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New Haven, A City of Great Schools 1. 2 Boost! is both a philosophy and a place. It is the City’s commitment that every child and every school is capable.

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Presentation on theme: "New Haven, A City of Great Schools 1. 2 Boost! is both a philosophy and a place. It is the City’s commitment that every child and every school is capable."— Presentation transcript:

1 New Haven, A City of Great Schools 1

2 2 Boost! is both a philosophy and a place. It is the City’s commitment that every child and every school is capable of excellence given the right conditions for learning – and that those conditions include supporting students and families in their out of school lives. It is also a set of 16 schools which have committed to fully implementing this belief. This unique partnership between the City of New Haven, New Haven Public Schools and United Way of Greater New Haven helps to ensure that children receive high quality supports and services to promote their physical, social, and emotional development, that families are welcomed in schools and engaged in their children’s educations, and that public and private resources for wraparound services are used efficiently and effectively. What is Boost?

3 New Haven, A City of Great Schools3 is an effort to increase focus and accountability around the provision of quality wraparound supports and services within the schools and in the community. complements improvements in schools by “wrapping around” the school day with supports and services that have been shown to contribute to academic success, by: brokering connections among schools, community-based providers and public agencies to support children’s overall development, and assisting schools and community organizations in using data to make deliberate decisions about the services, programs and interventions they chose to utilize to support students. provides a systemic framework that enables communities to understand the impact of services on student learning and to invest resources in a way that maximizes impact on student success. focuses on the following areas: Physical Health and Wellness, Social-Emotional and Behavioral Health, Family Support and Engagement, and Student Engagement/Academic Enrichment. Boost:

4 New Haven, A City of Great Schools Boost! By the Numbers 2011-2013 4 The Basics THE NUMBERS2011-122012-13 2013-14 Boost Schools511 16 Boost Service Corps Members volunteering full time in Boost! Schools 511 16 Community Partners59194 210 Total programs and services available to Boost students 215388 670 Total Students Served 2,5665,6187,257

5 New Haven, A City of Great Schools Why is Boost! Needed? 5 Social-emotional behavioral supports Family involvement and supports Student Engagement Physical health and wellness Description of support area Focuses on the emotional, behavioral, and social well being of students. Designed to facilitate positive learning and develop pro-social skills Designed to facilitate a bridge between schools, families, and community agencies. Addresses “parent voice” within the school system. Involves creating an environment by which students are exposed to rigorous, relevant, personalized learning. Encompasses “student voice” and cultivates youth-adult relationships. Promotes healthy living to include physical activity and nutrition. Identifies, prevents, and addresses health problems to ensure appropriate care for students. What services exist within NHPS (internal)? Individual/Group Counseling Classroom support/consultation Teacher consultation Social skills training PBIS (positive behavior supports) Crisis management Resource/referral services Parent workshops Parenting classes Resource fairs Home visitation Language translation Advisory groups Career advisement Work/study support College Counseling After-school enrichment (academic / extracurricular) School wellness teams Nutrition services Immunizations Health promotion Environmental health Vision/hearing screen Physical fitness testing Why is Boost! needed Students and families engage in similar services outside of the school system, and *coordination* and *coherence* of support has much greater likelihood of success Resources for wraparound services are short, so coordination and alignment between internal and external providers can maximize resources Boost! is building knowledge and systems to helping to prioritize wraparound services in the context of academic and other school system priorities

6 New Haven, A City of Great Schools6 Each school identifies a current staff member to be the Boost! Coordinator – a point person for focusing on wraparound needs and working with external partners. The coordinator works closely with school leadership and a team of representatives from each domain to analyze data and make decisions. Boost! provides schools with indicators on how students are doing in each of the four domains Schools complete Asset Maps which identify current internal and external resources in each domain. School teams look at data up against their assets and identify service gaps. Based on the results of a Request for Information (RFI) released to the community, United Way and District personnel work together to help schools identify services to fill gaps – either though partnership with external community providers or through enhanced district supports. School teams use data throughout the year to track impact of services Boost! provides tools to help keep the lines of communication open between schools and external partners. Boost! schools use Partnership Agreement Forms which clearly lay out, goals, objectives, mutual expectations and responsibilities, communication and data sharing protocols and sustainability planning. How does it work?

7 New Haven, A City of Great Schools7 Identifying Needs 1.What are the needs of the students in your school? Determine common indicators to track needs and improvement over time Wellness Indicator Grade Surveyed This School K-8 Average Goal SOCIAL- BEHAVIORAL HEALTH Students who report feeling safe at school (Climate Survey)5-873.3%74.1% Students bully other students at my school (Climate Survey)5-818.0%26.2% Students who received out-of-school suspensions (Discipline Track)K-84.2%7.4% Students bring alcohol or illegal drugs to school (Climate Survey)K-86.0%5.4% STUDENT ENGAGEMENT Students having 10 or more unexcused absences per year (Tenex)K-828.5%24.6% Students who report they feel good about their school. (Survey)5-842.2%69.2% Student who report there is at least one adult at school that knows them well (Survey) 5-853.0%74.1% Students who report there are activities and programs they look forward to at their school (Survey) 5-824.0%72.0% PHYSICAL HEALTH Students who pass/exceed all 4 state fitness tests (Phys Ed)3-814.7%37.6% Students with known chronic physical or mental condition requiring a school medical plan (Nursing Records) K-831.5%34.6% Students who are overweight (CARE*)5-626.4%19.5% Students who are obese. (CARE*)5-635.5%30.1% FAMILY ENGAGEMENT Parents who attended report card night (Tracking)K-859.4%62.9% Parents reporting that they attended a meeting or conference more than twice per year (Climate Survey) K-861.0%53.6% Parents reporting they feel welcome in the school (Climate Survey)K-888.5%92.0% Students having 10 or more excused absences per year (Tenex)K-820.8%17.7% *The metrics displayed here are not the ideal metrics to measure need. They were compiled based on available data from a variety of internal and external reports and survey results across the district. As the District's emphasis on students' wraparound needs continues to grow, new and better indicators will be included in this status card.

8 New Haven, A City of Great Schools8 X School Asset Map DOMAIN: Student Engagement (Extended Learning Opportunities) Personnel days provided # students/families served Additional details… MonTuesWedThFriK12345678 21 st Century Afterschool CoordinatorXXXX150XXXX PE Teacher/CoachXX35XXXX Library Media SpecialistX15XXXX Programsdays available # students/families servedAdditional details… MonTuesWedThFriK12345678 21 st Century After school Program XXXX150XXXX On site Boys Basketball X X 35XXXX On site Book Club X15XXXX On site Identifying Assets 2. What are the assets in your school? Identify personnel and programs in each domain

9 New Haven, A City of Great Schools9 X School Asset Map DOMAIN: Student Engagement (Extended Learning Opportunities) Personnel days provided # students/families served Additional details… MonTuesWedThFriK12345678 21 st Century Afterschool CoordinatorXXXX150XXXX PE Teacher/CoachXX35XXXX Library Media SpecialistX15XXXX Programs days available # students/families servedAdditional details… MonTuesWedThFriK12345678 21 st Century After school Program XXXX150XXXX On site Boys Basketball X X 35XXXX On site Book Club X15XXXX On site Identifying Gaps 2. What holes can you identify?

10 New Haven, A City of Great Schools10 Gap Analysis Boost schools use the information they have gathered to make intentional decisions about which potential partners can best meet the needs of students and families Schools look at Assets from different perspectives Grades served Days offered Transportation needs Gender Cost Then identify 2-3 critical needs for the school to tackle each year Link with Partners Connecting with a purpose. Schools find organizations which can meet the needs the school team has identified. We encourage schools to be creative – partners do not have to offer programming on site to be a partner. We ask schools to consider whether there are organizations in the community which serve a large number of their students, and to connect with those organizations by establishing regular communication with them, sharing information on students, and utilizing them as an asset.

11 New Haven, A City of Great Schools Collaboration is Key 11 Boost! includes a critical collaboration with partners. Through this systemic, cohesive and collaborative effort, Boost! is seeing interesting and positive results in several domains. Social-Emotional & Behavioral Health: There has been a district-wide effort to increase behavioral health supports and services. PBIS and the Comer School Development Program have been strengthened and expanded; there are formal partnerships with community providers to assist in behavioral interventions; there has been de-escalation training for schools. Coalitions on Stress and Trauma: These are being developed with external partners, such as Clifford Beers, the Foundation for Arts & Trauma, the MOMS Partnership, the New Haven Family Alliance and others. Other Coalitions: This includes working with LIST, the JRB, police and others. Family Engagement: School-based efforts as well as our citywide canvasses and Parent University New Haven (PUNH) have increased the opportunity for parents to be engaged in their child’s lives and education, in and out of school. The PUNH Steering Committee has resulted in extensive collaboration with a host of partners. Student Engagement: Utilizing Boost! to expand after-school programs and clubs is key, along with mentoring in varied ways, teaching approaches, and innovative engagement partners.

12 New Haven, A City of Great Schools12 DATA - SOCIAL, EMOTIONAL AND BEHAVIORAL HEALTH Scope of the Problem: Through a partnership with the Foundation for Arts and Trauma we conducted a screening of all 176 kindergarteners in one school using teacher ratings, play assessments, and direct inquiry about stressful life events. We found that about 9% of students were doing well, 23% were doing poorly, but most surprisingly that 69% were under a high level of stress but showed no symptoms or behaviors indicating that there was a problem. This suggests that a high percentage of kindergarteners are experiencing stress, but are unidentified and untreated, allowing their conditions to worsen until they eventually display themselves years later. The screening was used by staff to identify students in need of support early on. 69% 22% 9% 1% Relationship between Stress and Behavior Problems High Stress No or Minor Behavior Problems Major Behavior Problems Low Stress

13 New Haven, A City of Great Schools13 BEHAVIOR AND DISCIPLINE RESULTS Boost! Schools also saw tremendous improvements in behavioral problems where schools placed additional focus on behavioral needs. The chart below illustrates the decrease in students referred to the office because of behavioral problems over a three year period in one school. No additional behavioral supports were provided during the 2010- 2011 school year. During the 2011-2012 school year behavioral supports were offered to selected students, two times per week. During the 2012-2013 school year, behavioral supports were offered to all students five days per week. During that time period, PBIS efforts were increased and the school coordinated all its social-emotional behavior efforts.

14 New Haven, A City of Great Schools14 School B Identified social and behavioral health as key area, with a focus on school connectedness Expansion of Boost! Partner work: Students receiving counseling increased from 17% to 41% 510 therapy sessions in March 2012, compared to 70 in March 2011 42% of participating students had improved their attendance 55% of previously suspended students have not been suspended since enrolling in the program, and suspension rate has dropped from 7.5% to 4.6% Administrators have more time to do classroom walkthroughs Results: BEHAVIOR AND DISCIPLINE RESULTS

15 New Haven, A City of Great Schools School C Identified Social, Emotional and Behavioral Health as primary focus Boost! partners provided Individual drama therapy 2 x per week for at risk students 15 Results: BEHAVIOR AND DISCIPLINE RESULTS

16 New Haven, A City of Great Schools Boost! Schools showed greater improvement than both state and district averages at both proficiency and goal. Three Boost! schools, Barnard, Troup and Wexler-Grant ranked among the top ten most improved schools district wide. Overall percentage of students reaching proficiency across all subjects at Troup increased by 3.5 percentage points, with 7.2 percent gains at Barnard and 7.4 percent gains at Wexler-Grant. Although not in the top ten - Clinton Avenue School also posted gains at more than twice the state average – and had particular success with third graders reading at goal – with an impressive increase of 44.7 percentage points. 16 LINK TO ACADEMICS - CMT RESULTS

17 New Haven, A City of Great Schools Next steps for Boost! in schools Support existing 16 schools, and expand to another 5 – 10 each subsequent year Boost! Tool Kit: Provide tools for all schools to use to make deliberate decisions about wraparound interventions and engagement enhancements (Student Support Plans (SSP), Status Cards, Asset Maps, and Needs Assessments) Continue to weave the internal and external interventions together Expand preventative trauma screenings to more schools Expand professional development to support existing school staff in meeting students’ nonacademic needs Bolster family engagement, in school and out of school, so families can support their students to succeed in the classroom 17

18 New Haven, A City of Great Schools Next steps for Boost! in the community Implement a data warehouse to track and measure student success in wraparound service areas. This will be in collaboration with the City of New Haven, NHPS and community-based agencies and NPO’s, linking with PowerSchools and other existing data management tools Create an integrated, comprehensive, web-based New Haven Youth & Family Services interactive map Continue to work with the Coalition for Community Schools, gaining knowledge, tools, mentorship and critical relationships with other Community Schools efforts around the country Continue work with the New Haven Trauma Coalition to implement a citywide public health approach to addressing trauma in schools and in the community. 18

19 New Haven, A City of Great Schools For More Information Contact: Laoise King Vice President of Education Initiatives United Way of Greater New Haven lking@uwgnh.org (203) 691-4205 lking@uwgnh.org or Susan Weisselberg Chief of Wraparound Services New Haven Public Schools susan.weisselberg@new-haven.k12.ct.us (203) 497-7050 susan.weisselberg@new-haven.k12.ct.us 19


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