1. Urban Child Symposium Educating Children Living in Poverty: Identifying Obstacles - Planning for Success April 7, 2016 Karen Webber, Director Education and Youth Development

2. Race/Ethnicity and Percentage of Students Living in Poverty SY 2015/2016 Student Enrollment: 84,730 total Schools and Programs: 188 total 2

3. Poverty In Public Schools  51%of all U.S. public school students live in poverty  85% in Baltimore City  Direct correlation between poverty and academic and behavioral challenges:  Chronic stress and trauma  Exposure to violence, neglect, abuse  Exposure to lead paint, other toxins  Family mobility - homelessness  Health and nutrition 3

4. Poverty and Corresponding Challenges Impact Student Behavior  Attention Deficit  Impulsivity  Anxiety  Depression  Impulse Control  Aggression Educators are not trained to identify or help manage these behaviors 4

5. Supporting Student Behaviors Level III Level II Small Group or Individual Interventions - behavioral or academic Level I Whole School Interventions - establish a positive school climate For Example : Restorative Practices Level III Intensive Supports to deescalate, provide support for and address student crises FEW SOME ALL 5

6. First Things First – Creating a Positive Climate Direct correlation between positive school climates and student success:  Student Achievement  Graduation  Suspension Reduction  Increased Attendance  Overall sense of belonging and wellbeing Strong Leader Safety Engaging Classrooms Welcoming Environment Positive Relationships 6

7. Leadership  Vision which includes happiness and success  Training, implementation of Level I interventions  Modeling the behavior expected of all  Constant messaging of goals, vision and beliefs 7

8. Positive Relationships ALL adults model the behavior they wish to see in students Mutual respect should guide this relationship Student missteps as teachable moments Same expectations for Student to Student interactions – Helps prevent bullying Adult to Adult to Student to Student 8

9. Engaging Classrooms  Feature student voice  Provide relevant lessons and materials  Reduce disruptive student behaviors  Position students for success 9

10. School Environment  Reflects degree to which students and staff are regarded  Clean, welcoming and attractive – at a minimum 10

11. School Safety  Safety is physical, mental and emotional  Security personnel - properly trained with clearly defined roles  Also invested in student success 11

12. Positive Relationships Require Shifts in Mindset 12

13. Restorative Solutions: Restorative Practices  Research indicates discipline tends to be more punitive in majority black schools(Racial threat analysis)  RP focuses on repair of harm rather than harsh punishment of the student  RP creates individualized solutions to holds actor accountable and repair harm to victim  Uses student missteps as teachable moments for all parties  Requires whole school buy in and training for successful implementation 13

14. Restorative Solutions: Mindfulness  Practice of teaching students to focus thoughts in the present moment: deep breathing, relaxation visualization.  Whole school practice or tiered intervention  Easily compliments existing school wide practices  Research indicates: improved attention, emotion regulation, stress and depression reduction 14

15. APPENDIX 15

16. Alternatives to Suspension – Key Components Alternatives to Suspension Student Voice Restorative Approach Accountability Positive Relationships 16

17. Examples of Interventions used in Baltimore Schools Restorative Practices PBIS Positive Behavioral Interventions and Support Mindfulness Student Support Team Meetings Mental Health Referrals Check and Connect Community Conferencing Peer Mediation Peer Group Connections 17

18. Targeted Training for School Climate Improvement  Cultural competency/implicit bias  Classroom Management  Youth Development  Childhood Trauma  Adult and student de-escalation practices  Conflict resolution and restorative questioning  Anti-bullying training and sensitivity – including protecting the rights of students with disabilities, and LGBTQ students 18

19. “The Climate Walk observation tool offers a unique, qualitative and timely appraisal of the overall functioning of a school on any given day and provide opportunities for regular collaboration between district staff and school leaders. This useful process should be pursued as often as is feasible.” (JHU Baltimore Education Research Consortium) Twenty focus areas: o School Entrance o Physical Environment o Student/Staff Relationships o Transitions o Classrooms School Climate Walk 19

20. School Climate Plan  The School Climate Plan is a companion document to the School Climate Walk.  It is used to create an data driven plan for school climate improvement. 20