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A positive school environment that is safe, supportive, and inclusive can increase student engagement, attendance, and achievement. Against a backdrop of teacher and leader changes, school improvement plans, and increased youth voice, what does it take to create a positive school climate? What is the field doing to ensure that school climate is positive for the students and the school staff? What does it take to establish a web of support for young people and for the adults tasked to raise student achievement and graduation rates? During this webinar, participants will learn from City Year National and City Year Detroit in partnership with Osborn High School. They will share their whole child, data-driven approach and the resources and capacities needed to implement it at the individual student, classroom and school-wide levels.
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- 1. www.GradNation.org | #GradNation gradnation90@americaspromise.org Achieving a 90 Percent Graduation Rate: Relationships and Mindsets that Strengthen School Climate Tuesday, September 25, 2018 3:00 - 4:15pm EST
- 2. www.GradNation.org | #GradNationwww.GradNation.org | #GradNation Agenda Welcome and background City Year National: The “City Year Effect” on school improvement City Year in Detroit: Partnerships that Improve School Climate Moderated Panel Discussion Questions and Answers
- 3. www.GradNation.org | #GradNation School climate is multi-faceted. School climate is – The quality and character of school life that includes norms, values, and expectations that support people feeling socially, emotionally and physically safe; people are engaged and respected; students, families, and educators work together to develop and contribute to a shared school vision; educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning; each person contributes to the operations of the school and the care of the physical environment (National School Climate Council) The product of a school’s attention to fostering safety; promoting a supportive academic, disciplinary, and physical environment; and encouraging and maintaining respectful, trusting, and caring relationships throughout the school community no matter the setting (National Center on Safe and Supportive Learning Environments) [emphasis added] GradNation Action Platform: Improve school climate by promoting a sense of caring and connection between students and in-school staff through disciplinary practices and policies that are inclusive and ensure students stay in school through to graduation.
- 4. www.GradNation.org | #GradNationwww.GradNation.org | #GradNation A Web of Support • A “web of support” framework describes how youth relate to adults and peers in their lives and how these relationships provide the developmental supports necessary for young people to be on a positive developmental trajectory. • These are the relationships that provide the supports necessary for young people to thrive. Varga and Zaff. “Defining Webs of Support,” Center for Promise, February 2017.
- 5. www.GradNation.org | #GradNationwww.GradNation.org | #GradNation Survey data (e.g., student, personnel, administrator, family perceptions) Absenteeism Teacher absences Discipline referrals Suspensions and expulsions Focus groups …among others. Using multiple data points is key. Measures of School Climate
- 6. www.GradNation.org | #GradNationwww.GradNation.org | #GradNation Virgil Sheppard National School Partnerships Director City Year National City Year National LaTasha Golden National Afterschool Specialist City Year National
- 14. Identity Formation Students possess a self- narrative about who they are as learners and leaders and the meaning they’ve gained from their experiences Agency Students believe in their ability to succeed, advocate for themselves, and become agents of schools and communities Durable Skills Students attain durable foundational skills in emotion management, social interactions, and academics, an accomplishment that fuels their identity formation and sense of agency and sets the stage for more complex learning
- 17. City Year measures its social-emotional development work using the Devereux Student Strengths Assessment (DESSA), a standardized, strengths-based measure of social competencies of children. – Personal Responsibility – Decision Making – Optimistic Thinking – Relationship Skills – Goal Directed Behavior – Self Awareness – Self Management – Social Awareness
- 18. www.GradNation.org | #GradNation City Year Detroit Brian Kilkelly Learning and Development Director City Year Detroit
- 20. Detroit Educational Landscape and City Year 50,000+ students across 106 schools in Detroit Public Schools Community District (DPSCD), the main traditional public school district City Year deploys 91 AmeriCorps members across 9 DPSCD campuses serving over 6,500 students: – Seven K-8 campuses – One HS campus – One K-12 campus (two schools and administrations housed in one building)
- 21. City Year Detroit Culture and Climate Work • Partnership with DPSCD – Supporting district strategic plan: key related pillars • Transformative Culture • Whole-child Commitment – Key developments: human capital commitments from DPSCD • Deans of Culture • Guidance Counselors
- 22. City Year Detroit Culture and Climate Work • Training for staff and AmeriCorps members – School Culture and Climate training – Youth Development training – Growth Mindset for Mentors Toolkit Project for Education Research That Scales (PERTS)/Stanford
- 23. City Year Detroit Culture and Climate Work Programming at schools School-wide Individual Students Adult Relationships Morning greeting: demonstrating the caring community in a school Behavior coaching tied to social and emotional development Supporting efforts of school administration School-wide events celebrating positive behavior Positive phone calls home to parents and guardians Partnership with teachers to address classroom culture School service projects to enhance built environment of school buildings Incentives for positive behavior (recognition from City Year team, special lunches or programs) Building strong relationships with all members of the school staff community Positive role-modeling, especially at potential “difficult moments” – passing time, hallways, lunch, etc. Conflict de-escalation and resolution strategies Staff and teacher appreciation events
- 24. Successes: Training Youth Development • 73% of City Year Detroit AmeriCorps members agree or strongly agree that their understanding of City Year’s youth development model helped them differentiate their approach to building relationships with students • 87% of City Year Detroit AmeriCorps members agree or strongly agree that their understanding of City Year’s youth development model helped them differentiate the learning experiences they facilitate with students 2017-2018 City Year Detroit Q2 AmeriCorps Member Survey (n=29)
- 25. Successes: Partnership Principals • 93% of principals are satisfied to very satisfied with the quality of service provided by the City Year team • 93% of principals think the City Year team worked well with their teachers and/or staff • 100% of principals think their City Year team had a moderate to great deal of positive impact on the overall school climate 2017-2018 City Year Detroit Spring Principal Survey (n=14)
- 26. Successes: Partnership Teachers • 94% of partner teachers believe that City Year Detroit AmeriCorps Members had a moderate to great deal of positive impact on the overall school climate • 93% of partner teachers agree or strongly agree that City Year Detroit AmeriCorps Members fostered a positive environment for learning • 94% of partner teachers are satisfied or very satisfied with the overall impact of City Year on their class/students “City Year has been doing a fantastic job with our staff and students. We couldn't have made it through this year without them.” “I think they really help to improve school culture.” 2017-2018 City Year Detroit Spring Partner Teacher Survey (n=35)
- 27. Successes: Resources • Devereux Student Strengths Assessment • Youth Development Model • Growth Mindset for Mentors Toolkit
- 28. Areas for Improvement • Prioritizing climate work within the full scope of services that City Year offers • Vision calibration (DPSCD, principals, City Year) – Confident in vision from DPSCD leadership – As implementation takes shape, City Year can become even more aligned to the efforts led by principals and teachers
- 29. City Year Detroit and Osborn High School • 100% of our high-need behavior students at Osborn reduced their number of suspensions • 80% of our evaluated students grew in social emotional learning/behavioral skills◊ • Nearly half of our attendance students moved from off-track to on-track in their average daily attendance (ADA) “City Year is the most valuable partnership at Osborn. They've been the most consistent and effective with their work. I've appreciated how connected and present the leadership has been. Ms. Johnson and Adam have done a wonderful job leading the team this year. I'm so grateful to have them at Osborn.”* ◊ 2017-2018 Deveraux Student Strengths Assessment Results;* 2017-2018 City Year Detroit Spring Principal Survey
- 30. www.GradNation.org | #GradNationwww.GradNation.org | #GradNation Moderated Panel Discussion Brian Kilkelly Learning and Development Director City Year Detroit Adam Scanlon Impact Manager City Year Detroit Pashawn Johnson Principal Osborn High School Ja'Mon Miller 11th Grade Student, Osborn High School
- 31. www.GradNation.org | #GradNationwww.GradNation.org | #GradNation Questions & Answers
- 32. www.GradNation.org | #GradNation The GradNation campaign: http://gradnation.americaspromise.org/ City Year National https://www.cityyear.org/ City Year Detroit https://www.cityyear.org/detroit For all things GradNation, email the team at gradnation90@americaspromise.org For more information:
Editor's Notes
- [As participants join, alert those on the line that we will begin shortly. Begin no later than 3:10 pm]: Thank you for joining America’s Promise Alliance and the GradNation campaign. We will begin shortly. Good Afternoon everyone and welcome to the GradNation campaign’s webinar, “Achieving a 90 Percent Graduation Rate: Relationships and Mindsets that Strengthen School Climate”. Before we begin, we want to note a few ground rules – Due to the volume of participants today, everyone has been muted. At any time during the presentation, you can use the Questions panel to write and submit your questions. We will try to take as many questions as possible following the presentation. We invite you to join the conversation on Twitter by using the hashtag #GradNation during and after the presentation. This webinar is being recorded. A link will be shared in the coming days on the GradNation website. Finally, we encourage all participants to take a 2-3 minute survey immediately following today’s webinar. This survey information will help us better understand who you are, whether this webinar was valuable to you and your work, and what topics you’d like to see covered during future GradNation learning sessions. We will now get started and the recording will begin.
- Thank you for joining us for today’s webinar. Before we dive into the webinar, first, I want to give an overview of today’s agenda. We will begin by briefly discussing why we are focusing on school climate and explore the research about cultivating a positive school climate for students and what it takes to do this. Then, we will invite Virgil Sheppard and LaTasha Golden from City Year National to discuss their approach to addressing the students’ holistic set of academic and socio-emotional needs and how that ties in with creating positive school climate. Following that, we will dive deeper into the work that City Year Detroit is doing to put their holistic approach into practice in one of their partner schools, Osborn High School. Brian Kilkelly and Adam Scanlon from City Year Detroit will begin and then join a moderated panel discussion with Pashawn Johnson (Principal at Osborn High School), and Ja’Mon Miller (an 11th grade student at Osborn High School). Following the panel, we will close with a question and answer period. Throughout today’s webinar, please submit your questions via the “questions” box. We will collect questions throughout the presentation and ask them once the panel discussion concludes.
- The Gradnation Action Platform articulates the evidence-based best practices that contribute to an increasing graduation rate. You can find more detail about each platform area, including practices, places, and partners involved in this work on our website. Here we share two definitions from two national efforts to define, measure, and implement positive school climates. As these definitions show, school climate is multifaceted. It involves safety, engagement, collaborative visioning, and collective responsibility to act consistently. In today’s webinar we will take a deeper dive into the school climate action platform by focusing on the relationships between students and in-school staff. In the high school setting, improving school climate can seem like a difficult proposition against a backdrop of academic requirements, postsecondary planning, and adversity and trauma. Because school climate has so many aspects and occurs in the complex context of school, partnerships with organizations outside of the school are required.
- The Center for Promise, the applied research arm of America’s Promise, uses the term “web of support” to describe how youth relate to adults and peers in their lives and how these relationships provide the developmental supports necessary to be on a positive developmental trajectory. Each relationship between a young person and adults and between a young person and other young people contributes to school climate. After all, at the end of the day, the school experience is determined by the quality of interactions between and among youth and adults. In today’s webinar, America’s Promise Alliance is joined by City Year National and City Year Detroit in partnership with Osborn High School. They will share how tapping into relationships and mindset growth work has shaped their school climate work and their whole child, data-driven approach and the resources and capacities needed to implement it at the individual student, classroom, and school-wide levels. They stress how relationships require practice, ongoing collaboration, and mindset adaptation. City Year’s approach to supporting youth development puts relationships at the center, which is beginning to positively impact school climate in Detroit. Together, City Year and Osborn High School’s educators and youth are doing the critical work of building relationships that reflect changing mindsets, collaboration, and a commitment to practice.
- Before we transition the webinar to City Year, we wanted to take a moment to acknowledge the data set that can help us to understand school climate. According to the National Center on Safe and Supportive Learning Environments, “School climate measurement involves a comprehensive assessment of student engagement, school safety, and the learning environment.” A few of the main sources used to measure school climate are provided on the slide. The information gained from the measurement tools “provides educators with the necessary data to identify school needs, set goals, and track progress toward improvement”. Furthermore, utilizing just one metric is good, but using multiple data points is the key to successfully implementing interventions that will contribute to a positive school climate for the youth in that school. **This is where you can advance to the next slide and then give Virgil and LaTasha mouse and keyboard control** Now, I will hand it over to Virgil Sheppard, National School Partnerships Director, and LaTasha Golden, National Afterschool Specialist from City Year National to share City Year’s national approach to meeting students’ holistic set of academic and socio-emotional needs and how that ties in with creating and measuring school climate so that students continue to stay in school and graduate.
- VIRGIL
- VIRGIL
- VIRGIL
- VIRGIL We are disproportionately diverse compared to other organizations - with 56% of our AmeriCorps members identify as people of color, 77% are college grads, and 54% are eligible for Pell Grants – which is important when fostering relationships with our diverse students. The near-peer age and diversity of AmeriCorps members enable them to positively connect with and relate to the students they serve. As near-peers, AmeriCorps members are old enough to provide the wise guidance a student needs, yet young enough to relate to the student’s view of a situation, and are, thus, able to connect with students in ways that older adults might not be able. This relationship, ultimately, enables Americorps members to more effectively build the academic skills student need to achieve. Sources: City Year recruitment and corps member survey data Policy Studies Associates study (2007)
- VIRGIL *This slide is where we make the connection between the work we do and how it contributes to a school’s culture and climate.* We know that kids growing up in high-need communities face a whole host of challenges that make it hard for kids to get to school, and be ready to learn every single day. Examples of challenges: additional responsibilities at home taking care of younger siblings because parents are working multiple jobs, food insecurity (a child not might know whether or not he’ll have something to eat at his next meal), housing insecurity (a child might be staying with relatives or moving from friends house to friends house, sharing a bed with younger siblings, etc.) Because of these challenges that kids face, they need extra supports to help them overcome them. However, there is a gap that exists between what kids and need and what schools are designed and resourced to do. BOTTOM LINE: Although students in high-need communities can face barriers to learning, we know that all kids can learn on an absolute scale. We also believe that education is key to students being able to reach their full potential.
- TASHA *Continue discussing Culture and Climate; practical way of how CY close the GAP. Emphasize partnership with schools. This is where City Year comes in. Our work in schools is designed to meet students’ holistic set of academic and socio-emotional needs. One of our key differentiators is the fact that we are there full time, from before the first bell through the conclusion of after-school. Spending an entire day with students allows us to get to know them – and their strengths and needs - in many different contexts. Our model is (high-level): Good for students: students receive more individualized attention and support Good for teacher and administrators: we instantly increase the ratio of adults to students, which gives schools the critical capacity they need to implement proven reforms. Teachers and administrators are less overwhelmed by the scale of need, and can collaborate and proactively focus on the needs of the entire classroom and school. Grounded in the relationship between a student’s academic achievement and his or her emotional and social well-being. Our model (more detailed): We provide individualized, research based interventions that are integrated across the classroom, after-school, and throughout the day Special events and other student engagement initiatives that help to build a positive school-wide climate Engagement efforts that more closely involve families in the academic life of students and the school Full faculty integration – we are not an “add on” to the school or a vendor providing a single service (like an afterschool provider), but rather we are a fully-integrated member of the school’s leadership team and school-wide education strategy
- TASHA Through our model and our overall youth development approach, 3 intermediate outcomes that we seek to help build in our students are Identity Formation, Agency, and Durable skills. We believe that if we are able to help students understand and communicate needs as a learner, gain confidence in ability to succeed, and build skills to manage various situations we believe we will be able to produce well rounded young people.
- VIRGIL We know it works. A national third-party study done by a research organization called Policy Studies Associates, or PSA, compared schools with City Year to schools without City Year. This study determined that schools that partner with City Year are up to 2-3x more likely to improve on tests in English and Math. Students in schools with City Year gained the equivalent of one additional month of learning time.
- TASHA ONE way that we have been able to work toward the intermediate outcomes is taking a youth development approach. All of our Impact Program Managers receive training The Clover Model. Part of this training is centered on understanding child development and ensuring we are meeting students where they are throughout all of our interactions throughout the day. *Emphasize the Clover is a Tool integrated with other tools that make up CY’s youth development approach.
- VIRGIL At City Year we also want to insure we are utilizing data to improve practice. We utilize the DESSA, which is an observation tool to identify strengths for our students and to inform interactions and sessions throughout the year.
- School improvement plans at each building
- Highlight PBIS
- City Year at MS and HS level- for student to talk about
- Now, I’d like to kick-off the Q&A portion of the webinar. If you haven’t already, please take a moment now to submit your questions via the questions panel. Let’s start with this question… [INSERT QUESTION TO START OFF]
- That is all the time we have today. We just wanted to thank all of our presenters once again for a great presentation! We hope that you enjoyed today’s webinar and learned more about how relationships and mindsets strengthen school climate and how a community in Detroit is using them to create positive school climates that support both students and caring adults in schools.