SAFE & SUPPORTIVE LEARNING ENVIRONMENTS Maximizing Student - PowerPoint PPT Presentation

“ SAFE & SUPPORTIVE LEARNING ENVIRONMENTS Maximizing Student Growth in Every Interaction LCAP Goal 4: Positive School Environment, Climate, and Culture, with Equity at the Core and Support for the Whole Child March 13, 2018 1

High Reliability Systems Marzano Research. Level 1 1. LCAP Goals and Alignment a. Goal 4: Positive School Environment, Climate, and Culture b. Equity at the Core c. Support for the Whole Child LCAP Bruce Bivins, Area 1 Superintendent Dr. Lamont Jackson, Area 2 Superintendent 2

CALIFORNIA HEALTHY SCHOOL SURVEY Data *Perception vs. Reality 3

SCHOOL TEACHING & CLIMATE LEARNING R ELATIONSHIPS SCHOOL CLIMATE SAFETY ENVIRONMENT 4

“ COUNSELING & GUIDANCE Unlocking the Genius One Strength at a Time: Maximizing Student Growth in Every Interaction Dr. Noemi Villegas, Program Manager 5

Enhancing Cultures of Collective Care 6

SYSTEMS OF CARE 7

1. SCHOOL COUNSELING PURPOSE 8

AMERICAN SCHOOL COUNSELING ASSOCIATION PURPOSE Ethical Standards 2016 School counselors collaborate with administration, teachers, staff and decision makers to create a culture of post-secondary readiness across the system. Vision: Uncompromised commitment to ensuring students have access to school counseling services that support their educational journey, academic achievement and college readiness. 9

ENHANCE and NURTURE Underst erstanding ing trend ends s and pattern terns s to bette ter r serve rve our childre ren and youth th

2. STUDENT STORIES OUR WHY 11

Grounding our work through student voice…. STUDENTS’ VOICE “People should feel safe in their environment and it’s GROUNDS a problem when they don’t.” ASB Student OUR WORK “I want to be able to open up to someone when I have something to talk about.” Social Justice Club Student. “I’d like to learn more about my options after high school.” Equity Ambassador Student School counselors design and deliver comprehensive school counseling programs that promote student achievement. These programs are comprehensive in scope, preve ventiv tive e in design and develo elopme mental tal in nature. “ 12

3. GOALS 13

GOALS 14

ASSESS and Struct ructures, ures, Programs and Services that ▪ EVALUATE promote students’ academic outcomes, INCLUDING Soci cial & Emotional otional Wellbei lbeing ng within school counseling practices Refra ramin ming g and nd Enhan hancing ng School ▪ Counseling Program Strengths Ide dentify ntify system of supports and develop ▪ steps to fill existing gaps in collaboration with stakeholders 15

COMPREHENSIVE SCHOOL COUNSELING PROGRAM Systematic Integrated Data-Driven 16

4. DELIVERY MODEL FRAMEWORK 17

SYSTEMIC ASCA Model American School Counselor Association 18

“ SDUSD SD IMT MTSS SS School hool Counse unseli ling ng Fra ramew mewor ork Career Readiness & Academic Success Support Strategies for SEL, College & IMTSS Goal: Increase the Sphere of Success for ALL students FEW Programs & Services Intensi nsifie ied d Suppo ports ts Tier r 3. Systems of Suppo port SOME ME Additi itional nal Supports rts Tier 2. Systems s of Support rt ALL STUDE DENTS NTS 19 Tier 1. Unive vers rsal al Suppo ports ts

ACADEM DEMIC C and SOCIO-EMOTIONAL EMOTIONAL INTEGRATION GRATION INTEGRATED Comprehensive school counseling programs, driven by student ent data and based on standar ards ds in: Academic Career and College Readiness Social/Emotional Development Core Counseling Competencies for Student Success ASCA. Mindsets and Behaviors Developing Grade Level Core Competencies 20

Thrive vely y INTEGRATED Unlocki cking the Genius us in Every Child Develop opin ing g Student ent Compe petencie tencies Profile e and Strength ths 21

DATA DRIVEN How are students different as a result of what school counselors do? 22

DATA DRIVEN SAMPLES EL ELEM EMEN ENTA TARY RY COUNS NSEL ELING ING Elementary Counselors continue to promote STRENGTH of Tier r 1, Tier r 2 and Tier r 3 approaches by enhancing students’ readiness to learn, engage and lead. HOW ARE STUDENTS Ex. Learning how to be DIFFERENT AS A RESULT members of the school OF WHAT SCHOOL community, enhancing a COUNSELORS DO? culture of collective commitment to a Positive SYSTEMS TEMS OF School Climate. PREVENTIO TION. . EARLY ACADEMIC MIC STAR ART 23

DATA DRIVEN STU TUDE DENT NT LEA EADER ERSHIP SHIP SAMPLES Through a campaign PROMOT OTING ING EQUIT ITY AND DIVERSI RSITY TY two full clusters Hoover and Crawford have designed activities to support and champion Positive School Climate in HOW ARE STUDENTS Elementary, Middle & High DIFFERENT AS A RESULT School OF WHAT SCHOOL COUNSELORS DO? Empowering over 690 Student Leadership 24

DATA DRIVEN INT NTEG EGRATIO ATION SAMPLES Interv rvent ention on Counselo selors rs at Hoover HS have been able to offer over 282 Restorative Justice Practices, behavior mediation circles, student/student, HOW ARE STUDENTS teacher/student conflict DIFFERENT AS A RESULT resolution in topics OF WHAT SCHOOL including respect, empathy COUNSELORS DO? and community building. BEYOND COUNSELING IMTSS SYSTEM INTEGRATION 25

5. SERVICES and HIGHLIGHTS 26

“ CAL-SCHLS DATA & POSITIVE SCHOOL CLIMATE POSITIVE SCHOOL CULTURE FAIR CAMP LEAD. LEADERSHIP EMPOWERMENT TOWARD SCHOOL CLIMATE HERE AND NOW PROGRAMMING CSEC AWARENESS & CURRICULUM REACH HIGHER CAMPAIGN EXPO UNLOCKING THE GENIUS ROTARY CAMP ENTERPRISE 27

6. NEXT STEPS 28

1. Further development, Vision for School alignment and Integration of Counseling Student Competencies Sustainability 2. Refinement of Strategic Vision 3. Increased clarity about the role of School Counselors Our next steps will continue to be guided by the further development of 4. Continue to enhance Data student voice, input of families, Integration and Alignment of governance collaboration, community Counseling Services for all agency participation and opportunities for feedback from our students colleagues. 5. IMTSS Integration: SEL, Academic and CC Readiness 29

POSITIVE 1. Continue to enhance the importance of Cultures tures of Care as Foundational to Learning SCHOOL CULTURE 2. Continue to provide Training and PD providing schools with tools and opportunities to devel velop op strong onger er conne nect ctions ons with and among educators, students and staff 3. Continue to emp mphasize hasize the e imp mportanc ortance of Positive School Culture and Social cial Emoti otiona onal Lea earning ning through School Counseling Programming from PK-12 grade 30

“ Connecting with larger system of academic supports, behavioral supports and social emotional learning systems and programs to collectively champion the success of ALL students. 31

CHILDREN AND YOUTH IN TRANSITION Jennifer Coronel, Program Manager 32

Children and Youth in The Office of Children and Youth in Transition supports Transition the continuity of education of students in transition including: students in foster care, students experiencing homelessness, students who are military dependents, students who are refugees, and students returning from the juvenile justice system . ​The office serves approximately 25,000 students each year. 33

1 GOALS Program Goals

Build and maintain professional relationships ● with all stakeholders to benefit students and GOALS families. Promote equitable access and educational ● opportunity to students in transition. Provide appropriate resource connections to ● students and their families experiencing transitions. Build capacity throughout the district by ● providing education to schools and staff on the unique needs of the students and families we serve. 35

OUR STUDENTS “ It’s hard to keep up with assignments when you are moving around from place to place. Female, 15 I want adults to know what I’m going through and why. If you’re trying to help me, It’s important to know what my living conditions are and what it’s like being homeless. Male, 15 Teachers need to be sympathetic to our problems. We need to be able to talk to them. Female, 13 You should know we might be a little depressed, not have many friends and not able to focus on work because we might move schools again or something else might happen. Male, 16 36

OUR STUDENTS “ We need motivation. Female, 16 It’s important to know that it’s hard to move all the time and leave friends and teachers that were helpful to me. Male, 13 I think one thing that is important about homeless students is to understand their situation and be more flexible in regards to grades, attendance, and discipline. Based on my experiences, I was a B and C student before I was homeless. Then I became homeless and my grades went to D’s and F’s. My attendance was spotty, and my attitude was poor. Male, 17 37

2 SUPPORTS