The approach:

• helps students understand implicit and explicit bias through a culturally sensitive lens 
• provides multiple approaches (including measures of youth perception and self-assessment) to demonstrate understanding
• provides students with choices that align with their interests
• aligns with principles of Universal Design for Learning (UDL) so that students are engaged, informed, and empowered to access and represent their learning in multiple ways

The approach:

• places students, not skills, at the center
• addresses differences in students’ executive function capacities
• is age-appropriate 
• is founded on a curriculum that is based on a theory of obstruction (i.e., what happens when issues related to EL status, disability, racial prejudice and bias, or trauma inhibit development of key skills and capacities) 
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The approach:

• provides developmental learning opportunities through in-school and out-of-school programs
• includes activities that families can work on with students (including ELs and students with disabilities, or any students whose families may face barriers to participation)
• encourages coordination between stakeholders, such as in-school and out-of-school learning providers, case managers, families, students, industries, and other community partners
• uses measures that are appropriate and accessible for diverse families and community stakeholders

The approach:

• uses the level of inclusion (as measured by student reports and full participation of student subgroups in activities) as a key indicator to assess school climate outcomes
• measures skills at multiple times and through multiple ways (using UDL), leading to a comprehensive assessment without deepening student anxiety or biasing results
• builds on student assets, develops skills, and supports meaningful student engagement
• collects data that lead to actionable steps for schools to create a positive and inclusive school climate 

The approach:

• equips educators to differentiate instruction for each learner  
• uses measures that do not disadvantage learners based on individual identities, including disability status, language, race, ethnicity, income, immigration status, housing situation, gender identity, and/or sexual orientation
• includes built-in accommodations for students with disabilities 

The approach:

• provides resources and explicit professional development for adults to ensure that each is equipped to support student growth
• provides educators with meaningful choice and emphasizes positive work environments that support the social and emotional needs of adults working with students 
• defines explicit roles for adults who work with students with intersectional identities, including special and general educators and specialized instructional support personnel 
• reflects a multi-tiered system of supports (MTSS) approach that includes universal positive and proactive Tier I strategies for all learners, more structured Tier II instruction for those struggling, and intensive strategies for Tier III

The approach:

• includes a holistic assessment of the student to understand whether physiological and safety needs are being adequately met
• accounts for the depth of needs, including adverse childhood experiences (ACEs) and external trauma students experience, that may inhibit learning 
• provides opportunities to build and maintain positive adult and peer relationships
• emphasizes healthy nutrition, exercise, and sleep habits