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CMSD- Context for Social Emotional Learning

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Presentation on theme: "CMSD- Context for Social Emotional Learning"— Presentation transcript:

1 Social and Emotional Learning Investments Six Years Later Cleveland Metropolitan School District

2 CMSD- Context for Social Emotional Learning
District Data Meet One CMSD Student 40,727 Students Child of Single Mother 67.2% African American; Takes Care of Siblings 14.7% White; African American Male 14.1% Hispanic Translates English for Parent 100% Poverty Level Learning Disability High Violent Crime Exposure Attended Three Schools during SY2011 High % Lead Poisoning Receives Free Breakfast and Lunch High Mobility Rate (31.1%) Given Food Backpack for Weekend 22.0% with Disabilities Dental & Vision Services Provided 6.7% Limited English Uniform Provided and Laundered 2,877 Homeless Students Eric tell story about letter from student about when Rufus tackled Brutus. Student Ethnicity Black: 67.2 % Hispanic: 14.1 % White: 14.7 % Multi-race: % All others: % Schools Number of Schools: 99 Elementary Schools: 70 High Schools (9-12): 29 Students Total Served: 40,727 ADDITIONAL DEMOGRAGPHICS 100 %, Economically Disadvantaged 6.7 %,  Limited English Proficiency Attendance Rate :  90.8 % Graduation Rate Class of 2011 (4-year):  62.8 % (most recent data available) State Report Card Academic Emergency 0 out of 26 indicators Performance Index 75.4 AYP-not met Value added-below Food and Child Nutrition Services Meals Served Breakfast: 3.4 million or 19,000 daily Lunch: 6.4 million or 36,000 daily Total Student Meals Served: 9.8 million Multilingual Services Students who speak a language other than English: 3,631 Students receiving Multilingual Program Services: 2,709 Multilingual instructional services offered in 15 languages ( Arabic, Cambodian, Chinese/Mandarin/Cantonese, French, Hindi, Nepales, Polish, Romanian, Russian, Somali, Spanish, Swahili, Ukrainian, Urdu, Vietnamese) Number of schools which offer foreign language instruction: 45.  Special Education Services Students receiving special education services: 22%, or 8,963 students Mobility rate outside district: 24.7% of students in the district less than a full academic year (2010 – 2011) Mobility rate within district: 31.1% of students in same school less than a full academic year (2010 – 2011) Transportation Services Sy2011 Students served daily: 18,224 on CMSD buses, cabs, van services and RTA  Buses: 206 Bus Depots: 2 -- Lake Center and East 49th Street; administrative offices, Ridge Road Total miles traveled daily:  26,683 Employees:  5,763 3,169 Educational staff; teachers 2,591 Financial Information  $1.22 Billion total annual budget $ 653 Million General Funds $ 181 M Special revenue funds (primarily state & federal grants) $ 306 M Capital Projects $   59 M Internal service funds $   15 M Debt service cost per pupil:  $15,072 (most recent data available) General Fund Revenue: 2012 – 2013 forecast Property Tax % State grants in aid 67.7 % Property Tax allocation % Other  % General Fund expenditures ($642 million) Salaries & benefits                   61 % Charter School tuition               20 % Other purchased services       15 % Supplies, fees, equipment         4 % General Fund Expenditures – budgeted Certified (teachers) Staff, salary & benefits                              $ 299 M Operations, non-certified staff, other, salary & benefits          $ 94 M Outside tuition payments -charter, vouchers, other districts  $ 175 M Purchases - repairs, technical, supplies, textbooks               $  45 M Transportation                                                                                $  15 M Utilities                                                                                             $  13 M

3 CMSD Model for Academic Achievement
Academic Achievement Services Conditions for Learning Services What we do for students with high risk factors Strategies have been integrated with the Academic Achievement plan using a three tiered approach: Universal promotion and prevention Early intervention Intensive intervention What we do for students with additional risk factors What we do for all of our students

4 Conditions for Learning District Findings
Key findings include: Social-Emotional Learning 26% of schools (5 high schools and 17 elementary/middle schools) showed increases in the percentage of students who reported adequate or excellent social- emotional learning 28% (4 high schools and 20 elementary/middle schools) showed decreases Safety 24% of schools (1 of 17 high schools and 19 of 68 elementary/middle schools) showed increases in the percent of students who reported adequate or excellent school safety, 38% of schools (3 high schools and 29 elementary/middle schools) showed decreases Student Support 19% of schools (3 high schools and 13 elementary/middle schools) showed increases in the percentage of students who reported adequate or excellent levels of support 14% (2 high schools and 10 elementary/middle schools) showed decreases Challenge 24% of schools (4 high schools and 16 elementary/middle schools) showed increases in the percentage of students who reported adequate or excellent challenge 21% of schools (2 high schools and 16 elementary/middle schools) showed decreases Source: American Institute of Research- Synthesis of 2008–2011 Conditions for Learning Survey Results-CMSD, October 19, 2011 Jennifer Sable, Senior Researcher Sandra Eyster, Managing Researcher, Jeffrey Poirier, Senior Researcher, David Osher, Vice President Since the inception of Humanware/SEL the District has; seen a 36% Decrease in CMSD Safety Incidents over 4 years seen a 15% Reduction in CMSD Suspensions CMSD Climate Survey’s that Show Kids in Grades Feel Safer seen an increase in CMSD Attendance of 1% produced Version 1.0 Social & Emotional Learning Standards as part of the Scope & Sequence SY Received National Funding from the NoVo Foundation

5 Humanware Team Support Today!
Denine Goolsby Executive Director Human ware Bill Stencil Flexpert- Internal Programs, Paths, Planning Centers and Crisis Desk Eugenia Cash Flexpert-SST’s, External Partners, and Quality Standards External Support AIR Support Team CASEL/NOVO Support Team PATHs Support Team Class Meeting Support Team Internal Support CTU Leadership Team Executive Director FACE Manager Student Hearings & Appeals Manager ADM/Attendance CAO Leadership Team Dr. Michelle Pierre-Farid, Chief Academic Officer Academic Superintendents & Deputy Chiefs Assessment & Curriculum & Instruction Humanware Advisory Team- meets bi-monthly includes everyone above as well as others below: *School Psychologist*Intervention Flexpert*Transformation Flexpert*Manager Safety and Security*Flexpert SIG Extended Day*Flexpert Foundations*President CCAS*Eric Gordon-CEO Deborah Aloshen Nurse Manager- Nursing, Vision, Dental services & Health-Wellness Outreach CTAG Support Autumn Wilson, Manager Administrative Support Darlene Toney & Patricia Apple Humanware Executive Team Executive Team meets weekly via conference call CAO Leadership Team meets weekly around work

6 WHAT WE DO FOR ALL Assessment: Conditions for Learning Surveys
Implemented in May 2008; administered annually New for CFL benchmarks Early Fall, Late Winter Social & Emotional Learning: PATHS Implemented in school year in PreK-2 Implemented in school year in 3-5 Current school year PreK-5 Social & Emotional Learning Standards: SEL embedded into Scope & Sequence curriculum school year & revised SS for school year Creation of SEL/Academic grade level lessons school year Social & Emotional Learning: Class Meetings Implementation via freshman seminar course Developing a Train the Trainer Plan for school year Sample scope and sequence, posters, and lessons Late Spring 2012 the first leadership symposium called “For Goodness Sake” for peer mediators and other interested middle and high school leaders. TWO RETREATS: Last year, there were two SEL retreats, that will be continued this year. The retreats have been and will continue to be funded through NoVo. They have served as occasions to increase capacity as SEL leaders at all levels, including central office. This year we are working on a model that will include more principals and teachers. Expectations for Principals : Be knowledgeable about the PATHS curriculum Use/display the control signals poster in the office Use/wear the feeling faces (PreK-2) Use the problem solving sheet with student Visit classrooms regularly to see PATHS lessons in action Make sure that posters are displayed in the hallway and cafeteria Include PATHS conversation in team level meetings Expectations for Teachers : Acknowledge the PATHS student of the day Facilitate PATHS lesson twice a week Use the PATHS concepts (vocabulary, feeling faces, complimenting, and dictionary tool) along with problem solving throughout the day Attend grade-level professional development through the school year Include PATHs conversation in team/grade level meetings

7 SEL Project – Lessons Learned
Created Project Summary HW Team Selected Teachers Lesson Development & Review Process Lessons Learned Prerequisite knowledge needed: SEL by virtue of its difference, necessitates a different type of mindset and prerequisite knowledge to write a lesson. Knowledge needed: Having a vision of your class as a learning community and the skills and steps to create that clear understanding of child development (Yardsticks); Understanding how that influences decisions needed for identifying activities being designed/learning strategies being used. The social and emotional skills needed to be part of a learning community and knowledge of cooperative structures to enable students to practice those skills (Think/pair/share; fishbowl; accountable talk; heads together) PPTS\Sample SEL LPGR11Late2.pdf SCOPE & SEQUENCE CONTENT LESSONs Project RFP

8 Building Blocks for Conditions Intervention at CMSD
Screening for Risk Factors: Schoolnet Implemented in New for SY2013 will be implementing an RTI tab on School net Behavior: Planning Centers Implemented in school year Implemented Ripple Effects Early Intervention model in school year Incorporated monthly PICA meeting Redesigned School Counselors monthly meetings to include SEL focus in the AM/career college readiness in the PM for school year Attendance: Target 11 Implemented in school year and Graduation Rate: Linkage Coordinators , Career-College Readiness & Web-Based Credit Recovery /AP strategy STUDENT OF THE DAY: Fullerton has a student of the day for all grade levels! PLANNING CENTERS: Our paraprofessionals have also had their leadership capacity enhanced through SEL: We have continued to develop the leadership of our Planning Center Instructional Aides (PCIAs) through an immersion into the world of SEL. They are continuously gaining an understanding of SEL and its connections to student achievement. The sessions with CASEL consultants have proven priceless in their development. As our PCIAs gain this understanding of how the work they do supports the district’s commitment to SEL, it redefines their work as leaders while helping them reframe the concept of time out spaces in schools. The Planning Center is a proactive setting designed to help students problem solve ways to develop appropriate school behaviors and reduce recidivism. In the planning center, students are exposed to social emotional interventions and remedial supports for academics The Planning Center Instructional Aide (PCIA) assumes the role of the supportive resource to help students improve their self concept Every PreK-12 district school building has a designated PC room

9 PLANNING CENTERS (PC) Ripple Effects software program is a curricula for systematic, positive behavioral training in many areas: social-emotional skill building, suspension alternatives, character education, violence prevention, diversity appreciation, pregnancy prevention, AIDS/HIV awareness, bullying, and more. skills are broken down into bite-size, learnable elements, and combined them in different ways to solve behavioral, health, and social challenges. New SY Overwhelming support- targets this year are to expand teacher and school counselor usage of the tool. RIPPLE effect – interactive computer based program that students enter into the computer Learning System Tiered Behavioral Support Universal Promotion Targeted Prevention Individualized Intervention social-emotional skill building, suspension alternatives, character education, violence prevention, substance abuse prevention, health education, diversity appreciation, pregnancy prevention, AIDS/HIV awareness, bullying, and more. Case-studies Behavioral Training

10 Building Blocks for Conditions Intervention at CMSD
Graduation Rate: Linkage Coordinators , Career-College Readiness & Web-Based Credit Recovery /AP strategy Linkage coordinators Implemented in school year For the school year a determination was made to hire two additional linkage coordinators with experience in working with Hispanic male youth who are not For school year four diversity coordinators have been hired, adding professional development opportunities around culturally relevant pedagogy (CRP) to our CMSD educators. Increase opportunities for students during the school year to engage in credit recovery Implementation of AP academies as well as on-line AP coursework to service students On-Track graduation reports school year NOTES: CTAG DIVERSITY COORDINATORS: The primary objective of this component is to equip educators with the tools and knowledge through a motivational framework in an effort to bridge the cultural gaps that may exist in the classroom. all day Symposium at the Barbara Byrd Bennett Professional Development Center for Cleveland teachers as an introduction to this specific work. Over 80 CMSD teachers attended the Symposium, along with CMSD administration, and a representative from the Ohio Department of Education’s Office of Educational Reform. Participants were eager to learn about such topics as “Culture in the Classroom, Reshaping your Curriculum Using Culturally Relevant Pedagogy, and Communicating with High Expectations”, all presented by the CTAG Diversity Team. A special workshop on “Why Race and Culture Matter in Schools” was be presented by National Expert, Dr. Tyrone Howard. The new CTAG Diversity Component that will roll out this month in 12 of CMSD’s High Schools. Transition activity with feeling cards Student of the Day!

11 Building Blocks for Wrap Around Support at CMSD
High Risk Behaviors: Student Support Team Implemented in school year Begin implementing electronic data collection tool for school year Building bank of interventions connected to RTI tab SchoolNet Imminent or Crisis Behaviors: Crisis Response Team Implemented in school year Mental Health: Dealing with Death Individualized Classroom Intervention: PRIM Pre-Referral Intervention Manual Implemented in school year Expansion of Ripple Curriculum for classroom center being explored In addition, our SEL expectations for school leaders now include a stronger focus on data to support SEL development. We are beginning to create and implement the use of electronic data collecting tools for our initiatives. A tool has been designed for the planning center that documents the students served, infractions or self referrals and interventions received. We are in the process of building a bank of interventions for an electronic tool that will be used by our Student Support Teams during meetings to document students referred, specific plans for the students and effectiveness of the interventions. We have also piloted our first round of the Conditions for Learning survey which we will be administering throughout the year to analyze student perceptions of school climate, challenge, safety, and an understanding of SEL. This data source will assist us as we identify necessary adjustments in our schools. Given this greater availability of data, SEL is now a measure of leadership accountability addressed at the Academic Achievement Plan sessions. The Student Support Team (SST) is a problem- solving group of school staff located in each school. It is the goal of the team to address student needs in a timely manner to help them achieve in school. The SST is comprised of a building administrator, qualified teacher, and an assigned school psychologist or school counselor. Additional people are invited as needed. The SST identifies interventions that will address student tardiness, behavior issues, or difficulties blocking successful learning.

12 Humanware- SEL Why We Know It Works
36% Decrease in CMSD Safety Incidents over 4 years 15% Reduction in CMSD Suspensions CMSD Climate Survey’s Show Kids in Grades 5-8 Feel Safer Version 2.0 Social & Emotional Learning Standards as part of the Scope & Sequence SY SEL Lesson Project National Funding Received from NoVo Foundation Not On Our Watch Bullying Summit Notes- Last year we hit our target 11 goal we now strive for seven! New slogan for continuation of the district wide attendance strategy to build awareness through grade-banded attendance lessons. Great example of HW/Academic merging together for a district-wide awareness strategy which yielded results

13 NOT ON OUR WATCH! FALL 2012-district wide anti-bullying initiative entitled "Not on our Watch." (N.O.W.) Effort was organized in collaboration with “Facing History and Ourselves.” Each school selected five to ten students in grades 8-12 to serve as the N.O.W. leaders Students viewed the movie "Bully" Students attended a one day Summit -workshops from various organizations. Students developed a work plan for their building that will be shared with their school Academic Achievement Team. The initiative was a huge success and was documented by CNN and local media. Activities at Summit Included: Warning signs of unhealthy relationships, upstander/bystander roles in bullying situations, building relationships, strategies to respond to name-calling/stereotyping, cyber bullying and the creation of a video or song about bullying were the topics covered at the Summit. The students are becoming the student voice for leading the charge against bullying situations and improving the school environment. In addition to the Summit, we worked in conjunction with the Bully X project to transport approximately 7000 ninth grade to view the movie “Bully.” Peac Teacher- supports Novo- symposium Mediation confliction Identify, nurture and reward student leadership for SEL initiatives Annual retreat for stakeholders around SEL work This symposium will provide an opportunity for participants to learn more about mediating disputes, conducting anti-harassment workshops and organizing community service projects.

14 CMSD’s Next Steps-Glows/Grows
Continue to refine District Strategy Map Humanware Team roles and priorities established Clear Departmental Goals with metrics to chart progress Stability in leadership GROWS Continued fiscal challenges Continue to mesh academic and humanware priorities Continue to refine our AAP tool to support CFL priorities CMSD is committed to continuing operational investments in Conditions for Learning / Social and Emotional Learning in our schools Consulting Services - the American Institutes for Research (AIR) and Collaborative for Academic and Social Emotional Learning (CASEL): Implemented in school year as a five-year gradual-release strategy to ensure Humanware Audit Recommendations are adhered to with fidelity Implementing a response to have a CFL formative assessments to compliment academic benchmarks as part of the quarterly building team (AAP) leadership meetings for school year Last year, there were two SEL retreats, that will be continued this year. The retreats have been and will continue to be funded through NoVo. They have served as occasions to increase capacity as SEL leaders at all levels, including central office. This year we are working on a model that will include more principals and teachers. The enhancement of principal leadership included SEL workshops and the distribution of two leadership resources purchased with NoVo funds. The resources were a book titled “Leading with Trust,” and Leadership Metaphor cards to help principals build team leadership and to recognize the impact of various leadership styles on the school environment. Our premise for this type of outreach to principals is that SEL cannot flourish in contexts were adult relationships are less than respectful and supportive. These resources enabled principals to include an intentional focus on the adults in the building by including segments on topics such as trust and relationship building during staff meetings throughout the year. During the school year, supporting the ownership and delivering a clear message to families and the community regarding SEL was an important piece. We have shared the initiatives in buildings through written communication, parent leadership meetings, Parent University sessions and the distribution of PATHS clings which outline the skills learned by students during PATHS lessons. We will continue to enhance our contact with parents and the community using written communication and professional development sessions.  The final leadership group to have their leadership skills influenced our SEL-related work is Cabinet level leadership:


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