Caring School Community

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Program description

Caring School Community, offered by Collaborative Classroom, provides a teaching practices approach to SEL. It includes programming for K-8 and demonstrates evidence of effectiveness at grades 3-6. Translated materials for Caring School Communities are available in Spanish.

Strategies supporting educational equity

Caring School Community features strategies for understanding and customizing for context. This includes school-wide community building activities to help develop teacher knowledge about the cultural backgrounds and perspectives of students. Additionally, teacher manuals provide explicit guidance for customizing the program to meet the needs of students in a given context.

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      • SEL lessons
      • Instructional practices
      • Positive classroom management
      • SEL generalization
      • Systemic support for SEL
      • Group structures
      • Peer mentoring
      • Service-learning
      • School Involvement
      • Activities and Resources for Home
    • Onsite in-person training
    • Virtual training
    • Offsite training
    • Train the trainer model
    • Administrator support
    • Coaching
    • Technical assistance
    • Professional Learning Communities (PLCs)
    • Online resource library
    • Self-report tools for monitoring implementation
    • Observational tools
    • Tools for measuring student success

Evidence of effectiveness

Results from a quasi-experimental designed study conducted over three consecutive academic years (1992-1995; reports written in 1996 and 2000) supported the effectiveness of Caring School Community for elementary school students. This evaluation included grade 4 through 6 students enrolled in urban, suburban, and rural schools in the US Southeast, West, and Northeast. These evaluations found that students participating in the program showed significant improvements in student-reported SEL skills and attitudes compared to students in the control group (outcomes reported 1 year after baseline; however, outcome pretest was not statistically accounted for). Additionally, students in grades 5 and 6 students had significantly less alcohol use compared to students in the control group (outcomes reported 2 year after baseline, while controlling for outcome pretest).

Results from a quasi-experimental designed study conducted in the 2005-2006 school year (published reports written in 2006; Chang & Muñoz; Muñoz & Vanderhaar) supported the effectiveness of Caring School Community for elementary school students. This evaluation included 1,039 grade 3 through 5 students enrolled in urban schools in the US Southeast (district demographics: 58% white, 35% Black, 61% FRPL eligible). These evaluations found that students participating in the program showed significant improvements in student-reported classroom climate and school connection, as well as improvements teacher-reported student-teacher relationship compared to students in the control group (outcomes reported 1 year after baseline, while controlling for outcome pretest).

Results from randomized trial (RCT) conducted over four consecutive academic years the (2002-2006; unpublished report written in 2007) supported the effectiveness of Caring School Community for elementary school students. This evaluation included 5,700 grade 3 through 4 students enrolled in urban and suburban schools in the US Midwest. This evaluation found that students participating in the program showed significant improvements in mathematics and communication arts achievement test scores, as well as student-reported altruistic and bullying behaviors compared to students in the control group (outcomes reported 1 year after baseline, while controlling for outcome pretest).

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  • Evidence shown in grades
    3, 4, 5, 6
    School characteristics
      • Rural
      • Urban
      • Suburban
      • Northeast
      • Southeast
      • Midwest
      • West
    Student characteristics
    • Black / African American
    • White
    • Low income
    Percentage Low Income
    • Eligible for FRPL: 61%
    • Improved academic performance
    • Reduced emotional distress
    • Improved identity development and agency
    • Reduced problem behaviors
    • Improved school climate
    • Improved school connectedness
    • Improved social behaviors
    • Improved teaching practices
    • Improved other SEL skills and attitiudes

How does Caring School Community support SEL implementation across multiple settings?

“Caring School Community provides whole-class instruction and three levels of individual interventions to address problem behaviors. Schoolwide supports, Home Connection/Sharing Activities, and a Principal’s Leadership Guide provide activities to support the development of community among students, staff, families, and the community. ”

Get info and pricing on the provider’s website

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References

  • Accepted by CASEL
  • Battistich, V. Schaps, E., Watson, M., & Solomon, D. (1996). Prevention effects of the child development project: Early findings from an ongoing multisite demonstration trial. Journal of Adolescent Research, 11, 12-35.

  • Chang, F., & Muñoz, M. A. (2006). School personnel educating the whole child: Impact of character education on teachers’ self-assessment and student development. Journal of Personnel Evaluation in Education, 19, 35-49.

  • Marshall, J. & Caldwel, S. (2007). Caring School Commmity Implementation Study: 4 year Evaluation Report. Unpublished report.

  • Muñoz, M. A., & Vanderhaar, J. E. (2006). Literacy-embedded character education in a large urban district. Journal of Research in Character Education, 4, 47-64.

  • Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the child development project. Social Psychology of Education, 4, 3-51.

  • Other references
  • Battistich, V. (2000). Effects of a school-based program to enhance prosocial development on children’s peer relations and social adjustment. Journal of Research in Character Education, 1, 1-17.

  • Battistich, V. Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the child development project on students’ drug use and other problem behaviors. The Journal of Primary Prevention, 21, 75-99.

  • Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. The Journal of Primary Prevention, 24, 243-262.

  • Battistich, V., Solomon, D., Watson, M., Solomon, J., & Schaps, E. (1989). Effects of an elementary school program to enhance prosocial behavior on children’s cognitive-social problem-solving skills and strategies. Journal of Applied Developmental Psychology, 10, 147-169.

  • Solomon, D., Watson, M.S., Delucchi, K.L., Schaps, E. & Battistich, V. (1988). Enhancing children’s prosocial behavior in the classroom, 25, 527-554.

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