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The brief outlines a research-practice partnership approach grounded in Essential Actions, and presents district partnership insights focused on conditions for initiating and sustaining systemic transformation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nAUTHORS  \nPartner with caregivers and communities  \nDr. Olivia A. Kelly, Dr. Ally Skoog-Hoffman, and Dr. Robert J. Jagers  \nABOUT THE BELE LEARNING SERIES  \nThe Building Equitable Learning Environments (BELE) network is a diverse collaborative of organizations working to advance equity in education. These organizations range from academic institutions to fellow intermediary organizations. BELE partners share a bold vision of thriving youth, families, caregivers, and communities—and of education systems that are co-created with those they are intended to serve—to foster academic, social, emotional, and cognitive growth and well-being. The Collaborative for Academic, Social, and Emotional Learning (CASEL), the National Equity Project (NEP), and the University of Chicago Consortium on School Research (UChicago Consortium) are part of the BELE Network research and learning team, and are responsible for documenting the network learnings, which are grounded in seven “Essential Actions” and reflected in shared annual aims.  \nWithin BELE, we are producing a series of briefs documenting insights from our efforts to understand how the implementation of initiatives in our BELE partner districts show evidence of social and emotional learning (SEL) in service of equity and excellence, including for students, educators, and school and district leaders. These briefs highlight the conditions necessary to begin and sustain the work of systemic transformation.  \nIn this series, we explore our learnings with our partner districts, aligning each paper to oneof seven BELE Essential Actions. These Essential Actions describe the changes and processes necessary to realize systemic transformation and are meant to give educators, caregivers, and practitioners concrete actions for centering student experience in education.  \nThe goal of this learning series is two-fold:  \n1. To share our action research agenda and the collaborative learnings of CASEL, NEP, UChicago Consortium, and our partner districts regarding the conditions necessary to create and cultivate transformative and equitable learning environments.  \n2. To provide education practitioner-facing recommendations for those looking to begin equivalent work in their district or school.  \nPROJECT ACKNOWLEDGEMENTS  \nDr. Bloodine Barthelus, Jessica Bernstein, Tyrone Martinez-Black, Dr. Brittney Williams, and Samuel Oladipo  \nSupport for the BELE Learning Series is provided by the Raikes Foundation. We are deeply grateful for their support and collaboration.  \nAs part of the BELE Network, CASEL works alongside school districts who seek external collaborators to co-design sustainable models for equitable learning environments adaptable to their local context. Coaching assistance, network resources and tools, and research capacity are aligned with district practitioners’ expert knowledge of their learning communities, keystakeholder relationships, and access to learning environments to formulate, implement, and test student-and adult-level frameworks that are both adaptive and scalable. Underpinned by a collaborative approach, these research-practice partnerships allow cultivated relationships with districts already committed to develop solutions to the ever-present challenge of equitable learning for all students.  \nAs organizations committed to the testing of innovative strategies and actions that are in service of building equitable learning environments for young people and adults, BELE Network partners co-designed a set of design principles known as Essential Actions to guide districts in their programs and initiatives prioritizing equity efforts. The BELE Essential Actions describe the processes (“how”) to make changes necessary (“what”) to realize the systemic transformation needed to create resilient school systems that foster the academic, social, and emotional growth of all young people and their","cbCairGIEdaoTZuq","https://ap.wps.com/l/cbCairGIEdaoTZuq","pdf",10228355,21,"English","# Highlights of This Learning Brief\n## Fourth Essential Action: Partner With Caregivers and Communities\n## Conditions for Building Authentic Partnerships","[{\"question\":\"What is the focus of this BELE learning brief?\",\"answer\":\"It focuses on the fourth Essential Action: Partner With Caregivers and Communities, emphasizing the importance of cultivating and sustaining relationships to support equitable learning and social-emotional growth.\"},{\"question\":\"How does the BELE network structure its learning series?\",\"answer\":\"It produces briefs that document insights from partner district efforts to show evidence of social and emotional learning in service of equity, aligned to one of seven Essential Actions.\"},{\"question\":\"Why are caregiver and community partnerships important in BELE’s framework?\",\"answer\":\"Because systemic transformation depends on education systems that are co-created with the people they are intended to serve, enabling resilient school environments and whole-child well-being for all students.\"}]","Collaborating With Communities and Caregivers - Conditions for Building Authentic Partnerships | PDF",1792048705,53]