Toolbox Home Lorem Ipsum
An overview of what this toolbox
offers, highlighting resources and
providing quick links to offerings.
Building Blocks
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Building Blocks
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and Sustaibility
Direction
Self-direction
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Curiosity
A process in which learners take the initiative in planning, implementing and evaluating their own learning needs and outcomes, with or without the help of others.
Identity
Civic Identity
The desire to engage and understand the world, interest in a wide variety of things and preference for a complete understanding of a complex topic or problem.
Resilience
Positive adaptation during or following exposure to adversities that have the potential to harm development: (a) developing well in the context of high cumulative risk for developmental problems (beating the odds, better than predicted development), (b) functioning well under currently-adverse conditions (stress-resistance, coping) and (c) recovery to normal functioning after catastrophic adversity (bouncing back, self-righting) or severe deprivation (normalization).
Masten, A., (2007).Agency
A student’s individual decision-making and autonomous actions.
Tenacity
Academic Tenacity
The beliefs and skills that allow students to look beyond short-term concerns to longer-term or higher-order goals, and withstand challenges and setbacks to persevere toward these goals.
Dweck, et al., (2011).Self and School
Mindset
Growth Mindset
Wherein students ascribe to the belief: my ability and competence grow with my effort.
Efficacy
Self- Efficacy
The perception that one can do something successfully.
Farrington, et al., (2012).Belonging
Sense of Belonging
A sense that one has a rightful place in a given academic setting and can claim full membership in a classroom community.
of School
Relevance of School
A student’s sense that the subject matter he or she is studying is interesting and holds value.
Readiness
Awareness
Self- Awareness
The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
Relationship Skills
Functions
Executive Functions
The cognitive control functions needed when one has to concentrate and think, when acting on one’s initial impulse would be ill-advised. Core executive functions include cognitive flexibility, inhibition (self-control, self-regulation) and working memory. More complex executive functions include problem-solving, reasoning and planning.
Development
Attachment
A deep and enduring emotional bond that connects one person to another across time and space.
Management
Stress Management
Constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person.
Regulation
Self- Regulation
Regulation of attention, emotion and executive functions for the purposes of goal-directed actions.
Healthy Development
A deep and enduring emotional bond that connects one person to another across time and space.
Constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person.
Regulation of attention, emotion and executive functions for the purposes of goal-directed actions.
School Readiness
The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
The ability to take the perspective of, and empathize with, others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school and community resources and supports.
The cognitive control functions needed when one has to concentrate and think, when acting on one’s initial impulse would be ill-advised. Core executive functions include cognitive flexibility, inhibition (self-control, self-regulation) and working memory. More complex executive functions include problem-solving, reasoning and planning.
Mindsets for Self and School
Wherein students ascribe to the belief: my ability and competence grow with my effort.
The perception that one can do something successfully.
Farrington, et al., (2012).A sense that one has a rightful place in a given academic setting and can claim full membership in a classroom community.
A student’s sense that the subject matter he or she is studying is interesting and holds value.
Perseverance
Positive adaptation during or following exposure to adversities that have the potential to harm development: (a) developing well in the context of high cumulative risk for developmental problems (beating the odds, better than predicted development), (b) functioning well under currently-adverse conditions (stress-resistance, coping) and (c) recovery to normal functioning after catastrophic adversity (bouncing back, self-righting) or severe deprivation (normalization).
Masten, A., (2007).A student’s individual decision-making and autonomous actions.
The beliefs and skills that allow students to look beyond short-term concerns to longer-term or higher-order goals, and withstand challenges and setbacks to persevere toward these goals.
Dweck, et al., (2011).Independence and Sustaibility
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A process in which learners take the initiative in planning, implementing and evaluating their own learning needs and outcomes, with or without the help of others.
The desire to engage and understand the world, interest in a wide variety of things and preference for a complete understanding of a complex topic or problem.
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Far far away, behind the word mountains, far from the countries Vokalia and Consonantia. Far far away, behind the word mountains.
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Far far away, behind the word mountains, far from the countries Vokalia and Consonantia. Far far away, behind the word mountains.
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Far far away, behind the word mountains, far from the countries Vokalia and Consonantia. Far far away, behind the word mountains.
Science Concepts
Nature vs. Nurture
The ongoing, dynamic interaction between biology and environment drives all development.
As Fischer and Bidell (2006) explained, “There is no separation of nature and nurture, biology and environment, or brain and behavior, but only a collaborative coordination between them” (p. 383).
Although our DNA is composed of over 25,000 genes, fewer than 10% are ever expressed. Cues from our social and physical world cue a chemical process in our bodies, which determines which genes are expressed, along with how and when. This biological process, called epigenetic adaptation, highlights how our genes and experiences act together to determine how our brains and bodies are shaped.
Academic vs. Social & Emotional
Learning isn't "academic" OR "social and emotional" - students become increasingly capable of complex skills.
The brain’s architecture is made up of trillions of connections, forming complex and integrated structures as experiences create, strengthen, and reorganize connections and eliminate unused pathways.
Average vs. Pathways
Each student is on their own unique developmental trajectory.
There is no such thing as an “average” student. Today, we know that the average rarely represents the individual and that each child develops via pathways that are non-linear and jagged.
Skills develop in fits and starts based on students experiences and social and cultural context, which requires flexible scaffolding and supports to meet students where they are at.
Active vs. Passive
Students are active agents in their own learning and development.
The brain’s architecture is made up of trillions of connections, forming complex and integrated structures as experiences:
- create
- strengthen
- reorganize
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Visual for School & Student
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SHARED LEADERSHIP AND OWNERSHIP
Systems for Responding and Restoring
Expectations, Norms, and Routines
Inclusive, Culturally-Responsible Practices
Sudents
Knowledge
Whole-Child Purpose 1
Doggo ipsum mlem extremely cuuuuuute borkdrive most angery pupper I have ever seen h*ck extremely cuuuuuute, length boy dat tungg tho boof. Lotsa pats doggorino very good spot big ol lotsa pats h*ck, aqua doggo shoob puggo. Blep super chub fat boi dat tungg tho extremely cuuuuuute, you are doing me the shock big ol ur givin me a spook, very hand that feed shibe blop you are doing me the shock. You are doing me the shock blep the neighborhood pupper, very taste wow. you are doin me a concern smol borking doggo with a long snoot for pats extremely cuuuuuute. You are doin me a concern pupper very hand that feed shibe shoob bork ruff, very good spot borkdrive most angery pupper I have ever seen pupper. Clouds waggy wags he made many woofs puggo pats borking doggo, you are doing me a frighten most angery pupper I have ever seen pupper. Vvv thicc long water shoob extremely cuuuuuute many pats smol borking doggo with a long snoot for pats floofs, bork heckin tungg the neighborhood pupper.
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Shoob adorable doggo lotsa pats what a nice floof, heckin good boys and girls most angery pupper I have ever seen. Aqua doggo waggy wags what a nice floof long water shoob maximum borkdrive the neighborhood pupper super chub fluffer, blop long doggo shoob clouds fluffer. He made many woofs very taste wow pupper puggorino the neighborhood pupper you are doin me a concern, noodle horse long water shoob I am bekom fat smol. Yapper ur givin me a spook noodle horse length boy, very good spot waggy wags. Most angery pupper I have ever seen dat tungg tho what a nice floof you are doing me a frighten borkf, smol big ol bork. Very taste wow adorable doggo you are doing me the shock snoot the neighborhood pupper heckin good boys and girls you are doing me the shock, stop it fren snoot clouds thicc. H*ck bork what a nice floof fat boi long woofer smol doge puggorino borkdrive, extremely cuuuuuute very hand that feed shibe shoob wrinkler you are doing me the shock big ol pupper porgo.
Borking doggo pupper very jealous pupper floofs heckin good boys the neighborhood pupper snoot blep, yapper the neighborhood pupper shibe waggy wags very hand that feed shibe many pats. Puggorino what a nice floof fluffer yapper fat boi snoot, doggo smol I am bekom fat. blep boofers most angery pupper I have ever seen. Ruff such treat dat tungg tho porgo sub woofer the neighborhood pupper, boofers dat tungg tho much ruin diet.
Social Awareness/ Relationship Skills
The ability to take the perspective of, and empathize with, others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school and community resources and supports.