PLAC ACE-BAS ASED P PARTNERSHIP DEVELOPMENT S STRATEGI GIES - - PowerPoint PPT Presentation

PLAC ACE-BAS ASED P PARTNERSHIP DEVELOPMENT S STRATEGI GIES

RENÉE L. RIDER ASSOCIATE COMMISSIONER OFFICE OF SCHOOL OPERATIONS AND MANAGEMENT SERVICES NEW YORK STATE EDUCATION DEPARTMENT

AGEND NDA

▪ Prevention is key ▪ School Climate ▪ Community Schools ▪ Social Emotional Learning ▪ Mental Health Advisory Council ▪ Developing Effective Partnerships

Th There ar are p people t that w will sa say ‘ y ‘We d don’t h have t time for

• r s

sch choo

• ol cl

l climate b bec ecause w we h e have s so

• much

ch on

• n our

plate,’ a ’ and m my p philo losophy i is sch choo

• ol cl

l climate i is actu ctually lly th the p e plate th that e everythin ing el else h has to

• go
• on.

Peter DeWitt

Scho hool Cl Climate

WHAT I IS S SCH CHOOL CL CLIMATE?

School climate is - “the way school culture affects a child’s sense of safety and acceptance, and consequently is a critical determinant of their ability to focus on the task of learning”

Dessel, A. (2010). Prejudice in schools: Promotion of an inclusive culture and climate. Education and Urban Society, 42(4), 407-429.

WHY M MEASURE SCH CHOOL CL CLIMATE?

▪ Research suggests that:

• The quality of the school climate may be the single

most predictive factor in any school’s capacity to promote student achievement;

• If we want achievement gains, we need to begin by

improving the school climate.

Shindler, J., Jones, A., Williams, A.D., Taylor, C., Cardenia, H. (2016). The school climate-student achievement connection: If we want achievement gains, we need to begin by improving the

• climate. Journal of School Administration Research and Development 1(1), 9-16.

NEW EW Y YORK’S ’S P PLAN AN T TO PROMOTE S SCH CHOOL CL CLIMATE

To promote, measure, and improve school climate, schools and school districts take the following steps: a. Adopt a school

• l c

clima mate f framewor

• rk

k (e.g., Positive Behavioral Interventions and Supports (PBIS), Social Emotional Learning (SEL), Restorative Practices, Trauma-Sensitive Practices); b. Establish a Community ty En Engagement T t Tea eam; c. Administer the USDE School C l Clim limate S Surveys to students, parents, and school personnel; d. d. Analyze S Survey R Res esults ts and other pertinent data (e.g. chronic absenteeism data, school violence index, suspension data) with the Community Engagement Team; and e. e. Create a e an A Action P Plan with the Community Engagement Team to address areas of need.

Sch chool p performance, public h health, cr crime r rates, cl clinical depression, tax c compliance, p philanthropy, r race ce relations, community d development, ce census returns, t teen s suici cide, e economic product ctivi vity, campaign f finance ce, e even simple h human h happiness - all a are d demonstrably affected by h how (and w whether) w we connect ct with o

• ur f

family and f friends a and n neighbors and c co-work

• rkers.

Robert D. Putnam

Community S Schools

COMMUNITY S SCHO HOOLS

Could someone help me with these? I’m late for math class.”

Illustration by Scott Spencer

WHAT I T IS A A COMMUNITY S TY SCHOOL?

A community school is both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, services, supports and opportunities leads to improved student learning, stronger families and healthier communities.

Coalition for Community Schools

COMMUNITY SCHO HOOLS I S IN N NEW Y YORK

▪ Our legislature committed $150 million this year for our 233 highest need school districts to encourage them to transform their school sites into community hubs. ▪ Another $75 million was made available to schools identified as "struggling" or "persistently struggling" that have identified community schools as one of several strategies they will implement in their efforts to improve outcomes for their students. ▪ Three new regional Community Schools Technical Assistance Centers are slated to begin work on July 1, 2018.

COMMUNITY SCHO HOOLS I S IN N NEW Y YORK

▪ Located right inside the school, these community hubs can offer an array of services—academic, health, mental health, nutrition, counseling, and legal, all of which, at the end of the day, help student learning. ▪ Community schools represent a major shift in how we think about running our schools, though. They require systemic change in operational philosophy. That kind of change can be difficult. ▪ They require us to relinquish control and depend on one another. They require us to develop strong community partnerships that give community-based organizations, students, parents, families, and businesses a voice in decision making and planning.

COMMUNITY S SCHO HOOL RECOMMENDATIONS

▪ Whenever possible, hire or designate a full-time Community School Coordinator. ▪ Conduct a comprehensive needs and resources assessment. ▪ Develop or utilize an existing team of stakeholders with broad representation. ▪ Use data-based decision-making to guide the strategy. ▪ Measure progress! Changes in attendance and school climate will precede changes in academic achievement. ▪ For further information, see Building Community Schools: A Guide for Action, available on the National Center for Community Schools website at: www.nccs.org

The gre reatest d discove very of my generation is that human b beings can alter their l r lives by altering their attitud udes of mind.

William James

Social E Emotional L Learning

SOCIAL AND EMOTIONAL LEARNING FIVE CORE COMPETENCIES

▪ Self-Awareness ▪ Self-Management ▪ Social Awareness ▪ Relationship Skills ▪ Responsible Decision-Making

Collaborative for Academic, Social, and Emotional Learning. (2018) Framework for Systemic Social and Emotional Learning. Retrieved March, 2018 from: https://casel.org/what-is-sel/.

ADULT S T SEL

• Adults in schools need to be proficient

in these skills in order to model and teach them, and in order to be happy, healthy, and successful themselves.

CHILDREN’S INSTITUTE | www.childrensinstitute.net

Tom Herner (NASDE President) Counterpoint 1998, p.2

“If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we ……teach? ……punish? Why can’t we finish the last sentence as automatically as we do the

• thers?”

KEY E ELEM EMENTS O S OF EFFE FECTIVE IMPLEM EMENTATION

Free-standing lessons designed to enhance students’ social and emotional competence explicitly. Teaching practices such as cooperative learning and project-based learning, which promote SEL. Integration of SEL in academic curriculum such as language arts, math, social studies, science, health. Organizational strategies that promote SEL as a schoolwide initiative that creates a climate and culture conducive to learning.

SOCIAL A AND ND E EMOTIONAL L LEARN RNING IN N NE NEW Y YORK

• In August 2016, New York was identified as one of 9 states to participate in

Cohort II of the Collaborative for Academic, Social, and Emotional Learning’s (CASEL’s) Collaborating States Initiative (CSI) to advance policies, guidelines, and standards for social and emotional learning. As a member of Cohort II, NYSED is working on:

• Development of SEL benchmarks
• Development of a white paper outlining the need for and benefit of SEL
• Development of a guidance for K-12 schools to support SEL implementation
• Partnership with school districts creating model crosswalks for SEL

implementation

NEW EW Y YORK’S ’S S SEL EL GOAL ALS

• Develop

self-awareness and self-management skills essential to success in school and in life.

• Use social-awareness and interpersonal skills to establish

and maintain positive relationships.

• Demonstrate ethical decision-making skills and responsible

behaviors in personal, school, and community contexts.

An ounce o

• f p

prevention is wort rth a pound of c cure.

Benjamin Franklin

Mental al Health E h Educ ucation

Mental Health: Train all School Staff

2016-17 Enacted Budget:

• Each district must submit certification to NYSED that all district and school

staff have undergone annual training by September 15th of each school year

• n the emergency response plan, and that the school safety training include

components on violence prevention and mental health

• New employees hired after the start of the school year must receive training

within 30 days of hire

• For more resources on mental health see the Student Support Services

website at http://www.p12.nysed.gov/sss/

Mental Health: Teach All Students in Health Education

2017-18 Enacted Budget: Mental Health Education Bill

• Education Law Article 17 Section §804 was amended

for schools to ensure their health education programs include mental health, along with alcohol, drugs and tobacco abuse and the prevention and detection

• f certain cancers.
• July 2018 effective date

Health Education

• Commissioner Regulations §135.3 Health Education
• Learning Standards for Health, Physical Education

and Family and Consumer Science

MENTAL HEALTH EDUCATION ADVISORY COUNCIL

• Five Workgroups
• Mental Health Instruction/Resources for the Classroom

(PreK-12th)

• Multiple Dimensions of Mental Health
• Mental Health Resources for Schools, Students, and

Families

• Supporting a Positive School Climate and Culture
• Implementation

Alon

• ne w

e we can do s

• so l

little; e; together w r we can do s so m much.

Helen Keller

Developi ping ng E Effective P Partne nershi ships

BU BUILDING EF EFFECT CTIVE P PAR ARTNERSHIPS

• Get to know each other
• Develop a shared vision
• Plan together
• Plan with students, parents, families, and other

stakeholders

• Start small
• Develop a strategy
• Have clear roles and responsibilities
• Be flexible
• Care for the relationship

Utopia l lies es at the he ho horizon. When hen I I dr draw ne nearer er b by t two s step eps, s, i it r retrea eats t two s step eps. s. I walk t ten s n step eps s more, e, i it r retrea eats t ten s n step eps f fur urther. What i t is, then, t the purpose o

• f u

utopia? It i is t to c cause u us t to a advance.

Eduardo Galeano

QUES ESTIONS?

THANK Y K YOU! U!

Renée L. Rider renee.rider@nysed.gov