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SSS-TAC On-Demand Webinars

To support the implementation of school climate frameworks and research-based practices, we have created the web-based resources.


The content below is designed to provide an overview of concepts, challenges and barriers, recommendations for practice, tools and resources for further learning. They may be viewed independently (e.g. self-directed learning) or as a team for planning or internal professional development purposes. Webinars are grouped into five categories representing key focus areas: Restorative Practices, Chronic Absenteeism, Trauma-Informed Approaches, Data-Based Decision Making and Grant Information.


Session descriptions, speaker/presenter information, and dates are described for each webinar. Handouts or materials included in the presentation are available to download.

Click on a topic below to learn more – and don’t forget to check our upcoming events to register for future offerings!

About the Safe and Supportive Grant Program


The New York State Education Department and Board of Regents are committed to supporting students’ academic, behavioral, and social-emotional health. Social-emotional development plays a key role in the school environment. Research suggests it is associated with motivation to learn, commitment to school, time spent at school, and prosocial behavior.   Participation in programs that focus on prosocial skills can lead to improved academic performance and readiness for postsecondary education and employment.

To demonstrate an acknowledgement of these findings and commitment to this work, $2 million was allocated to create the Supportive Schools Grant Program (SSGP) in the 2018-2019 enacted State Budget. The purpose of these funds is to support initiatives within eligible districts across the state to improve school climate. The SSGP currently funds a variety of activities to increase student engagement, address barriers such as chronic absenteeism, suspension, dropout, bullying and violence, and implement evidence-based practices. The remaining funds were used to create the Safe and Supportive Schools Technical Assistance Center (SSS-TAC).

For more information on the Safe and Supportive Schools Grant award, click here.


1 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011), The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82: 405–432.

2 Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early Social-Emotional Functioning and Public Health: The Relationship between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, 105, 2283-2290.

Restorative Practices

Implementing Restorative Practices to Ensure Enduring Results

This session will look at the research by Elias, Zins, Fraczyk & Weissberg (2003) and ask participants to compare their implementation plans against the factors found in the research to be associated with successful, enduring results for the implementation of SEL programs such as restorative practices. Success stories will be shared.

Lori DeCarlo, Superintendent, Randolph Academy

Culture of Care: Pre-Implementation and Establishing a Baseline

This session will look at Dr. Tom Cavanagh's framework, leading participants to assess their readiness based upon the pre-implementation recommendations. Participants will discuss various sources of school climate data that can inform implementation of restorative practices. An example assessment tool will be provided.

Lori DeCarlo, Superintendent, Randolph Academy

Learning to Host Virtural Circles

Connecting with others solely through virtual ways can feel new, different, and even overwhelming. Many practices we use to communicate and engage for learning rely on being face-to-face. Let's explore how to bridge the gap. In this webinar, we will share a potential process and "best practice" recommendations for implementing virtual restorative circles. 

Lori DeCarlo, Superintendent, Randolph Academy

Implementing Tier 3 Restorative Practices

This session is designed to explore Tier 3 restorative conferences. The focus of this webinar will be on the use of restorative response upon re-entry and/or as an alternative to exclusionary discipline practices. A review of the criteria for a Tier 3 Restorative Conference will be provided, as well as an overview of the critical importance of pre-conferencing. Resources for restorative conferences will be offered, including scripts and guidance on developing an effective written agreement.

Lori DeCarlo, Superintendent, Randolph Academy

Strengthening Family Engagement with Restorative Practices

This brief session will provide two easy-to-implement strategies for engaging parents and families in restorative practices. First, participants will explore how to utilize circle process for Open House or Parent-Teacher Conferences. Then, an example of Virtual Support Groups that apply restorative practices will be shared. The purpose of this session is to demonstrate how circle process and restorative practices can build positive, supportive relationships with students and families.

Lori DeCarlo, Superintendent, Randolph Academy and Restorative Practices Trainer

Tier 1 Restorative Practices

This session will introduce a variety of methods for implementing Restorative Practices school-wide, including: Community Building, academic, SEL, and check-in circles for students, as well as a team meeting circle for staff. An overview of circle guidelines, norms and shared agreements, circle components, how to build trust, and incorporate student voice are also provided.

Lori DeCarlo, Superintendent, Randolph Academy and Restorative Practices Trainer

Tier 2 Restorative Practices

In this session, participants will explore Tier 2 restorative practices as an approach to address conflict or harm that occurs in the classroom or school building. The session includes 1:1 Restorative hallway chat, attendance circles, re-entry circles following a suspension, staff circles, fishbowl technique, classroom problem-solving circles, and circles after a significant community or large scale event. For each strategy, the purpose, who is involved, brief script, and next steps or follow-up are reviewed. Connections are made to school climate and how the use of these strategies can promote a positive, safe, and welcoming environment for students, staff, and families.

Lori DeCarlo, Superintendent, Randolph Academy and Restorative Practices Trainer

Chronic Absenteeism

Using Data to Reduce Chronic Absenteeism

Eight million students are chronically absent nationwide – meaning they miss a month or more of school a year. In this webinar, participations will learn about the negative impact of chronic absenteeism on academic achievement within the context of the Every Student Succeeds Act (ESSA), and will review a toolkit of strategies for using data to reduce chronic absenteeism in a school or district.  Participants will also learn how to lead a weekly attendance meeting for best results.

Sarah Jonas, Executive Director and Sarah Peterson, Director of Research and Development, Office of Community Schools at NYCDOE

Strategies for Reducing Chronic Absenteeism

Schools know that good attendance (>95%) leads to student success in school and in life.  In this webinar, participants will learn about evidenced-based practices, including mentoring, for reducing chronic absenteeism in a school or district. Strategies and tools for family engagement and community partnerships will be provided.

Sarah Jonas, Executive Director and Sarah Peterson, Director of Research and Development, Office of Community Schools at NYCDOE

Approaches to Addressing Chronic Absenteeism

Sarah Murphy, Senior Staff Developer, Safe and Supportive Schools TAC

Office of Community Schools at NYCDOE

This session will provide an overview of Chronic Absenteeism data as well as provide examples of best practices that have been successfully implemented across the country. After a brief definition and overview of chronic absenteeism data on the national and state level, the session focuses on addressing barriers to student attendance and confronting common misconceptions about students who are chronically absent. Throughout the session, we explore what those barriers to attendance might be for students and how a variety of supports can be implemented to both prevent chronic absenteeism and how to engage students and families who are already frequently absent. Additionally, participants will be provided with several case studies of school districts who have implemented innovative strategies to address their chronic absenteeism problem and will discuss what lessons can be taken from these success stories.

Trauma-Informed Approaches

Trauma-Informed Education: Understanding Chronic Traumatic Stress

In the past month, our lives have been drastically changed, and many people - staff, students, and parents - are experiencing some form of chronic stress as a result. In this webinar, learn the immediate and lasting impacts that chronic traumatic stress can have on the brain, reflect on your own experience with chronic stress, and explore trauma-informed approaches to supporting both yourself and others - right now and when you return to the classroom. 

Kat Owens, MSW, Safe and Supportive School Technical Assistance Center

Digging Into Data: School Discipline

This session will focus on data collection and analysis for school discipline. We will discuss “digging into data” around office discipline referrals, suspension, and expulsion. Using a Plan, Do, Study, Act (PDSA) cycle approach, we will drill down into our discipline data, support one another to draw data-based conclusions, and brainstorm strategies for continuous improvement. Self-assessment and problem-solving tools will be provided.

Halley Eacker, M.S., Director, Safe and Supportive School Technical Assistance Center

Data-Based Decision Making

Making School Climate Survey Data Work For You

School Climate surveys can help us learn about stakeholder perceptions of engagement, safety, and the school environment. They’re also critical in measuring progress toward goals to strengthen the school climate. This session will examine the content, structure, and purpose of the Education Department School Climate Survey (EDSCLS) in the context of data-driven inquiry and continuous improvement. Participants will explore how to use data to describe trends and draw conclusions about stakeholder perceptions of school climate. Strategies will be shared to select practices that target core issues and monitor progress. Resources to turn-key this information to staff will be provided.

Halley Eacker, M.S., Director, Safe and Supportive School Technical Assistance Center

Opening Webinar

This webinar was delivered in October to review the purpose and focus of the Safe and Supportive Grant Program. In this session, we review NYSED indicators (e.g. suspension rate, chronic absenteeism), outline an approach to technical assistance and progress monitoring, and provide information on disbursement of grand funds.

Safe and Supportive School Technical Assistance Center

Grant Information

Part 1 - The Basics of Adaptive Leadership

This session will explore the basic understandings of adaptive and technical challenges in our school communities.  This begins a series that is sequential in nature and attendance is encouraged at all three sessions, if possible, for a comprehensive understanding of Adaptive Leadership.

Rebecca Shea, Senior Professional Development Specialist, Measurement Incorporated


Part 2 – The Art and Science of Adaptive Leadership Practices

This session will build off of Part I: The Basics of Adaptive Leadership - Getting Started as we identify ways to mobilize the system and support adaptive challenges in our school communities.


Participants will be able to:

  1. Explore the seven behaviors of adaptive leadership that support school communities as they embark on change initiatives

  2. Identify ways to design effective interventions to support various stakeholders’ voice and perspective

  3. Examine a current change initiative you are responsible for implementing as a personal activity to identify how to support and guide others through adaptive challenges

  4. Analyze ways to productively orchestrate conflict and build an adaptive culture that is reflective and supports continuous learning as an iterative process for your school community

Rebecca Shea, Senior Professional Development Specialist, Measurement Incorporated

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