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​Please scroll down to read our Unconditional Education blog posts.

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OUR UE MODEL AND SERVICES

UE Recovery Programs Focus on Reducing Absenteeism, Supporting Family Engagement

5/15/2023

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Chronic Absenteeism was a huge problem in education long before COVID, and it has only worsened in recent years (NPR.org). When students aren’t in the building, they obviously don’t have the chance to benefit from all the tiered supports and services available on their campus. Thus, their academic, behavioral, and social-emotional growth can lag behind further and further. This struggle is pronounced in communities that have been (and continue to be) marginalized and harmed by the inequities caused by structural racism in our society. 

The COVID pandemic pushed our sectors of education and community wellness in so many ways.  It also led to some additional funding pathways intended to encourage schools and systems to implement innovative approaches to meet the exacerbated challenges at hand.

Valor Collegiate Academies in Nashville, TN utilized their federal recovery funds to partner with Seneca Family of Agencies (a California-based nonprofit mental health organization) to develop and pilot an innovative model of school-based wraparound to reduce chronic absenteeism.  

For every student (and family) who is struggling with school attendance, there are unique circumstances and barriers at play. So to effectively address chronic absenteeism, we need service models that are flexible, holistic, and able support the student and family in whatever domains need attention and help. 

Through a strengths-based approach, the Compass Care model engages families, builds a shared understanding of the barriers they’re facing, and collaborates with them in designing action steps and strategies to overcome the challenges.  We also build partnerships with community organizations to help families and school communities access additional resources. 

Barriers to school attendance and academic success often occur in domains that schools have not typically had adequate resources or staffing capacity to support, such as basic needs, physical health considerations, housing/eviction protection, etc.  Equipping school-based Family Partners with the tools, training, and resources necessary to provide effective holistic support to students and families strengthens families’ networks of support and sets students up for greater academic success and future opportunities. 

Through staff interviews during our 2-year pilot at Valor, we’ve also learned that our program is having an impact on teacher wellness. As one Valor staff member said, “[Compass Care] answers the questions of a lot of teachers: ‘I’m doing a lot for my students in the classroom. I know there’s more going on in the kid’s/family’s life. What can we do? How can we have more time and attention for those additional needs?' That’s the gap that the Compass Care Team fills for us.”  We will be working to further explore and assess ways our program can continue to have a positive impact on teacher wellness and retention.
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This video lifts up the voices of students, family members, and staff in speaking to the impact of the work and the data we gathered through the first year implementing this program.
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Blog Post Written By: Jason F. Keppe, Director of School Partnerships 
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The Importance of Centering Youth Voice in Their Services

5/1/2023

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Our Unconditional Education team is always eager to learn more about how we can best support the youth we serve. Every Spring we administer our annual Student and Client Satisfaction Survey that solicits feedback directly from youth ages 8 years old and above across all our school-based programs to capture their unique perspectives, highlights, ideas, and feedback on how we can grow.
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With 430 total student responses (approx. 60% of total population), here are some highlights from this year’s Student and Client Satisfaction Survey:
  • 87% said that Seneca staff appreciate my strengths, talents, and accomplishments.  
  • 84% said that Seneca Staff help me to share my ideas about my experiences and who I am.
  • 81% said that Seneca Staff care about my culture, values, and beliefs and asks me questions about them.
  • 91% said that Seneca Staff believe in me and my ability to achieve my goals.
  • 85% said that I have say in choosing my own therapy or behavior goals.
  • 77% said that I have met my therapy or behavior goals with the help of Seneca staff.
  • 90% said that Seneca staff believe I can do well, even when things are hard.
  • 88% said that Seneca staff make time to have fun with me.
​Youth were given opportunities to provide examples of how their lives have changed with Seneca, things that they have learned, and how we can improve our services and support. Some key themes voiced by the youth surveys are that they have more friends and stronger relationships, are feeling happier and doing better in school, and are learning skills and staying safe at school and home. Here are a few positive quotes that embodies those themes:
“I feel pretty good. I do have to say I have learned a lot more since I came to Seneca, so friends and relationships have been going pretty good.”

“I feel a lot more conscious about my actions and how I perceive my relationships. I now understand what a healthy relationship looks like and should feel like overall.”

“I haven't really fought with my little brother much and I have more friends than usual.”

“I am able to say my words better to my friends.”

“I've been able to excel greatly in school because I've been more on-task and focused."

“I have a lot of friends and I work really hard with my schoolwork. Sometimes schoolwork can be hard, but I still try my best.”

“I am able to manage my feelings, stay in class and do all my work without problems. I feel connected with my school community.”

“[My therapist] has helped me with how to be safe and that there are positives that I can look forward to.”
“I am better at telling people when I am angry.”

“Well, I got better with my anger issues. Now when I get mad I walk away or when I'm playing I just take a deep breath. Also, my behavior in class is good, getting better and I'm grateful that I have my therapist.”
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“I have learned new methods to cope with my stress and sudden sadness, like counting in my head and using meditation to calm myself down.”
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Blog Post Written By: William Chiang, Strategic Initiatives Project Manager  
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Diversity, Equity and Inclusion Resource: National Equity Project

4/21/2023

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Happy countdown to the end of the 2022-2023 school year! I have received requests for more tools and resources to support Unconditional Education (UE) partner's intentions to develop equitable cultures and systems. One resource I want to highlight is The National Equity Project.  An Oakland-based organization, 

"The National Equity Project is a leadership and systems change organization committed to increasing the capacity of people to achieve thriving, self-determining, educated, and just communities".  Their mission is to, "...transform the experiences, outcomes, and life options for children and families who have been historically underserved by our institutions and systems".

The National Equity Project is a well respected organization that has developed tools and frameworks that UE is integrating into our trainings and resources. Two examples are: Liberatory Design and Constuctivionist Listening. In addition, The National Equity Project has other tools and resources that can be shared and utilized with UE schools and school districts.. For further information, please check out the following links: 
​

Resources — National Equity Project
Tools — National Equity Project

Best of luck the rest of this semester!! Please feel free to reach out with resource suggestions or questions. 

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​Blog Post Written By: Dev Cuny, Assistant Director of Implementation

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Engaging in Service Learning

3/20/2023

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A connection and sense of togetherness has been a foundation and central to human experiences since….our existence! For many of us, our sense of purpose comes from the feeling that we are a part of something bigger than ourselves or that there is something that we give not only to individuals around us but to the collective. This belonging and life contribution enables us to develop a stronger sense of personal and collective identity. I am not talking about volunteering, more so I am speaking to Service-Learning.

I hope I am not making assumptions here, but I feel many of us came into this field wanting to support young people through their some of their most influential years of development. Why not engage them in Service-Learning?  At its foundation, Service-Learning enables one to develop critical reflection, deepen sense of understanding on complex causes of social dilemmas, and enhance collaboration.

How to get started:
Let’s start off by brainstorming. Take some time to think about your communities and what is needed. Is there an area that needs a new paint job? An area that needs some cleaning (spring is around the corner)? Are there shelters in need of supplies, money that needs to be raised, food that needs to be distributed? Once we have the idea, how can we engage our clients and colleagues and what we as a unit can offer. I am consistently humbled by the skills, knowledge, and passion of the young people that we are with and am a firm believe that the possibilities are endless. As a general sense of some ideas:

Giving Tree – Food Drive, Shoe Drive, Blanket Drive (Student’s place items under the Christmas Tree and items are donated to the cause of choice)
Shoebox for Soldiers – One box is placed in each classroom to fill up for soldiers.
Community Clean-Up – Do what needs to be done in a community area to clean it up.
Crafts for the Elderly – Create a craft for a nursing home.
Letters – Create letters or cards for patients in the hospital, soldiers, police officers, etc.
Blankets – Create simple tie blankets for a homeless shelter or animal shelter
Teaching – Older kids can teach younger kids about an important topic
Perform – Have students put on a play or music concert in the community
Re-live History – Interview and write reports about the history of your neighborhood

Clinicians, therapist, counselors….I encourage you to bring these ideas into your sessions and work with youth. Parents, caregivers, aunts, uncles, bring these practices inside your homes and families. Let’s develop community together! 
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Blog post written by: Daniel Perez, Director of School Partnerships
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"We will REST!"

2/28/2023

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Hey Everyone! In the spirit of our DEI commitments and amplifying BIPOC voices, I wanted to share a resource. Theologian, activist, and the author of Nap Ministry, Tricia Hersey, also known as the ‘Nap Bishop,’ lifts-up the idea of radical rest for BIPOC communities— leaning into rest not just as a form of self-care, but as a tool for LIBERATION and RESISTANCE.
 
Hersey writes,
 
“My rest as a Black woman in America suffering from generational exhaustion and racial trauma always was a political refusal and social justice uprising within my body. I took to rest and naps and slowing down as a way to save my life, resist the systems telling me to do more and most importantly as a remembrance to my Ancestors who had their DreamSpace stolen from them. This is about more than naps. It is not about fluffy pillows, expensive sheets, silk sleep masks or any other external, frivolous, consumerist gimmick. It is about a deep unraveling from white supremacy and capitalism. These two systems are violent and evil. History tells us this and our present living shows this. Rest pushes back and disrupts a system that views human bodies as a tool for production and labor. It is a counter narrative. We know that we are not machines. We are divine.” (Hersey, T., 2023)
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So often folxs of color feel like we need permission to take a break. Let us release the guilt and idea that we must earn rest and lean into the idea that it is our birthright! Hersey provides a hotline, 1-833-LUV-NAPS (588-6277), that supports us on our journey. I hope that you find it helpful. Wishing you a RESTful week ahead!
 
In solidarity,
Nicole ​

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Blog Post Written By: Nicole Reinosa, Assistant Director of Implementation 
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Reflections and Intentions: Mid-Year Data Insights

1/23/2023

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Ah January, a month for celebration, reflection, and new intentions. Similarly in UE, we spend time this year reflecting on our work through feedback we received from our School Partners on the year so far. Just before the winter break we conducted our Mid-Year Partner Survey, soliciting feedback across our 69 school partnership sites to highlight our successes and, just as important, our areas for growth that will help us to hone our intentions through the end of the year. 
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We are excited to report participation in our survey across programs was our highest yet from 97% of partner schools with over 600 individual responses!
 
The Mid-Year Partnership Survey asks our partners how we are doing with components of the UE Model related to Culture and Climate, Direct Services, Progress Reporting and Equity. For students receiving direct services at our school sites, we asked our partners four questions: 
  • ​If they find the provider(s) of these interventions to be professional and collaborative
  • If the providers are knowledgeable and skillful in helping teachers to implement classroom interventions to support students receiving this service
  • If teachers feel well informed about what their students are working on and what growth they are making with Seneca.
  • If Seneca staff work to collaboratively explore racial identity, historical racism, and implicit/explicit bias and the ways these impact students’ needs and experiences in the classroom.
This year, both questions about staff being Professional and Collaborative and Knowledgeable and Skillful averaged above our goal of 80% at 93% and 86% respectively! We are very excited by these positive responses and that our partners continued to feel supported by their school site teams.

As in past years, data collection and reporting continue to be a program priority (#datatellsastory) and little by little this is an area where, at this mid-year point, we saw an increase to 75%, up from 74% last year and headed towards our goal for the year of at least 80% which we are hopeful to hit in our End of Year Surveys! 
 
Our second, and equally important program priority, is our commitment to equity (#opportunityoveroppression) and to disrupt the ways in which our existing systems create barriers to educational access and opportunity particularly at the intersection of race, economic attainment, and ability status. This is the second year that we have included our question about “working collaboratively to explore racial identity” and we are encouraged that for the second year we have averaged above our goals of 80%. Not only did we meet our goal though but continued to climb, reaching 85%, up from 81% last year.
 
We know however that there is more to the story than just the numbers and, to get the full picture we also elicit specific feedback and suggestions from our partners on where we can continue to improve practice. Equally important to the many highlights and celebrations we received are the areas for growth that partners ask for in order to recalibrate on our commitments and efforts in support or positive student outcomes. This feedback is crucial to our reflective process and setting our intentions for the remainder of the year. This year, we saw some similar themes emerge across our partners: A) wanting to hear more about goals and progress students are making, B) receive more training and guidance to implement classroom interventions, C) increase small group interventions provided, and D) for more school-wide professional development opportunities provided by Seneca.

“I would just like to know a little more about strategies that the therapist uses with my students, so that I can be sure to implement the same strategies in my classroom.”
 
“It would be great to get a little more insight on what the student's specific goals are and how they are trying to work towards those. That way, I could better support in the classroom!”
 
“It would be nice to have group sessions with students because the small groups seem to work well.”
 
“If possible, it would be great if Seneca therapists can facilitate groups or work in partnership with other therapists to co-facilitate groups.”
 
“I think Seneca staff could do more training to best support other students in the classroom.”
 
“More time for PD's presented by Seneca, such as escalation cycle, behaviors, data collection, etc.”
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We look forward to hearing from our partners again during our End-of-Year Partnership Survey. While we wait, here are just a few of the incredible highlights shared from the year so far:
“There is a strong partnership between Seneca leadership and the School Admin team. I feel that we are collaborating effectively. A particular strength has been our work around professional development this year for the entire school staff. These have felt impactful.”
 
“Something that is going well this year with the Seneca partnership is the strong relationships being built between Seneca providers, students, and other staff members. The partnership continues to support school staff members with interventions that have helped students make tremendous progress towards their individual goals.”
 
“I believe school culture has been positively impacted by our Seneca partnership, specifically I feel like scholar voices have been uplifted by our partnership.”
 
“Very positive impact on culture. They address myriad aspects of school culture, from students to staff. They are responsive and quick, but also methodical.”
 
“Student behavior has improved. There has been a shift in the way students respond to conflict. I believe it is due to the structure and support from our Seneca staff working with our school admin.”
 
“Seneca therapists are always there when a student needs support.  There is always a change for the better when Seneca becomes involved with a student.”
 
“Students begging to get back into the social skills group b/c of the support and growth they experienced there.”
 
“As staff I feel supported and appreciated through the emails we received every Wednesday. For me it is a way to lift myself up when I have needed it the most. I have been supported in my classroom when I called for support with some students and I have seen staff coming to my classroom with other students and seeing how she engages with them and how she makes an impact on them is always a reminder on how important it is to have our Seneca coach here.”
 
“I receive regular updates on what skills students are practicing in their sessions so that they can continue to practice these newly learned skills in non-therapeutic contexts.”
 
“We couldn't have survived without Seneca and their support system a few years back when they first came on campus. Our behavior needs were so intensive. Now behaviors are leveling out thanks to in part the strategies they have taught our students and the support the students receive.”
 
“The service providers from Seneca with whom I have contact have been exemplary in the care they demonstrate for meeting the needs of the students with whom they work as well as in communicating with me and other staff members about the implementation of strategies for improving service provision to these students.”
 
“Our clinicians' care for the students is transparent, warm, and consistent. I really feel we are in this together and all our kids are ALL our kids. My students express positive feelings towards our clinicians.”
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​Blog Post Written By: Jordan Ullman, Assistant Director of Assessment and Evaluation
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Financial Wellness in 2023

1/17/2023

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Oh HI, Linzy here with the Operations Strand. Come over here, I have something that your future self will love…
2023 has arrived and the Ops team has their money on their mind during this season of intention!
We are making 3 big money moves for this month’s PLC sessions. Read on and join us on the journey.
  1. On 1/27 from 10 – 12, we are attending Seneca’s Financial Wellness Presentation and Q & A on retirement options and benefits.  This will be led by HR Director, Lori Slominski and a representative from The Standard (that company that runs our retirement accounts).  The session will include a full walk through of what the agency offers, plus how to navigate available resources within the Standard website.  All staff are invited, so keep an eye out for an email from Lori next week to get registered.
  2. Wanna do something for YOU? Right NOW?!  Take a look at how your 403B is doing by logging onto https://portal.standard.com/my-home/.  Once you log in, go to “My Account” and check our your “Retirement Readiness Snapshot”. You can make real time adjustments to your score from that page – your future self will thank you!
  3. Check out this quick article by the Career Contessa on creative money saving techniques and tailor your plans to your personal financial goals.​
When it comes to Financial Wellness, diversifying your approach is the way to go – so go toward the green money making light and design a plan that works for you!​
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Blog Post Written By: Linzy Gustafson, Director of Implementation 


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BOOK HIGHLIGHT: ‘My Grandmother’s Hands’ by Resmaa Menakem

6/21/2021

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White-body supremacy is always functioning in our bodies. It operates in our thinking brains, our assumptions, and mental shortcuts…But it operates most powerfully in our lizard brains, inciting the fight, flee, or freeze response … (Menakem p.6)
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As part of Unconditional Education’s commitment to ongoing growth and development, staff have spent time diving into the work of great leaders in the field of healing centered approaches to community care. As part of this process, we are hoping to ground our relationships with students, families, and each other in ways that acknowledge and address a more holistic and culturally grounded view of trauma and healing.

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One guiding text has been Resmaa Menakem’s My Grandmother’s Hands, which invites readers to take a voyage through the historical perpetuation of racialized trauma, diving into the history of white body supremacy and its impact. Menakem evokes his readers to acknowledge, understand and heal from the somatic effects of this racialized trauma. He recognizes the role of these somatic responses in one's ability to protect themselves from historical and ongoing harm and suggests that this kind of perpetual harm and the associated somatic impact require a different type of healing than may be traditionally applied in mental health work. The reading explores the somatic responses racialized trauma can have on both the “black-body”, “white-body” and also presents an array of healing practices. The book provides a balance of both theory and practice, asking the reader to slow down, reflect, and engage in specific healing practices at the end of each chapter.

Menakem realizes racialized trauma stems from white supremacy that is deeply embedded in American society. More importantly, Menakem teaches readers trauma is simply an irrational reaction that can be passed intergenerationally and subsequently causes a fight, flee or freeze response that can show up in (and often hinder) everyday interactions. In understanding the somatic effects of racialized trauma Menakem teaches readers how to navigate white supremacy to reach healing while acknowledging healing practices are often painful and challenging.

Sometimes people are accustomed to overriding their feelings and pain to get by day to day, until something/someone challenges them to think differently and seek change. It is only by doing the healing work that we can learn to relate and move differently together in the world.  I would recommend My Grandmother’s Hands to anyone who is looking to heal from what can appear to be a somatic-conditioned lifestyle. My experience with this book’s practices brought serenity and a new level of understanding to responses of intergenerational trauma. 

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Blog Post Written By: Lauren Williams, Mental Health Counselor
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Returning to Our Bodies: Caring for Ourselves to Bring Our Full Selves

4/29/2021

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“The more consciously we inhabit our bodies and surrender to the flow of life in us, the more that flow moves us towards wholeness, connection and fulfillment…. Coming back into our bodies isn’t easy and takes courage, but aliveness itself is our strongest ally in the process.”                                        
                                                                                                                                                                                  -Alta Starr
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​As many of our schools and students have returned to in-person learning, I urge us to resist returning to the status quo. The past year of immense loss and global grief has given us space for deep healing, connections, and engaging in generative practices of self-care. 

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While our bodies will remember the habits and memories of the physical life that existed before the pandemic, we can utilize alternative practices to slow down and deepen our somatic awareness. Centering and grounding practices like meditation, centering, yoga, stretching, deep breathing, quiet reflection, physical exercise, and rest are more important than they’ve ever been. As we move towards a world with more justice, liberation, joy, and freedom, our bodies – and the connection between our body and mind – are essential. 

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I’ve compiled a list of community organizations, activists, and practitioners who are connecting practices of liberation to our bodies. Integrating these somatic and embodiment practices into our everyday allows us the opportunity to act more consistently in alignment with our values even when we are under pressure. Take a moment to explore the offerings below and see if you can create a new normal with your body. Make your practice your own. Do not rely on punishment if you miss a centering activity or are unable to easily incorporate this into your life. Small moments of rest and reflection whether that be when your day begins, before you step in a classroom, a post workday ritual, or 60 seconds of mindfulness on your break time can be the political or self-care practice we need to continue to engage in this work with dignity, care, and compassion as our full selves.

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Media:
The Nap Ministry on Instagram
Generative Somatics on Instagram
Self-Care Is For Everyone online store
Prentis Hemphill LinkTree
  • Podcast: Finding Our Way
  • Video Practices: Street Somatics & Centering Practice
Adrienne Maree Brown LinkTree
  • Podcast: Centering at the End of the World Practice

​Literature:
Resmaa Menakem LinkTree
  • Book: My Grandmother’s Hands

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Blog Post Written By: Mackenzie Boyle, Program Manager (SOAPS)
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Unlock Creativity - FREE MasterClass

4/15/2021

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Hey All-In!  Join us in Unlocking Creativity for youth this Spring!

​In honor of Arts Education Month, Seneca is thrilled to provide FREE MasterClass subscriptions to our community (Students, Seneca Staff AND School Partners) thanks to Elevate Oakland's #MasterClassGrants program.

Visit https://lnkd.in/gUfsPWe to learn more and claim your free membership today! #UnlockCreativity

​This is an AWESOME resource - check it out!

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Blog Post Written By: Linzy Gustafson, Assistant Director of Implementation
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