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 Student40,727 Students Child of Single Mother67.2% African American; Takes Care of Siblings14.7% White; African American Male14.1% Hispanic Translates English for Parent100% Poverty Level Learning DisabilityHigh Violent Crime Exposure Attended Three Schools during SY2011High % Lead Poisoning Receives Free Breakfast and LunchHigh Mobility Rate (31.1%) Given Food Backpack for Weekend22.0% with Disabilities Dental & Vision Services Provided6.7% Limited English Uniform Provided and Laundered2,877 Homeless StudentsEric tell story about letter from student about when Rufus tackled Brutus.Student EthnicityBlack: 67.2 %Hispanic: 14.1 %White: 14.7 %Multi-race: %All others: %SchoolsNumber of Schools: 99Elementary Schools: 70High Schools (9-12): 29StudentsTotal Served: 40,727ADDITIONAL DEMOGRAGPHICS100 %, Economically Disadvantaged6.7 %, Limited English ProficiencyAttendance Rate: 90.8 %Graduation RateClass of 2011 (4-year): 62.8 % (most recent data available)State Report CardAcademic Emergency0 out of 26 indicatorsPerformance Index 75.4AYP-not metValue added-belowFood and Child Nutrition ServicesMeals ServedBreakfast: 3.4 million or 19,000 dailyLunch: 6.4 million or 36,000 dailyTotal Student Meals Served: 9.8 millionMultilingual ServicesStudents who speak a language other than English: 3,631Students receiving Multilingual Program Services: 2,709Multilingual 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 ServicesStudents receiving special education services: 22%, or 8,963 studentsMobility 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 Sy2011Students served daily: 18,224 on CMSD buses, cabs, van services and RTA Buses: 206Bus Depots: 2 -- Lake Center and East 49th Street; administrative offices, Ridge RoadTotal miles traveled daily: 26,683Employees: 5,7633,169 Educational staff; teachers 2,591Financial 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 servicecost per pupil: $15,072 (most recent data available)General Fund Revenue: 2012 – 2013 forecastProperty 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 ServicesConditions for Learning ServicesWhat we do for students with high risk factorsStrategies have been integrated with the Academic Achievement plan using a three tiered approach:Universal promotion and preventionEarly interventionIntensive interventionWhat we do for students with additional risk factorsWhat we do for all of our students
4 Conditions for Learning District Findings Key findings include:Social-Emotional Learning26% of schools (5 high schools and 17 elementary/middle schools) showed increases in the percentage of students who reported adequate or excellent social- emotional learning28% (4 high schools and 20 elementary/middle schools) showed decreasesSafety24% 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 decreasesStudent Support19% of schools (3 high schools and 13 elementary/middle schools) showed increases in the percentage of students who reported adequate or excellent levels of support14% (2 high schools and 10 elementary/middle schools) showed decreasesChallenge24% of schools (4 high schools and 16 elementary/middle schools) showed increases in the percentage of students who reported adequate or excellent challenge21% of schools (2 high schools and 16 elementary/middle schools) showed decreasesSource: 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 PresidentSince the inception of Humanware/SEL the District has;seen a 36% Decrease in CMSD Safety Incidents over 4 yearsseen a 15% Reduction in CMSD SuspensionsCMSD Climate Survey’s that Show Kids in Grades Feel Saferseen an increase in CMSD Attendance of 1%produced Version 1.0 Social & Emotional Learning Standards as part of the Scope & Sequence SYReceived National Funding from the NoVo Foundation
5 Humanware Team Support Today! Denine GoolsbyExecutive DirectorHuman wareBill StencilFlexpert- Internal Programs, Paths, Planning Centers and Crisis DeskEugenia CashFlexpert-SST’s, External Partners, and Quality StandardsExternal SupportAIR Support TeamCASEL/NOVO Support TeamPATHs Support TeamClass Meeting Support TeamInternal SupportCTU Leadership TeamExecutive Director FACEManager Student Hearings & AppealsManager ADM/AttendanceCAO Leadership TeamDr. Michelle Pierre-Farid, Chief Academic OfficerAcademic Superintendents & Deputy Chiefs Assessment & Curriculum & InstructionHumanware 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-CEODeborah AloshenNurse Manager- Nursing, Vision, Dental services & Health-Wellness OutreachCTAG SupportAutumn Wilson, ManagerAdministrative SupportDarlene Toney & Patricia AppleHumanware Executive TeamExecutive Team meets weekly via conference callCAO Leadership Team meets weekly around work
6 WHAT WE DO FOR ALL Assessment: Conditions for Learning Surveys Implemented in May 2008; administered annuallyNew for CFL benchmarks Early Fall, Late WinterSocial & Emotional Learning: PATHSImplemented in school year in PreK-2Implemented in school year in 3-5Current school year PreK-5Social & Emotional Learning Standards: SELembedded into Scope & Sequence curriculum school year & revised SS for school yearCreation of SEL/Academic grade level lessons school yearSocial & Emotional Learning: Class MeetingsImplementation via freshman seminar courseDeveloping a Train the Trainer Plan for school yearSample scope and sequence, posters, and lessonsLate 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 curriculumUse/display the control signals poster in the officeUse/wear the feeling faces (PreK-2)Use the problem solving sheet with studentVisit classrooms regularly to see PATHS lessons in actionMake sure that posters are displayed in the hallway and cafeteriaInclude PATHS conversation in team level meetingsExpectations for Teachers :Acknowledge the PATHS student of the dayFacilitate PATHS lesson twice a weekUse the PATHS concepts (vocabulary, feeling faces, complimenting, and dictionary tool) along with problem solving throughout the dayAttend grade-level professional development through the school yearInclude PATHs conversation in team/grade level meetings
7 SEL Project – Lessons Learned Created Project SummaryHW Team Selected TeachersLesson Development & Review ProcessLessons LearnedPrerequisite 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.pdfSCOPE & SEQUENCECONTENT LESSONsProject RFP
8 Building Blocks for Conditions Intervention at CMSD Screening for Risk Factors: SchoolnetImplemented inNew for SY2013 will be implementing an RTI tab on School netBehavior: Planning CentersImplemented in school yearImplemented Ripple Effects Early Intervention model in school yearIncorporated monthly PICA meetingRedesigned School Counselors monthly meetings to include SEL focus in the AM/career college readiness in the PM for school yearAttendance: Target 11Implemented in school year andGraduation Rate:Linkage Coordinators , Career-College Readiness & Web-Based Credit Recovery /AP strategySTUDENT 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 academicsThe Planning Center Instructional Aide (PCIA) assumes the role of the supportive resource to help students improve their self conceptEvery 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 computerLearning System Tiered Behavioral Support Universal Promotion Targeted PreventionIndividualized Interventionsocial-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-studiesBehavioral Training
10 Building Blocks for Conditions Intervention at CMSD Graduation Rate: Linkage Coordinators , Career-College Readiness & Web-Based Credit Recovery /AP strategyLinkage coordinators Implemented in school yearFor the school year a determination was made to hire two additional linkage coordinators with experience in working with Hispanic male youth who are notFor 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 recoveryImplementation of AP academies as well as on-line AP coursework to service studentsOn-Track graduation reports school yearNOTES: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 cardsStudent of the Day!
11 Building Blocks for Wrap Around Support at CMSD High Risk Behaviors: Student Support TeamImplemented in school yearBegin implementing electronic data collection tool for school yearBuilding bank of interventions connected to RTI tab SchoolNetImminent or Crisis Behaviors: Crisis Response TeamImplemented in school yearMental Health: Dealing with DeathIndividualized Classroom Intervention: PRIM Pre-Referral Intervention ManualImplemented in school yearExpansion of Ripple Curriculum for classroom center being exploredIn 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 years15% Reduction in CMSD SuspensionsCMSD Climate Survey’s Show Kids in Grades 5-8 Feel SaferVersion 2.0 Social & Emotional Learning Standards as part of the Scope & Sequence SYSEL Lesson ProjectNational Funding Received from NoVo FoundationNot On Our Watch Bullying SummitNotes-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. leadersStudents 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- supportsNovo- symposiumMediation conflictionIdentify, nurture and reward student leadership for SEL initiativesAnnual retreat for stakeholders around SEL workThis 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 MapHumanware Team roles and priorities establishedClear Departmental Goals with metrics to chart progressStability in leadershipGROWSContinued fiscal challengesContinue to mesh academic and humanware prioritiesContinue to refine our AAP tool to support CFL prioritiesCMSD is committed to continuing operational investments in Conditions for Learning / Social and Emotional Learning in our schoolsConsulting 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 fidelityImplementing a response to have a CFL formative assessments to compliment academic benchmarks as part of the quarterly building team (AAP) leadership meetings for school yearLast 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: