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October 1, 2019
School Committee Presentation: Social Emotional Learning and
Student School Climate Data
Agenda
Part 1: District Plan Context
Part 2: Action & Outcomes
Part 3: Resource Alignment
Part 4: Looking Ahead
Part 5: Discussion
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Part 1: District Plan Context
District Plan: Vision
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Every CPS student experiences:
Rigorous, Joyful, & Culturally Responsive Learning
Personalized Support �
Builds Postsecondary Success & �Engaged Community Members
CPS Equity Definition: Adopted August 2018
Racial equity means the absence of institutional and structural barriers experienced by people based on race or color, that impede access,
opportunities, and results.
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RACIAL EQUITY
Achieving racial equity requires proactive and continuous investment in communities of color, who have endured centuries of systemic oppression. CPS is committed to dismantling structures rooted in white privilege, to hearing and elevating underrepresented voices, and recognizing and eliminating bias.
Equity means that each student, regardless of race, ethnicity, nationality, gender, gender identity, disability, sexual orientation, religion, or socioeconomic status will have access to the opportunities, resources, and support they need �to attain their full potential.
EQUITY
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CPS District Plan 2017-2020: Strategic Initiatives
EQUITY &
ACCESS
ENGAGED
LEARNING
PARTNERSHIP
IMPROVEMENT
1.1. Create a district-wide system for setting goals with students that support their postsecondary success and aspirations. Connect students to supports within and outside of school, and reflect on and monitor progress with students, teachers, families, and partners.
1.2. Provide all CPS educators with cultural proficiency training and implement ongoing cultural proficiency professional learning in all schools.
1.3. Implement the Dynamic Diversity program to recruit, hire, and retain a CPS workforce that reflects the diversity of Cambridge.
1.4. Identify priority standards within the culturally relevant CPS curriculum that communicate what a student should know and be able to do by content and grade level.
1.5. Provide all students with access to challenging curriculum and technology, such as the Grade 9 Level Up and CRLS 1:1 programs.
2.1. Expand integrated, hands-on, real world learning opportunities for all students across the district and provide necessary support to teachers.
2.2. Expand rigorous, joyful, culturally responsive learning experiences across the district.
2.3. Establish student-centered, collaborative, and transformative professional learning that supports the CPS vision.
2.4. Support student, educator, school and district innovation through the Design Lab, in order to improve student success.
3.1. Implement a PK-12 social, emotional, and behavioral learning framework and vision.
3.2. Develop and expand effective inclusive practices in all classrooms through professional learning.
3.3. Improve student engagement by strengthening student experiences in all classrooms, improving existing programs, exploring mentorship programs, and providing relationship building professional learning.
3.4. Continue to develop multi-tiered systems of support for academic and social-emotional learning, such as Response to Intervention.
4.1. Engage families as partners with a formal, ongoing feedback mechanism that creates differentiated opportunities for family voice and engagement.
4.2. Create a coordinated system of partnerships to support students and families, establishing criteria, aligning with CPS vision, ensuring equity across schools and students.
4.3. Create a common evaluation process for partnerships with explicit expectations grounded in equity and connected to evidence-based practices.
4.4. Pursue and expand partnerships with businesses, higher education, city, and community organizations that are aligned with school and student needs and support postsecondary success.
5.1. Institute a continuous improvement process that supports implementation of the district plan: monitoring, evaluating, and sharing progress.
5.2. Conduct grade-span reviews based on defined criteria and act on recommendations, beginning with the elementary and upper school spans.
5.3. Conduct a Special Education review, analyzing referral and disciplinary data by student group, including types of disabilities
5.4. Establish a clear process for vetting, prioritizing, and implementing initiatives in a realistic way.
5.5. Provide targeted support to schools identified as in need based on specific, pre-determined criteria.
WHOLE
CHILD
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3.1. Implement a PK-12 social, emotional, and behavioral learning framework and vision.
3.2. Develop and expand effective inclusive practices in all classrooms through professional learning.
3.3. Improve student engagement by strengthening student experiences in all classrooms, improving existing programs, exploring mentorship programs, and providing relationship building professional learning.
3.4. Continue to develop multi-tiered systems of support for academic and social-emotional learning, such as Response to Intervention.
CPS District Plan 2017-2020: Strategic Initiatives
EQUITY &
ACCESS
WHOLE
CHILD
ENGAGED
LEARNING
PARTNERSHIP
IMPROVEMENT
1.1. Create a district-wide system for setting goals with students that support their postsecondary success and aspirations. Connect students to supports within and outside of school, and reflect on and monitor progress with students, teachers, families, and partners.
1.2. Provide all CPS educators with cultural proficiency training and implement ongoing cultural proficiency professional learning in all schools.
1.3. Implement the Dynamic Diversity program to recruit, hire, and retain a CPS workforce that reflects the diversity of Cambridge.
1.4. Identify priority standards within the culturally relevant CPS curriculum that communicate what a student should know and be able to do by content and grade level.
1.5. Provide all students with access to challenging curriculum and technology, such as the Grade 9 Level Up and CRLS 1:1 programs.
2.1. Expand integrated, hands-on, real world learning opportunities for all students across the district and provide necessary support to teachers.
2.2. Expand rigorous, joyful, culturally responsive learning experiences across the district.
2.3. Establish student-centered, collaborative, and transformative professional learning that supports the CPS vision.
2.4. Support student, educator, school and district innovation through the Design Lab, in order to improve student success.
4.1. Engage families as partners with a formal, ongoing feedback mechanism that creates differentiated opportunities for family voice and engagement.
4.2. Create a coordinated system of partnerships to support students and families, establishing criteria, aligning with CPS vision, ensuring equity across schools and students.
4.3. Create a common evaluation process for partnerships with explicit expectations grounded in equity and connected to evidence-based practices.
4.4. Pursue and expand partnerships with businesses, higher education, city, and community organizations that are aligned with school and student needs and support postsecondary success.
5.1. Institute a continuous improvement process that supports implementation of the district plan: monitoring, evaluating, and sharing progress.
5.2. Conduct grade-span reviews based on defined criteria and act on recommendations, beginning with the elementary and upper school spans.
5.3. Conduct a Special Education review, analyzing referral and disciplinary data by student group, including types of disabilities
5.4. Establish a clear process for vetting, prioritizing, and implementing initiatives in a realistic way.
5.5. Provide targeted support to schools identified as in need based on specific, pre-determined criteria.
SYSTEMIC STRUCTURES
Improve district-wide systems and processes to �be more transparent, inclusive, evidence-based, and equitable
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PROFESSIONAL CAPACITY
Build capacity and accountability at all levels �to address systemic �barriers to racial equity
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SCHOOL CLIMATE & CULTURE
Foster trust and relationships that support a positive student-centered culture
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INSTRUCTIONAL CORE
Learner
Educator
Content
Deliver culturally responsive instruction to all students
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CPS 2019-20 Priorities
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Part 2: Action & Outcomes
Outcomes & Priorities
School Climate
Relationship
School Climate Survey�By Fall 2020, improve students, �staff, and family perceptions on engagement, instruction, and community support. View Data >>
Students’ Meaningful Connections with Adults�By fall 2020, increase students’ meaningful connections with adults by six percentage points as measured by the Teen and Middle School Health Surveys, which asks whether students have at least one adult that you can talk to at school if they have a problem. View the Data >>
OUTCOMES
DISTRICT PRIORITY
Relationships
School Climate Outcome
Using School Climate Data to Inform our Work
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LISTEN
CELEBRATE
REFLECT
SHARE
ACT
to the feedback with an open mind
strengths
on areas �of growth.
feedback
on it!
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Family Survey�Spring 2018 & 2019
Educator
Survey
Spring 2019
Student Survey
Spring 2018 & 2019
School Climate
Triangulating Perspectives on School Climate
Survey Purpose
Survey Development
A working group has been meeting over the course of the two years to develop and then modify the student survey: Khari Milner (Agenda for Children/OST), Alice Cohen (SEL), and Rosalie Rippey (Family Communications) were core members of this group.
Versions of the survey were shared with principals �for feedback.
Survey questions were mostly taken from Panorama survey item banks. We had the opportunity to pilot questions from Harvard’s RIDES initiative this spring.
Commitment to keeping survey mostly consistent year-to-year to enable longitudinal comparisons.
What was measured?�
Survey Topics
TODAY’s FOCUS
Who Responded?
1,002 students (~81%) responded
These data are not self-reported; �they are linked to students’ demographics from Aspen, but are reported anonymously.
Things to consider as we review these results:
Panorama uses a five-point scale, typically: Extremely/Quite/Somewhat/A Little/Not at all
Panorama uses the top two categories to suggest �a “favorable” response. This is what we use in �this presentation.
Students at this age are at a particularly challenging stage of development: Identity formation, navigating social relationships
Second largest period of brain growth after infancy
School Climate
46% Favorable
Questions (ordered most favorable to least)
2019
% Favorable
Change
from 2018
School Climate Results by Demographic Group
Most favorable results
Least favorable results
The group size in the following results was 10 or more students. The number shown is the % of students�in that demographic group responding favorably to the school climate question construct.
8th Graders
n=331
Students not in OST
n=141
6th �Graders
n=326
African-�American / Black Students
n=228
54%
37%
42%
42%
80%
English Learner Students
n=32
Asian�Students
n=106
51%
46%
Overall
Favorability
SEL: Growth Mindset
60% Favorable
Questions (ordered most favorable to least)
2019
% Favorable
Change
from 2018
Growth Mindset Results by Demographic Group
Most favorable results
Least favorable results
English Learner Students
n=36
Students with IEPs
n=224
Students Receiving Free/�Reduced Lunch
n=437
6th Graders
n=358
65%
8th Graders
n=340
64%
The group size in the following results was 10 or more students. The number shown is the % of students in that demographic group responding favorably to the growth mindset question construct.
51%
55%
55%
African-�American / Black Students
n=253
56%
60%
Overall
Favorability
SEL: Social Awareness
61% Favorable
Questions (ordered most favorable to least)
2019
% Favorable
Change
from 2018
SEL: Social Awareness
Continued
61% Favorable
Questions (ordered most favorable to least)
2019
% Favorable
Change
from 2018
Social Awareness Results by Demographic Group
Most favorable results
Least favorable results
Asian Students
n=110
African-�American / Black Students
n=253
Students Receiving Free/ Reduced Lunch
n=437
66%
English Learner Students��n=36
66%
54%
58%
The group size in the following results was 10 or more students. The number shown is the % of students �in that demographic group responding favorably to the social awareness question construct.
61%
Overall
Favorability
Action: Systems Level
Self regulation, executive functioning, and motor planning �in all grades.
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We are teaching
We see much positive evidence of change!
Educators are reporting an increased sense of central cohesion in the District Strategic Plan. �Seeing clearly the intersections / connections in our work on SEL, Equity, and the Whole Child approach.
The Colloquium
Educators are creating
Classroom environments with a heightened clinical awareness of what students may need. �We have normalized increasing self regulation by taking �a break IN the classroom
Action: Systems Level Continued...
Clinical sophistication in Student Support Teams across the district, as evidenced �by targeted case management, higher family involvement in complex cases, increased teacher participation, targeted intervention
There is increased
Morning Meeting, class discussions are giving students a sense of reciprocity, mutuality, and belonging.
Groups
Schools are creating
More trauma-sensitive environments, spaces for self regulation, restorative structures. Adults are changing their response to students and are better able to recognize signs of distress and respond holistically.
Action: School-Level Elementary
Improving Systems for Social �Emotional and Behavioral Support
Connecting SEL to culturally �responsive and inclusive practices
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Action: School-Level�Upper School SEL
Two schools developing home visitation programs, targeted family outreach (ex: Grade 6)
Student sense of belonging is a major focus, we will see a change in this data.
Spent a lot of time at the start of the year unpacking "belonging" data. Presented the findings to staff to start the year off with a focus on building and maintaining authentic relationships with students.
Set goals for this year's survey data for increasing the sense of belonging at VLUS for all students, and particularly students of color.
Growth mindset data used in MCAS data meetings with teachers to guide them in identifying an early benchmark of change on which to focus to address achievement gaps. This data will inform the Classroom Action Research RAUC starting as part of our equity work this year.
The ILT is looking at data around belonging and bringing that to grade-level advisory meetings so teams can reflect and identify goals they want to set that can be addressed through the advisory program. These data are being combined with excerpts of student quotes from Building Equity Bridges project.
Example
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Example
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Action: School-Level | CRLS
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Part 3: Resource Alignment
Resource Alignment: Social Emotional Learning
Investments: Financial Resources
School & District �Social Workers�
FY 2018-Fy 2020 �Budget Additions�
Investments and Outcomes
Elementary Social Workers: The NOW factor
Targeted Support KLO
What we saw
Targeted support:
SEL paras: Supporting students, creating structures for individuals and groups
New crisis response protocol, SST protocols
Addressing secondary trauma
PBIS initiative
General educators / special educators dedicated collaboration time
Early evidence of progress: office referrals significantly reduced (Sept 2019 vs. Sept 2018)
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Part 4: Looking Ahead
Areas to Strengthen
Educator stress, Educator self care, the human cost of staying emotionally attuned
Exclusionary discipline; an equity issue
Support for students in the transition years, Preschool-JK, Grade 5, Grade 8
Student/Educator relationships
Our responses to emotional communication
Using data to inform action
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Part 5: Discussion
Social-Emotional Learning and Equity
When you consider the importance of SEL, you shift the focus away from simply holding kids and teachers accountable for narrow achievement gaps, you start asking questions like…
What do we need to do to support this child so that �s/he can learn?
What do we need to do to support this school so that it has the ability to serve the needs of its students?
Pedro Noguera