022-23 application was July 15, 2022, untimely applications (i.e., those received after the priority consideration date) continued to be accepted through (including) May 15, 2023.

Applicants who have completed the online application process - which means submitting a complete ECACE Scholarship Program application, including the required documentation, to ISAC and completing a FAFSA - are notified of their pre-qualified status via a letter from ISAC. If, based on information provided on the application, the applicant is not eligible, ISAC sends a Notice of Ineligibility.
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Programs Comparison

A comparison chart provides a side-by-side view of the following programs, which are designed specifically for individuals studying to become teachers: ECACE Scholarship, Minority Teachers of Illinois (MTI) Scholarship, Illinois Special Education Teacher Tuition Waiver (SETTW), Golden Apple Scholars of Illinois, and federal Teacher Education Assistance for College and Higher Education (TEACH) Grant.
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You may either scroll through this page, or click on any of the following links to go directly to a specific topic: Program Description Eligibility Participating Schools How to Apply (submit 2023-24 applications by August 7, 2023) Required Documentation Attending More than One College during Same Term What's Next Details

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Teachers from all over the country, representing every type of school, have helped us build Dare to Lead #daringclassrooms. Below are Learning Lab videos of educators asking their toughest questions about applying this work in classrooms, and sharing their wisdom about what works and what doesn't.

11 min watch
How do you become open to this work when instinctually you want to shut it down?

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Teachers from all over the country, representing every type of school, have helped us build Dare to Lead #daringclassrooms. Below are Learning Lab videos of educators asking their toughest questions about applying this work in classrooms, and sharing their wisdom about what works and what doesn't.

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Illinois Early Childhood Preschool Inclusion Vision

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Illinois Early Childhood Preschool Inclusion Vision

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Illinois Early Childhood Preschool Inclusion Vision Toolbox 2023

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Aurora University: GRADUATE EDUCATION INFORMATION MEETING MA in Educational Leadership with PrincipalEndorsement program

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Aurora University: GRADUATE EDUCATION INFORMATION MEETING MA in Educational Leadership with PrincipalEndorsement program

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Indian Trail Jr. High Flyer March 2023-1

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SCARCE Environmental Education and Book Resources for Children and Families 

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SCARCE Environmental Education and Book Resources for Children and Families 

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Jean Kent

Jean started at SCARCE in 2015 as an environmental educator, focusing on presenting interactive programs and coordinating the specifics of each to meet the unique needs of every group or individual. She holds a Masters in Education and effectively teaches all topics and age groups. Her passion and enthusiasm for the environment inspires everyone she works with.

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Jean Kent Jean started at SCARCE in 2015 as an environmental educator, focusing on presenting interactive programs and coordinating the specifics of each to meet the unique needs of every group or individual. She holds a Masters in Education and effectively teaches all topics and age groups.

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2023 Sharing a Vision Early Childhood Conference 

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2023 Sharing a Vision Early Childhood Conference 

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Registration includes access to all SAV events, including general session, all workshop sessions, conversation stations, innovation showcase, and exhibit hall. Pre-conference registration is separate from conference registration. The Attendee Registration Brochure and Online Registration Link are provided below. Please read through all registration information on this page prior to registering.

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Early Childhood Developmental Screenings 

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Early Childhood Developmental Screenings 

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Early Childhood Developmental Screenings Spanish Flyer

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Early Childhood Developmental Screenings Spanish Flyer

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Early Childhood Providers Immigrant, Refugee, Undocumented, and Mixed Status

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Early Childhood Providers Immigrant, Refugee, Undocumented, and Mixed Status

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Access-Early Childhood Provider Guidance to Support Families

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Infant and Young Children Pyramid Model 

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Infant and Young Children Pyramid Model 

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National Center for Pyramid Model Innovations

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What is the Pyramid Model?

The Pyramid Model is a framework of evidence-based practices for promoting young children's healthy social and emotional development.

Who uses the Pyramid Model?

The Pyramid Model provides guidance for:

early childhood special education personnel

early intervention personnel

early educators

families

other professionals

Who created the Pyramid Model?

The Pyramid Model was developed by two national, federally-funded research and training centers: The Center for the Social and Emotional Foundations for Early Learning (CSEFEL) and Technical Assistance Center on Social Emotional Intervention for Youth Children (TACSEI). These centers' faculty represent nationally recognized researchers and program developers in the areas of social skills and challenging behavior.

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Basics - National Center for Pyramid Model Innovations

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The Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children(Pyramid Model) NCPMI's role in the Pyramid Model It is our goal to provide states with the technical assistance and training to establish the systems and policies needed to adopt and sustain the implementation of the Pyramid Model.

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Alternative Early Childhood Education Licensure 

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Alternative Early Childhood Education Licensure 

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The Alternative Educator Licensure Program (Alt Cert) option at National Louis University (NLU) allows teaching candidates to work in a school in Illinois under an experienced teaching mentor while also earning their Master of Arts in Teaching (M.A.T.) and Alternative Professional License (APE).

Which Programs Are Offered?

Program Structure

The Alternative Educator Licensure Program is designed to be completed in two years. Candidates start in the summer with intensive education courses before they begin working as the teacher of record in the fall.

All Alternative Educator Licensure Program candidates will complete an intensive summer jumpstart experience that incorporates course work and field experiences.

Candidates in the Special Education Alternative Educator Licensure Program will complete six weeks of summer coursework during the first year (two weeks of on-site coursework on the Chicago campus during the second and third weeks of July, low-cost housing is available). Candidates will also complete one week of onsite coursework in during the second summer of the program. The remainder of the coursework and field experiences will be completed remotely utilizing synchronous and asynchronous instruction along side placements in the field.

Candidates in the Early Childhood and Elementary Alternative Educator Licensure Program will complete six weeks of summer coursework. On campus attendance at the Chicago campus is required every other week during the six-week jumpstart program. Candidates will also complete one week of onsite coursework in during the second summer of the program. The remainder of the coursework and field experiences will be completed remotely utilizing synchronous and asynchronous instruction along side placements in the field.

Candidates who finish their summer coursework, field experiences, and pass the content test are eligible for the Alternative Professional License, which will allow them to teach in the State of Illinois.

Requirements for Alternative Educator Licensure Program

For Hiring Districts

Are you seeking to fill teaching vacancies with qualified, energetic candidates? You can hire NLU's Alternative Educator Licensure Program candidates as full teachers or co-teachers.

Districts must provide each candidate with a qualified teaching mentor. The principal must complete a comprehensive assessment of the candidate, as well. A district representative must also meet regularly with an NLU representative to ensure the candidate is supported.

Interested?

Interested school districts should email Wendy Gaeding at wgaeding@nl.edu.

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Alternative Certification | National Louis University | Chicago, Illinois | Tampa, Florida

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The Alternative Educator Licensure Program (Alt Cert) option at National Louis University (NLU) allows teaching candidates to work in a school in Illinois under an experienced teaching mentor while also earning their Master of Arts in Teaching (M.A.T.) and Alternative Professional License (APE). The Alternative Educator Licensure Program is designed to be completed in two years.

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How We Teach

In a HighScope preschool program, teachers ignite children's interest in learning by creating an environment that encourages them to explore learning materials and interact with adults and peers. We focus on supporting early learners as they make decisions, build academic skills, develop socially and emotionally, and become part of a classroom community.

Active learning is at the center of the HighScope Curriculum. It's the foundation of young children gaining knowledge through their natural play and interactions with the environment, events, and other people.

Adult-Child Interaction

Teachers act as partners, working alongside children and communicating with them both verbally and nonverbally to encourage learning. Key strategies for adult-child interactions are sharing control with children, communicating as a partner with children, scaffolding children's play, using encouragement instead of praise, and taking a problem-solving approach to supporting children in resolving conflicts.

Learning Environment

To create a predictable and active learning environment, teachers arrange and equip the classroom with diverse, open-ended materials that reflect children's home, culture, and language. The room is organized and labeled to promote independence and encourage children to carry out their intentions.

Daily Routine

A consistent framework for the day provides a balanced variety of experiences and learning opportunities. Children engage in both individual and social play, participate in small- and large-group activities, assist with cleanup, socialize during meals, develop self-care skills, and exercise their small and large muscles. The most important segment of the daily routine is the plan-do-review sequence, in which children make decisions about what they will do, carry out their ideas, and reflect upon their activities with adults and other children. These higher-level thinking skills are linked to the development of executive functions, which are needed to be successful in school and life.

Assessment

Ongoing child assessment is also an underlying component of the HighScope Curriculum. Objective anecdotal observations of children collected throughout children's natural play allow teachers to assess child progress and plan meaningful learning experiences.

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A comprehensive, research-based curriculum carefully designed to provide a rich academic foundation and foster child creativity and independence.

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Differentiate Learning
for Every Child

Individualize instruction by understanding how children's abilities progress and supporting them with unique color-coded progressions that show the typical development of skills from birth through third grade. Effectively scaffold learning experiences to respond to each child's current strengths and needs, including those with disabilities, with embedded guidance and strategies located on curricular resources.
See it in Action View Our Top Rating

Promote Language and Literacy Skills

Each day, utilize daily resources focused on language and literacy skill development, and read aloud using our children's book collection and Digital Children's Library from a wide range of genres that explore life in other cultures, celebrate diversity, spark curiosity, and inspire children's imaginations.
Integrate Language and Literacy Daily Inspire a Love for Reading

The Creative Curriculum provides a scalable way to support a novice teacher to grow into a masterful teacher.

Aaron Ross-Franco, Early Childhood Education Coach

Edmonds College, Bellevue, WA

The Creative Curriculum is a rigorous framework of study that is developmentally appropriate while still meeting the needs of individual learners. The team of experts at Teaching Strategies have supported our district in ways that exceed expectations.

Carrie Pearson, Ed.D., Director Early Learning Program

Keller Independent School District, Keller, Texas

More Reasons to Love The Creative Curriculum for Preschool

Improves Kindergarten Readiness

Read an independent study exploring the effectiveness of The Creative Curriculum for Preschool.
Read the Study

Supports the Whole Child

Watch the video to learn more about our whole-child approach and how it supports academic learning alongside social-emotional, cognitive, and physical development.
Explore Whole-Child eBook Watch the Video

Research-Based. Field Proven.

Early childhood development research provides the foundation for The Creative Curriculum for Preschool.
Read About Our Research

Aligned to Your Early Learning Standards

Our preschool curriculum is aligned to early learning guidelines in each state and the Head Start Early Learning Outcomes Framework, so you can demonstrate that your program is meeting all requirements while focusing on the needs of individual children.

View State Alignments
Head Start Alignments

Improve Learning Outcomes for Every Child

Let us help you begin your journey of transforming your program with The Creative Curriculum for Preschool.
Talk to an Expert

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Preschool Curriculum - The Creative Curriculum - Teaching Strategies

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The Creative Curriculum for Preschool is a comprehensive, research-based preschool curriculum that helps teachers nurture children's curiosity and encourage learning through play.

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Tools of the Mind gives teachers the tools to ensure every child becomes a successful learner, developing the underlying cognitive, social and emotional skills needed to reach his or her highest potential. "Tools is both developmentally appropriate and appropriately challenging." Supervisor of EC Special Education, Lexington Public Schools, MA Learn to play, play to learn to improve outcomes!

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Language Translation and Interpreter Services 

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Language Translation and Interpreter Services 

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Illinois Language Service s provides over 10 years of experience and consistent dedication to our customers. We are a full service Interpretation and translation company based in the Chicago area. We offer services in all major languages. Our services include document translation, on site Interpretation and American Sign Language (ASL) Interpretation.

ILS provides services to Medical Centers, Hospitals, Doctor Offices, Law Firms, Courts, School Districts, Insurance Companies, Major Corporations and more. We offer competitive pricing, rapid response and all our clients have access to our secure, online scheduling system.

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Illinois Language Service s provides over 10 years of experience and consistent dedication to our customers. We are a full service Interpretation and translation company based in the Chicago area. We offer services in all major languages. Our services include document translation, on site Interpretation and American Sign Language (ASL) Interpretation.

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Reality, Equality, Equity, Justice, Inclusion

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Reality, Equality, Equity, Justice, Inclusion

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Understand Each Child's Needs Based on Developmentally Appropriate Milestones

The assessment model used in GOLD follows widely held expectations for children from birth through third grade and enables a whole-child approach to assessment. Color-coded progressions guide teachers toward selecting and adapting activities that support each child's development and learning, including those with disabilities. Meaningful reports inform classroom practices and individualized instruction.
View Our 38 Objectives

GOLD helps us to also look at each child as a whole. We really like the reports. They are parent-friendly and make it easy to show where their child is and where we want to see them by the end of year. GOLD is very easy to use and doesn't take a ton of time.

PreK Teacher, Acadia Academy

Formative Assessment Made Powerful
for Administrators

Aligned to Your Early Learning Standards

GOLD aligns to early learning guidelines in each state and the Head Start Early Learning Outcomes Framework, so you can demonstrate that your program is meeting all requirements while focusing on the needs of each individual child.

View State Alignments
View Head Start Alignments

Research-Based

GOLD is research-based, validated, and shown to be effective
by extensive independent research.

Sharpen Your Assessment Skills

Powerful professional development options are available to enhance your GOLD efficacy and boost learning outcomes.
Explore Professional Development

Drive better learning outcomes.

Get GOLD today and begin using the most reliable and scalable formative assessment solution to inform your instruction and improve outcomes for the children in your classroom.
Talk to an Expert

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Teaching Strategies GOLD - Formative Assessment for Early Learning

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Discover GOLD - a research-based formative assessment solution for early education programs. Aligned to early learning standards

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Early Language and Literacy Classroom Observation 

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Early Language and Literacy Classroom Observation 

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Tool name

ELLCO K-3

Use to evaluate

Classroom structure, curriculum, language environment, books and reading, and print and writing

Age range

K-3

Completed by

Researchers, supervisors, program directors, principals, administrators and/or teachers

Time commitment

Approximately 1-1½ hours

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Tool name ELLCO K-3 Use to evaluate Classroom structure, curriculum, language environment, books and reading, and print and writing Age range K-3 Completed by Researchers, supervisors, program directors, principals, administrators and/or teachers Time commitment Approximately 1-1½ hours

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A central figure in the history is Loris Malaguzzi, who together with the Municipality and several local administrators and citizens, especially women, contributed to the birth and development of Reggio Emilia's network of municipal Infant-toddler Centres and Preschools.
Loris Malaguzzi
The history of Reggio Emilia's municipal infant-toddler and preschools is profoundly woven...

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Reggio Children - Reggio Emilia Approach

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The Reggio Emilia Approach® is an educational philosophy based on the image of a child with strong potentialities for development and a subject with rights.

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Authentic Discovery

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Early CHOICES: A Preschool LRE Initiative

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Early CHOICES is an Inclusion Initiative of the Illinois State Board of Education. We promote increasing high quality inclusive early care and education for each and every child birth to age 5. Our goal is to increase the number of children with disabilities receiving specialized services in regular early care and education settings. Download our Brochure here.

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What We Do Early CHOICES is an Inclusion Initiative of the Illinois State Board of Education. We promote increasing high quality inclusive early care and education for each and every child birth to age 5.

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The Center for Parent Information and Resources

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The Center for Parent Information and Resources

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.

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Educational Rights and Responsibilities:  Understanding Special Education in Illinois

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Educational Rights and Responsibilities:  Understanding Special Education in Illinois

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When I'm 3, where will I be? A Family's Transition From Early Intervention 

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When I'm 3, where will I be? A Family's Transition From Early Intervention 

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When I'm 3 Where Will I Be? A Family's Transition From Early Intervention 

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The Illinois Early Intervention (EI) Clearinghouse identifies and collects research-based and best-practice early intervention information to share with families.

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What every caring adult needs to know about Early Intervention.

A guide to reaching children early with services essential to their growth and development

Tips for Talking to Parents

One of your most difficult tasks may be explaining your concerns about a child's development to his or her parent(s). It is important to keep in mind that you and the family share an ongoing commitment to the best interests of the child.

1. Set a time to talk. This should be a time when you will not be interrupted. Although the conversation can take place by phone, it may be more comfortable in person. Establish early in the conversation that you and the family are on the same team - each of you wants what is best for the child.

2. Encourage the family to speak with their health care or child care professional and to call the Early Intervention Central Directory/Child Find number. A family physician, pediatrician or other health or child care professional can offer advice and refer a child for screening.

3. Reassure them. If a developmental delay is identified, a family needs to know that early intervention services are the first step in helping their child reach his or her potential.

Early Intervention At a Glance

Illinois' Early Intervention Service System serves children under 36 months of age with disabilities or developmental delays, or who are at risk of substantial delays.

Child and Family Connections agencies arrange for developmental evaluations and assessments. They provide service coordination and develop service plans at no cost to families.

Families of eligible children receive Individualized Family Service Plans (IFSP) listing services the child and family are entitled to receive. Families are linked to a large network of skilled providers.

Families are charged fees (based on ability to pay) for some ongoing early intervention services, and the family's health insurance may be billed for the cost of services.

Under federal law, eligible families have a right to early identification, timely referral and assessment, an Individualized Family Service Plan (IFSP), and early intervention services as determined by the IFSP process. Child and Family Connection must complete the evaluation and IFSP within 45 days.

A Cause For Concern

As someone who cares about children, you know that no two children are exactly the same-- each one is unique.

Most differences are nothing to worry about, but in some children the differences can signal a special need. If you are close to a child, you may be the first person to notice warning signs.

The earlier a delay or disability is identified, the better the chance is that intervention services can help a child reach his or her potential.

Early Intervention Makes a Difference

Illinois has a statewide, family-centered service system to find and help children who are eligible for early intervention services as defined in Part C of the Federal Individuals with Disabilities Education Act.

Regional Child and Family Connection agencies arrange for evaluations and assessments for children under three. Evaluations and assessments are provided at no cost to families.

Families with eligible children receive an Individualized Family Service Plan, which lists the services and supports that must be made available to the family.

Children eligible for Early Intervention services are experiencing delays in at least one of these areas:

cognitive development;

physical development, including vision and hearing;

language and speech development;

psychosocial development; or

self-help skills.

Children diagnosed with a physical or mental condition with a high probability of resulting in developmental delays or with certain family circumstances which put them at risk of substantial delays are also eligible.

Payment for Services

Early Intervention services are paid for with a combination of government and family resources. The cost of some services are paid by the program and provided to families at no cost. These include evaluation, assessment, development of a service plan, and service coordination. Ongoing Early Intervention services are paid for by the family's health insurance, when appropriate, government insurance (Medicaid/KidCare), and program funds. Families contribute to the cost of services by paying fees based on a sliding scale.

Early Intervention Services:

Assistive technology devices and services

Audiology, Aural rehabilitation and other related services

Developmental therapy

Family training

Health consultation

Medical diagnostic services (evaluation purposes only)

Nursing

Nutrition

Occupational therapy

Physical therapy

Psychological and other counseling services

Service coordination

Social work and other counseling services

Speech/language therapy

Transportation to services

Vision

Your Role in Early Intervention

When you introduce parents to the family-centered Early Intervention Services System, they join a community of support--from parents already in the system to the service providers who work with the family to meet the child's needs.

The Early Intervention law was passed to assure that eligible children get the earliest possible start on overcoming developmental problems. Health care providers, child care providers, and other professionals who identify a child with a disability or possible developmental delay to refer that child for services right away. The law in Illinois says referrals must be made within two working days.

For the name of the Child and Family Connection agency nearest you, call 1-800-323-4769 (Voice/TTY).

Department of Human Services Early Intervention for Customers section.

For more information or to refer families to the Illinois Early Intervention Services System, call 1-800-323-4769 (Voice/TTY)

The Sooner We Start, The Farther They'll Go

Look What I Can Do

Early Intervention For Young Children With Developmental Delays

Department of Human Services Early Intervention about DHS section.

To order Public Awareness materials call 1-800-851-6197.

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What every caring adult needs to know about Early Intervention. A guide to reaching children early with services essential to their growth and development One of your most difficult tasks may be explaining your concerns about a child's development to his or her parent(s).

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Early Childhood Environment Rating Scale

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Early Childhood Environment Rating Scale

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Early Childhood Environment Rating Scale®, Third Edition | Environment Rating Scales®

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Free or Low-Cost Assistance with Immigration Matters 

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Free or Low-Cost Assistance with Immigration Matters 

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The NACG is the only professional member organization specifically addressing issues about childhood bereavement.

Our network is comprised of professionals, institutions, and volunteers who promote best practices, educational programming, and critical resources to facilitate the mental, emotional and physical health of children who are grieving and those who support them.

Join the Alliance today!

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National Alliance for Children's Grief | Home Page

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The NACG raises awareness about the needs of children and teens who are grieving a death and provides education and resources for anyone who supports them

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The Impact of Dougy Center

Read stories about the positive impact of Dougy Center on children and families who are grieving

Brigitte Lucas began bringing her daughter, Braelynn, to Dougy Center's "Littles" group twice a month after her husband, Ethan, died of COVID just a few days before Christmas in 2021. Dougy Center is one of the few places where Brigitte, Braelynn, and Blaykley can talk about Ethan and feel safe to express whatever they need. Like other young children who are grieving, Braelynn struggled after Ethan's death as she tried to understand what happened. She was tearful sometimes, mad sometimes, and sometimes regressed to earlier developmental stages. Brigitte was amazed when these behaviors began to ease not long after they started a Dougy Center group.

Read the Full Story

Grief Out Loud Podcast

Grief Out Loud is our internationally acclaimed podcast where we talk openly about death, dying, and grief

I've Missed Him At Every Milestone - Bridget

Bridget was in high school when her dad died of a heart attack in 2020. Their relationship was complicated. She loved the way her more creative side came out when they spent time together, but she also struggled with how he kept a lot of his history from her. In grieving for him, Bridget's had to reckon with two things being true at the same time. The first is that in some ways Bridget's life became easier and more stable after he died. The second is the reality that she still loves him, misses him, and wishes he could be there for all the milestones unfolding in her life. This series is a part of an ongoing collaboration between Dougy Center and the New York Life Foundation. We are deeply grateful for New York Life Foundation's tireless support and advocacy on behalf of children and teens who are grieving. read more...

Go to Episode

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The Dougy Center for Grieving Children & Families | Portland, OR

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At the Dougy Center, you'll find grief support, resources, and connection before and after a death. We provide the right place when nothing feels right.

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Illinois Coalition for Immigrant and Refugee Rights

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Illinois Coalition for Immigrant and Refugee Rights

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Illinois Coalition for Immigrant and Refugee Rights

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ICIRR is dedicated to promoting the rights of immigrants and refugees to full and equal participation in the civic, cultural, social, and political life of our diverse society.

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Trauma-Informed Teaching Strategies - ASCD

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Trauma-Informed Teaching Strategies - ASCD

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Vol. 77

No. 2

Abstract

1. Expect Unexpected Responses

2. Employ Thoughtful Interactions

3. Be Specific About Relationship Building

4. Promote Predictability and Consistency

5. Teach Strategies to "Change the Channel"

6. Give Supportive Feedback to Reduce Negative Thinking

7. Create Islands of Competence

8. Limit Exclusionary Practices

Fostering a Feeling of Safety

Small changes in classroom interactions can make a big difference for traumatized students.

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Credit: Shannon Fagan

Abstract

1. Expect Unexpected Responses

2. Employ Thoughtful Interactions

3. Be Specific About Relationship Building

4. Promote Predictability and Consistency

5. Teach Strategies to "Change the Channel"

6. Give Supportive Feedback to Reduce Negative Thinking

7. Create Islands of Competence

8. Limit Exclusionary Practices

Fostering a Feeling of Safety

Up to two-thirds of U.S. children have experienced at least one type of serious childhood trauma, such as abuse, neglect, natural disaster, or experiencing or witnessing violence. Trauma is possibly the largest public health issue facing our children today (CDC, 2019). Traumatized students are especially prone to difficulty in self-regulation, negative thinking, being on high alert, difficulty trusting adults, and inappropriate social interactions (Lacoe, 2013; Terrasi & de Galarce, 2017). They often haven't learned to express emotions healthily and instead show their distress through aggression, avoidance, shutting down, or other off-putting behaviors. These actions can feel antagonistic to teachers who don't understand the root cause of the student's behavior, which can lead to misunderstandings, ineffective interventions, and missed learning time.

Neurobiologically, students can't learn if they don't feel safe, known, and cared for within their schools (Aupperle et al., 2012). When teachers are proactive and responsive to the needs of students suffering from traumatic stress and make small changes in the classroom that foster a feeling of safety, it makes a huge difference in their ability to learn. Here are some examples.

1. Expect Unexpected Responses

First, teachers must learn to put students' reactions into context-and not to take them personally. Students with trauma histories can react and behave in seemingly unexpected ways, such as having a sudden outburst during a favorite activity or crying out of the blue one second after laughing. Teachers may be taken by surprise. They say things like, "But he was fine this morning, I didn't see that coming!" or "She normally loves playing the drums in music class. I have no idea where her reaction came from." This uncertainty leaves the teacher in a constant state of hyper-alertness when interacting with the student. This in turn can result in fatigue, as the teacher is guarded and unable to predict what will happen from one moment to another.

One way to understand these reactions is to think of the student as a soda can, and events that may trigger their trauma stress as shaking that can. We can't tell by looking if the can was recently shaken, but if it was, opening the can results in an unexpected explosive, messy reaction. If a student is triggered and experiencing heightened emotion, even a benign direction such as, "Please move over to make room for Jenny" could result in an "explosion" that the teacher never saw coming. By using trauma-sensitive strategies in the classroom, we can help reduce the times our students are "shaken."

2. Employ Thoughtful Interactions

Traumatized students often behave in ways that may interfere with teaching and learning, which can be frustrating. Teachers are in a position of power, and these students may be overly defensive, anticipating adult criticism, or defiant, as a way to assert control (Jennings, 2018). Yet for traumatized students, the ability to learn and behave appropriately can be person-dependent. When they are with a safe and supportive adult, their behavior reflects that.

Consider this scenario drawn from schools I've worked with: Trevor, a 6th grader whose father overdosed on heroin two years ago and who has witnessed ongoing domestic abuse throughout his childhood, was in Ms. Carlton's class for part of the day and Ms. Finch's class for the other part. Ms. Carlton had a reputation of working well with hard-to-reach kids, and sure enough, Trevor behaved in a stellar way in her class. When he was with Ms. Finch, however, he was sent to the office nearly three times a week for explosive behavior.

The teacher is 50 percent of every interaction with a student: By changing the way we give a direction or respond, we can reduce problematic behavior. Ms. Carlton had taken the time to build a trusting relationship with Trevor and learned to give directions in a way that he would respond well to. Interaction strategies are a type of accommodation that typically go unnamed and unwritten, but they were the reason that Trevor could feel safe and access the curriculum (Minahan & Rappaport, 2012).

If Ms. Carlton had written down the successful strategies she used with Trevor, the list might have started with avoiding authoritative directives such as, "Pick that up." To give Trevor a sense of control, Ms. Carlton always embedded choice in her directions, asking, "Do you want to be in the front of the line or the back of the line?" instead of simply telling him to "line up." This helped prevent a poor reaction (Minahan, 2019).

Ms. Carlton also conveyed respect and transparency by providing the reason behind each direction. Instead of saying, "No backpacks on the floor. I don't want to trip and fall!" Ms. Carlton would say, "Oh dear, I hope I don't fall. I have a bad knee! Could you please move your backpack?" Stating the reason first assured that Trevor knew the context (and necessity) of the demand.

Conversely, Ms. Finch would often go up close to Trevor, tower over him, and say in front of his peers, "Stop tapping your pencil!" This typically ended in a power struggle and Trevor's escalating behavior. Trevor, like many traumatized students, had experienced a loss of control in his life, and power struggles with an authoritative figure were particularly triggering. Ms. Carlton instinctively knew that a more private nonverbal direction could be less confrontational for a student in "fight or flight" mode. She would write, "Please stop tapping" on a piece of paper, put it gently on Trevor's desk without his peers noticing, and then give him space by walking away quickly. When possible, she also gave Trevor extended time to comply with directions to avoid power struggles, asking, for example, "Can you please pick that up before lunch?" rather than, "Pick that up now" (Minahan, 2019). This allowed Trevor time to decompress and respond rationally.

3. Be Specific About Relationship Building

At one point in the year, Ms. Carlton told Ms. Finch that building a relationship with Trevor was key to her success with him, and she suggested that Ms. Finch do the same. Unfortunately, saying, "Build a relationship" is too vague and leaves too much up to the teacher's instincts. Instead, Ms. Carlton could have told Ms. Finch that she greeted Trevor every day at the classroom door and asked him about the Avengers or basketball. She could have told Ms. Finch how she used the "two by ten" rule; she talked to him for two minutes a day for 10 days in a row about topics unrelated to academics or behavior. Whenever Ms. Carlton could see she wouldn't have time for this in the 10-day period, she asked the counselor or special education teacher to cover her class for two minutes so she could go for a walk with Trevor. She repeated this trust-building strategy several times throughout the year, especially after he exhibited anger or frustration and after school vacations and long weekends.

Ms. Carlton skillfully used relationship-building and interaction strategies to work with Trevor. Yet the impact could have been greater had she written and shared those strategies with Ms. Finch and the rest of Trevor's team via a shared document, behavior plan, or student success plan (Minahan, 2019). Likewise, if counselors, school nurses, and psychologists write and share such techniques with each classroom teacher, kids like Trevor, when triggered, wouldn't always have to leave class to find a safe adult.

Not knowing what is coming next can put anyone on high alert, especially traumatized students. Providing predictability through visual schedules of the class agenda or school day can help. Ms. Carlton was adamant about previewing any changes to the normal routine ahead of time (saying, "We are going to have indoor recess today because of the snow," or "The DVD player isn't working so we can't watch a science video at the end of class today"). This prepared Trevor and thus elicited a calmer response.

A teacher's behavior can also feel unpredictable to traumatized students. When students are working independently and quietly-doing what they are supposed to be doing-they don't know when they will get the teacher's attention. But when students are doing the wrong thing-like drumming on the desk with a pencil in each hand or swearing-teachers are more predictable and react quickly! Because predictability is comforting to students with anxiety and trauma histories, they may resort to getting the teacher's attention through inappropriate means. Trevor could get Ms. Finch to react immediately by flipping his water bottle noisily, but could go 20 minutes without so much as eye contact from her when he was quietly reading.

To counter this imbalance and create an overall feeling of safety, teachers can use predictable positive attention (Minahan, 2014). During independent work time, if a teacher says to a student "Great work! I'll be back to check on you," the student has no way of predicting how long they need to wait-and from past experience they know that the teacher may forget to return altogether. Using predictable positive attention, however, the teacher can say, "I am going to check on you in 10 minutes," put a timer on the student's desk, and add, "Come tap me on the shoulder when the timer goes off." If the teacher has many students in the class that could benefit from this, she could transfer the strategy to small groups: "I will check on this desk group at X time."

Another strategy for providing predictable attention, especially for middle and high school students, is to hand an anxious or traumatized student a sticky note with a time on it as they walk into class each day. The first time, the note will need to be explained: "If you don't understand something in class, please don't worry-I am going to check on you during independent work time at 11:45, and I will answer any questions you have then." Ms. Carlton found this strategy comforting to Trevor. This predictable check-in pairs the negative thoughts the student may have ("I don't know how to do this") with a reassuring thought ("But my teacher will be here in seven minutes!"). The student can better tolerate uncomfortable feelings when they know help and a positive interaction are coming. Telling the student what will happen and when and always following through establishes the teacher as a consistent, reliable adult.

5. Teach Strategies to "Change the Channel"

Traumatized students often engage in inaccurate thinking, tending to focus on the negative. Common classroom management strategies often only exasperate this tendency. How many of us have seen frequent movement breaks on a student's IEP or student success plan? It is one of the most common accommodations that we offer to students who seem dysregulated. Unfortunately, during these breaks, students can ruminate on negative memories, current stressors, angry thoughts, or worries. If we ask a high school student who is getting angry and becoming agitated to take a walk, he may ruminate the whole time and return just as angry. Sending a 1st grader to a "calming chair" can leave her to perseverate on worrying thoughts. Instead, we need to help them "change the channel." Both Ms. Carlton and Ms. Finch used breaks with Trevor, but in vastly different ways.

When adults can't sleep, we often read a book or watch TV, which distracts us from uncomfortable thoughts so we can fall back asleep. Teachers can use the same principle for kids with trauma and anxiety: Teach students that their brain is like a remote control that they can use to "switch the channel" to help them calm down (Minahan & Rappaport, 2012). These switching activities are called cognitive distractions or thought breaks and are incompatible with negative thinking. A listening center or "find the picture" activity can be helpful to young children. For older students, you might try Mad Libs, trivia, or more abstract strategies such as counting all the green items in the room, saying the alphabet backwards, or thinking of the first 10 lines of a favorite movie. Ms. Carlton taught Trevor to do Star Wars trivia when he was upset, which helped him calm down quickly. Conversely when Ms. Finch had Trevor go for a walk, his negative thinking would escalate, and he would often not return to class.

6. Give Supportive Feedback to Reduce Negative Thinking

Many traumatized students interpret information through a negativity amplifier. When a teacher says, "Please correct the first problem," the student might hear, "You are stupid." Or a student might report that the teacher screamed at her when the teacher was really using a calm tone, as even neutral facial expressions can be misinterpreted. It is helpful to smile and explicitly say when you are happy with the student, a strategy Ms. Carlton utilized. When giving negative feedback, teachers can use the positive sandwich approach-starting and ending with a positive comment: (1) "I love how you remembered the formula," (2) "You made a small calculation error there," (3) "Great job getting problem #3 correct."

7. Create Islands of Competence

Recognizing areas of strength in students is a powerful way to combat the poor self-concept and negative thinking associated with trauma (Jennings, 2018). To support a more accurate self-concept, teachers can provide what Robert Brooks calls "islands of competence" for students swimming in a sea of inadequacy (2003). When a student thinks negatively, the negative moments during the day tend to weigh more heavily than the positive moments. We need to counter this effect with positive experiences. Educator teams need to ask themselves, "Does the student feel competent during the day?" If the answer is no, contriving an island of competence for the student is in order. Ms. Carlton often asked Trevor to help a younger student or a peer who was struggling in an academic area Trevor was strong in, or had him fix the stapler when it was malfunctioning. She would also point out in a written note to Trevor that he was the first student to finish a math activity. In high school, educators may want to foster students' talents by never letting them drop electives (which might require creativity in scheduling academic support in core classes).

It is important that students experience competence to develop a more accurate self-narrative and to begin to create a positive future picture of themselves. We want them to say, "I really helped that student with her artwork. When I grow up, I could work with kids." Or "I am good at fixing things. I could be a mechanic someday."

8. Limit Exclusionary Practices

Behavior is communication, and we've looked at how traumatized students often communicate feelings through their behavior. Teachers' behavior is also communication-and it may not be communicating the message we are striving to send. Common teacher practices such as ignoring inappropriate behavior, sending students to the office, or sending younger kids to sit alone at a back table or in the hallway can unintentionally trigger students who have experienced abandonment or neglect. We need to remember that when some of our students were young and cried, no one came. Ignoring them can trigger a trauma response and make them feel the teacher doesn't like them or is even happy that they are upset.

Ms. Finch would ignore Trevor when he was expressing anger, such as by crumpling up a paper, growling, or slinging a book from his desk onto the floor. On the other hand, Ms. Carlton responded to such moments at the beginning of the year by validating Trevor's feelings ("I am sorry you are upset" or "I see that you are angry"). This is a much more empathetic approach, will preserve the relationship, and will avoid triggering a trauma response in the student.

Another practice to be cautious about is using time with a preferred adult as an incentive. For example, a principal might say, "If you get all your homework done this week, you and I will have lunch together!" The problem with this is that if the student doesn't get all their homework done, then the principal withholds their attention and time. This implies the relationship is conditional and can trigger an abandonment trauma response for some students. It is better to use one-to-one time with students in a noncontingent way. This way adults are communicating, "I like you for who you are," not "I like you when you behave the right way."

Fostering a Feeling of Safety

Students can't learn unless they feel safe. When it comes to student trauma, there is much that is beyond educators' power, but there is also a great deal they can do to build a supportive and sensitive environment where students feel safe, comfortable, take risks, learn, and even heal.

Reflect & Discuss

➛ As Minahan writes, "Students can't learn if they don't feel safe." What small changes are you willing to try in your classroom to foster a sense of safety among traumatized students?

➛ Think about one of your students who struggles with behavior. How could you help him "switch the channel" when he is upset?

➛ Do you routinely share-and exchange ideas about-what's working with a traumatized student? How could you better improve lines of communication across the whole support team?

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Small changes in classroom interactions can make a big difference for traumatized students.

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Illinois Preschool for All Eligibility Enrollment and Weighted Priority Enrollment Form 

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Illinois Preschool for All Eligibility Enrollment and Weighted Priority Enrollment Form 

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Illinois PFA Eligibility and Weighted Priority Enrollment Form 