Growing the Whole Child Movement

JANUARY 29, 2020 | 8:30AM – 3:30PM
Growing the
Whole Child
MovementA Year After “A Nation At
Hope”
GALLAUDET UNIVERSITY ELY CENTER

REGISTRATION, BREAKFAST,
& GALLERY WALK

OPENING REMARKS
Welcome
Dennis Vega, America’s Promise Alliance
Linda Darling-Hammond, Learning Policy Institute
From Our Host
Thomas Horejes, Gallaudet University

OPENING REMARKS
Welcome
A Nation at Hope
Linda Darling Hammond, Learning Policy Institute
From Our Host
Dr. Thomas Horejes, Gallaudet University

GOALS AND OBJECTIVES FOR THE
DAY
Monika Kincheloe, America’s Promise Alliance

HOW LEARNING
HAPPENS
“Social, emotional,
and cognitive skills,
competencies, habits,
and attitudes grow
and are fostered in
rich and supportive
relationships and
influenced by the
experiential and
contextual landscape
of human
development.”
National Commission on Social,
Emotional, And Academic
Development. From a Nation at Hope
to a Nation at Hope, 2019.

COMMUNITY
POLICYRESEARCH
PRACTICE
YOUTH
EXPERIENCE
COMMUNICATIONS

Social movements emerge as a result of the efforts
of purposeful actors (individuals, organizations)
to assert new public values, form new
relationships rooted in those values, and
mobilize the political, economic, and cultural
power to translate those values into action.
What is a movement?
Working definition,
Leadership for Educational Equity

Elevate progress
made on the research,
practice, policy, and
communications fronts
in deepening and
broadening whole
child approaches.
Highlight the need to
focus on equity when
implementing whole
child strategies.
Identify, capture, and
share areas of
alignment that will
enable key
stakeholders to grow
the whole child
movement.
OBJECTIVES

Youth Development: A Strengths-
Based View
Zaff, J.F., Donlan, A.E., et al (2016).
Comprehensive community initiatives
creating supportive youth systems: A
theoretical rationale for creating youth-
focused CCIs.

What do you want to know or be able
to do at the end of the day?
Set your personal objective for the day.

FRAMING THE FIELD
Moderator
John Gomperts, America’s Promise Alliance
Panelists
Pamela Cantor, Turnaround for Children
Stephanie Jones, Harvard University Graduate
School of Education
Karen Niemi, The Collaborative for Academic, Social,
and Emotional Learning (CASEL)
Hal Smith, National Urban League

KAREN NIEMI
President & CEO
The Collaborative for Academic, Social, and Emotional Learning (CASEL)

INDICATORS OF DEMAND…
According to stakeholder surveys:
• 99% of principals agree social and emotional learning (SEL) is teachable and 83% believe it
is very important for their school to promote SEL. (CASEL, 2018)
• 74% of teachers are devoting more time to teaching SEL compared to five years prior.
(McGraw Hill, 2018)
• In a study of nearly 900 executives, 92% of employers say skills such as problem-solving
and communicating are as important as technical skills. (Wall Street Journal, 2016)
• Majority of current and recent high school students believe that going to a school that
focuses on SEL would: help improve student/ teacher and peer relationships, reduce
bullying, help them learn academic material and real-world skills, prepare them for college
and jobs/careers, and prepare them to give back to their communities. (CASEL, 2018)
• 90% of district leaders invested or plan to invest in SEL products. (Education Week, 2018)
• The public believes teaching skills such as cooperation, respect, and problem-solving are
the most important factors in school quality. (PDK, 2017)

• In 2018, the Aspen Institute estimated philanthropies had invested at least $400M
toward social, emotional, and academic development (SEAD) over a three-year span.
• In 2019, Congress approved $123M to support SEL and whole child approaches to
education in their FY 2020 federal spending plans.
• In 2019, at least 33 federal bills related to SEL were introduced, and 16 were passed.
Increases in funding and federal support:

• CASEL’s Collaborating States Initiative (CSI) grew from 8 states in 2016 to more than
35 states, collectively representing 2M+ teachers and 35M+ preK-12 students.
Increased priority from states:

• 18 states have competencies/guidelines, almost 5x the number of states 10
years ago.
• 30 states offer SEL guidance on their webpages, a 43% increase from 2018.
• 18 states have created SEL staff positions, compared to 0 states in 2016.
• State chiefs and designees joined the Collaborating States Initiative meetings for
the first time in 2018, increasing from 13 to 18 state chiefs and designees in
2019.
As seen through CASEL’s efforts:

• CASEL’s suite of state, district, and school resources are accessed more than 90,000
times a month by educators and users in 186 countries.
1 - 999 hits
1,000+ hits
no activity
2018 Snapshot:

• CASEL’s subscriber network grew 21% last year to 32,000 SEL
champions.
• The 2019 SEL Exchange conference sold out in two months with 1,500+
attendees and a waitlist of 1,000.
• To date, 10,000 people have opted in to receive conference alerts.
• 65 program and assessment providers joined CASEL's new SEL Provider
Council to advance quality and collective learning.
• Collaborative initiative with states grew from 8 to 35+ states in four
years.

MORE SUPPORT IS NEEDED…
• Only 53% of principals believe district leaders are providing the necessary SEL
guidance and support. (CASEL, 2018)
• 51% of teachers don’t believe the SEL professional development is sufficient.
(McGraw Hill, 2018)
• 89% of employers have a difficult time finding hires with “soft” skills. (Wall Street
Journal, 2016)
• 52% of recent high school graduates do not believe high school prepared them
for success and 59% believe it did not prepare them for a job. (CASEL, 2018)
• CASEL receives 100+ online inquiries a month with requests for SEL-related
support, an increase of 15% since 2018.

• Equity
• Adult SEL
• Academic integration
• Youth voice
• Civic engagement
• School-family-community partnerships
• Workforce readiness
• Assessment
KEY
PRIORITIES

PAMELA
CANTOR, M.D.
FOUNDER and SENIOR SCIENCE ADVISOR
@DrPamelaCantor @Turnaroundturnaroundusa.org

Stephanie M. Jones
Harvard University
Linking Science to Practice
for A Next Generation

We know the parts but not
the formula or the active
ingredients
Operating with inoculation
and quick fixes in mind…
Early Education

Getting to Alignment, Integration,
Coordination
http://exploresel.gse.harvard.edu/

What’s common? What do we share?

What are the frontiers?
1. Finding and acting on ingredients
2. Leveraging new scientific concepts
2.0!
3. Connecting
conceptstrategymeasures

A Perspective on Equity
Hal Smith
National Urban League
Senior Vice President, Education, Youth Development and
Health

Developing a Stickier Narrative
I. Equity and Excellence
II. Complementary not Competitive
III. Clarity
IV. Communications

Equity and Excellence

Equity and Excellence
Educational equity is an ongoing process that removes all of the
historic barriers, narratives and constructs by which individuals and
communities have been disadvantaged as they seek to attain a high-
quality education.
We believe equity will be achieved when our education system
provides ALL students with the necessary resources, opportunities
and access necessary to reach their full potential.

Complementary not Competitive

Clarity
How and Where learning and development happen

Clarity
Communities have schools, schools don’t have communities
Schools help communities do their work

What we’re hearing
“I feel like I need concrete
examples of how these concepts
are being applied, particularly in
schools. What are the outcomes?
How will we know it when we get
there? When and where we are
making progress? Is it a kind of
know it when we see it, or are
there measures that you can
share or that we can co-develop?
Social Worker
Irvine, CA
“Thank you, but no. This is for
them, not for us, just blaming
us. Feels like some other way to
explain what is wrong with
Black people. With low income
people”
Parent
New Orleans, LA
“Okay, I think I get it, but what
am I supposed to do with all of
this? How do we begin the
conversation, let alone the
work? What stopped folks
before?”
Educator
Harlem, NY

Communications

Communications
Shared Language and Narrative
Promise of Equity
Affirmative and Intrusive
Asset Based and Focused Language and Design Principles
Coherence not Necessarily Alignment
Culturally Relevant & Resonant

Reflection Question
What successes and challenges has your
organization or school had in communicating with
different audiences about social, emotional, and
academic development?

EQUITY AT THE CORE
Introduction
Monika Kincheloe, America’s Promise Alliance
Presentation
Heather Reiman, The Education Trust
Nancy Duchesneau, The Education Trust

Equity requires
an action
orientation
Individual identity
• Race
• Ethnicity
• Income
• Class
• Gender identity
• Age
• Cultural identity
• Sexual orientation
• Religion
• Immigration status
• Housing status
Systems level equity
• Financing
• Allocations
• Teacher quality
• Availability of rigorous
coursework
• Facilities
• Out of school time
program availability
and quality
• Teacher diversity

Voices of Youth and Families: Equity
Considerations in SEAD
© Copyright 2018 The Education Trust @EdTrust /edtrust edtrust www.edtrust.org

Our roadmap for today
1. Common Definitions of SEAD
2. About Our Research Project
3. Findings
4. Policy Implications
5. Policy Recommendations

Science of Learning and Development
• Reciprocal relationship between biology and environment
• Development progresses over time
• Relationships are foundational to development
• Multiple levels of context influence development – positively and
negatively
• Children need buffers to stress
• Students are active agents in their own learning
Osher, Cantor, Berg, Steyer, & Rose (2019)
Context is the defining influence on development.

Common Definitions of Social-Emotional
Learning (SEL)?
“Social and emotional learning (SEL) is the process through which children
and adults understand and manage emotions, set and achieve positive
goals, feel and show empathy for others, establish and maintain positive
relationships, and make responsible decisions.”
~Collaborative for Academic, Social, and Emotional Learning (CASEL)
“These so-called noncognitive qualities are diverse and collectively facilitate
goal-directed effort (e.g., grit, self-control, growth mindset), healthy social
relationships (e.g., gratitude, emotional intelligence, social belonging), and
sound judgment and decision making (e.g., curiosity, open-mindedness).”
~Angela Duckworth & David Scott Yeager

Risks of SEAD work
Approaches that
○ lack an explicit equity lens,
○ fail to acknowledge the role of students’ racial and cultural experiences in social-
emotional development,
○ that treat social-emotional and academic learning as separate,
○ fail to address the processes and structures in schools that systemically
disadvantage students of color, low-income students, and immigrant youths
May do more harm than good.

Current Focus
● Currently, SEAD frameworks focus attention on the specific social
emotional competencies students should learn, such as self-
management and social awareness
● This has led to efforts on explicitly teaching students these
competencies with less attention to the systems in place that influence
social emotional development

● Societal realities (e.g. racism,
sexism, etc.)
● Individual realities (e.g.
responsibilities outside of
school)
● Cultural background
Why it needs to shift

Our Research Study
● We spoke with students
and families of color in 8
locations across 5 states.
● Our sample consisted of
○ 70 students of color ages
12-18 (self-identifying as
Black, Latinx, Mixed, or
Other)
○ 76 Black and Latinx
family members

Our Research Questions
● We sought to understand:
○ How students and families of color perceive SEAD
○ What SEAD factors they believe to be important for students of color
○ How schools can support SEAD for students of color

How do students and families of color perceive SEAD?
● SEAD is a part of success.
“I think [social and emotional skills] play the biggest role, especially
understanding your wellbeing and all of that.”
~ Latina student
“[I hope my grandchildren become] good people, generous, with good hearts.”
~ Latina grandmother
● It starts in the home, but schools play a role.
“It’s your family [who is responsible] … But at the same time, it’s school,
because you spend eight hours, you know, five times a week at that place. So,
it’s almost like, everybody should be on the same page.”
~ Latina student
“It takes a village to get it done … To make sure that we opening doors for
them to walk into and so they’ll learn how to open their own doors to pursue
they own paths.”
~ Black mother

What SEAD factors are important for success?
● Identity is the core of SEAD.
○ Know your culture
“Knowledge of self – Who they are, their culture. They need to learn how to love
within.”
~ Black mother
○ Codeswitch
“I think it’s like, learning to adapt to your surroundings, one and two, just knowing that
there’s other cultures, you know, out there, and respecting those cultures the same way
that you would want them to respect, you know, your culture.”
~ Latina student

SEL 102
● Black and Latinx students are often already learning (and are expected by
society to learn) social-emotional competence at a different level
(SEL102) because of the context of race
● Black and Latinx students are not being recognized for their social and
emotional competence
○ This is due in large part to a disconnect between educators and their students.
When adults do not understand the backgrounds and lives of their students, or
when bias influences what behavior is deemed acceptable by what students,
adults do not recognize when students are socially and emotionally competent.

What should schools do to support SEAD?
● Participants do not trust schools to teach SEAD to students of color. They
worried about the decontextualization of SEL and the lack of focus on
identity
“We all have a story … We have schools that would rather just kind of put kids on
a mute button to get through – go through the motions of every day.”
~ Black mother

“The way schools are structured now, and the way education is structured, it’s not set
up for students to succeed in those environments. And not to say students don’t
succeed, but not all students do. Some students make it out, but aren’t ready for the
world after high school, or even after middle school. So it’s like you’re not always set up
to succeed based on how schools are structured.”
~Black & Latino Student

What should schools do to support SEAD? (Cont’d)
● Create learning environments where students see themselves and truly
belong
○ Allow students to be their authentic selves.
“School should be a safe zone for a kid to be able to come and really be their self.”
~ Black grandmother
○ Teach our history
“I think that we should talk about other people, other than just Rosa Parks and
Martin Luther King … I’ve been learning about that since I was like in first grade … I
had to read myself about people like Malcolm X and things like that … Why can’t we
talk about other people?”
~ Black student
○ Diversify the teaching workforce
“Hire more Black teachers.”
~ Black father

● Challenge students to thrive and truly believe they can.
○ Provide challenging coursework and equitable opportunities for advanced
course pathways.
“It’s been like a cultural shock when I go into programs and I see that like, 99%
of the population there is either Caucasian or Asian of some type.”
~ Latina student
“I think being a Black girl had a little bit to do with [not feeling like I belong],
especially because … I took two AP classes my senior year, and in both of those
classes, I was the only Black person. And I think that that’s happened
throughout my entire high school career.”
~Black student
○ Address adult bias.
“At least have [teachers] in the place culturally competent so that they
understand, and they don’t just make assumptions.”
~ Black mother

● Provide the academic and non-academic supports they need to thrive.
○ Partner with students, parents, and communities.
“Parents have a lot to do with culture, and know their culture better than the schools that
deal with everyone.”
~ Latina mother
○ Provide non-academic supports.
“At our school, lots of people were depressed. Lots of people had anxiety. Things like that
were everywhere, and it kind of become normalized, and it shouldn’t have been, right? We
should have had [supports] and people should have been seeking help.”
~ Black student
“We have a counselor that goes above and beyond the call of duty, and what she does is
open doors and give opportunities or – ultimately, you know, we’re the ones who step up and
do it, but somebody who , somebody in power like, who opens doors, gives us opportunities.”
~Latina student

Shifting the Focus
FROM a focus on teaching specific student competencies and “fixing kids”
TO an asset-based approach that includes a focus on adult beliefs and mindsets
and the systems and policies necessary to create equitable learning
environments

Students’ social-
emotional skills,
mindsets, etc.
Classroom factors
School/district factors
Societal context
Shifting our
focus from
this….

Students’
social-
emotional
skills,
mindsets,
etc.
Societal
contextTo this…

Changing Adult Beliefs and Mindsets
• Educators must recognize the assets students bring to the classroom and have high
expectations for students of color and low-income students.
Shift from a deficit-based mindset to a strength-based mindset
• Educators who interact with students must address the explicit and implicit biases.
Not only must these biases be addressed, but educators must shift their mindsets to
an active orientation towards dismantling oppression
Address bias in adult perceptions
• Educators must recognize and value differences in students and accept that what
works for one student may not work for all students
Move from one-size-fits-all to recognizing cultural and contextual influences

Adult (Educator) Beliefs and Behaviors
Student
mindsets,
beliefs and
skills
Adult
biases,
beliefs and
skills
Adult
behaviors

Changing Systems and Structures
● Change policies and practices to support what evidence shows is
important for students to develop social and emotional competence
● This means all policies should aim to meet these goals:
Foster
student
belonging
Provide
academic
and non-
academic
supports
Challenge
all students
to thrive

Changing Systems and Structures
● We know that these factors are
critical for positive school
climate, and lead to increased
academic engagement
● But these goals are less often
the focus of SEAD for students of
color and low-income students
● An equity lens for SEAD means
recognizing this gap in how
schools treat students of color
and making these structural
changes
Student
Belonging
Challenging
Opportunities
Academic and
Nonacademic
Supports
SEL and
Academic
Engagement
Positive
School
Climate

Policy Recommendations
● Ongoing professional development and coaching on changing mindsets
and building skills such as:
○ Reducing bias
○ Culturally sustaining pedagogy
○ Restorative justice practices
○ Positive classroom management
○ Student and community strengths
○ Providing feedback that conveys high standards

● Diversify the educator workforce by:
○ Creating proactive hiring strategies that increase hiring of educators of color
○ Improving working environments and conditions to retain educators of color
● Co-create inclusive discipline and dress code policies by:
○ Ensuring they do not discriminate based on race or gender
○ Adopting discipline policies focused on maintaining and repairing relationships,
rather than retributive or exclusionary consequences

● Ensure equitable access to rigorous and culturally sustaining curriculum
○ Adopting rigorous curriculum that positively represents ethnically, culturally, and
racially diverse students
○ Integrating SEL into rigorous academic instruction
○ Ensuring inclusive opportunities for historically marginalized students to access
advanced course pathways

● Ensure wraparound services and supports are available by
○ Developing early warning systems to identify who needs supports and adopt
multi-tiered systems of support to meet student needs
○ Hiring sufficient school support staff including school counselors and school
psychologists
○ Partnering with community-based organizations and other government
institutions to provide services schools are unable to provide
○ Adopting a community schools model

● Meaningfully engage parents and youth as full partners in schooling by:
○ Using climate and voice surveys to determine needed areas of school
improvement
○ Including family and student voice in policy decisions
○ Creating student-teacher advisory groups that meet regularly outside of classes
○ Adopting a home visit program
○ Including more time for parent-teacher conference
○ Hiring translators for communication with parents who are uncomfortable with
English

Questions?
Contact:
Nancy Duchesneau
NDuchesneau@edtrust.org
Heather Rieman
HRieman@edtrust.org
To sign up to receive the report when it’s released, go to
www.EdTrust.org/SEAD

Reflection Questions
What resonated with you the most about what
was shared in this session?
What still feels unresolved?
What would be helpful to your organization or
school to move forward with equity at the core?

CENTERING YOUTH & COMMUNITY
Introduction
Linda Sprague Martinez, Boston University
School of Social Work and Center for Promise
Panel Discussion
Kaidyn Aull and Jamisha Pinkett, Bard High School Early College, Washington, DC
Jexson Gomez and Fathia Qandeel, Port Richmond High School, Staten Island,
NY
Emily Nover, Laurent Clerc National Deaf Education Center, Model Secondary
School for the Deaf, Washington DC
Moderators
Linda Sprague Martinez, Boston University School of Social Work and Center for
Promise

Reflection Question
What opportunities exist for your organization or
school to act on what you’ve learned from these
young people?

LUNCH AND KEYNOTE
SPEECH
JERRY TELLO

Transformational
Learning
La Cultura Cura
Culturally Rooted, Trauma
Informed, Healing Based
Development
Jerry Tello,
The National Compadres
Network

Nuestros ancestros estaban conectados a
las fuerzas del universo,
En una relación viva de reciprocidad.
En todas las culturas ancestrales se pide
permiso a las energias creadoras del
universo , antes de realizar una ceremonia,
comenzar el dia , etc.
Our ancestors were connected to the
forces of the universe,
In a living relationship of reciprocity.
In all ancient cultures were requested
permission from the creative energies of
the universe, before a ceremony or to
start the day, etc.

La Cultura Cura
“Within the
collective dignity,
love, trust and
respect of all
people, exists
the wisdom and
resources for a
beautiful,
harmonious
tomorrow.”
-Jerry Tello
Tello © 2010

All parents want their
children to grow up healthy,
safe and to be
SUCCESSFUL.
But some children and
families struggle and we
often wonder why?Jerry Tello, La Cultura Cura/NCN

Childhood
Adolescenc
e
Adulthood
Elderhood
Tello © 2010

Four Childhood Questions that Impact Learning
Am I wanted? Who Am
I Connected to?
What is my purpose in
life?
How do I get there
(fulfill my purpose in
life)?
Where do I go and to
whom do I go for
guidance, support and

You are WANTED
(welcomed)… a Blessing
(DIGNITY)
You have a SACRED
PURPOSE (RESPECT)
You have culturally based
teachings/values), and family,
community TEACHERS (Rites
of Passage) to guide you
(TRUST)
You have SAFE,
COMPASSIONATE people and
SECURE places to learn, heal,
grow. (LOVE).

Jerry Tello, La Cultura Cura/NCN

DISCONNECTION
Insecure
Stuck between 2
Worlds

Confusion- (withdrawal)
Anger- (shame)
Hate- (blame)
Self-hate- (self sabotaging)
Rage (addictive/suicidal)
Jerry Tello, La Cultura Cura/NCN

SUSTO - Trauma
SURVIAL BASED LIVING
=
Living Disconnected

• Difficulty being present
• Impaired ability to think logically,
sequentially and with reason
• Difficulty regulating emotions
• Easily triggered
• Difficulty focusing for long periods
• Unorthodox coping methods

“What is
wrong with
this person,
family,
culture?”

• Suspend/Expel
• Diagnose
• Medicate
• School Policing
• Gang
Injunctions
• Incarcerate
FIRST LEVEL:
We must control this
behavior
= Safety

• Crisis Intervention
• Substance Abuse/Restorative
Justice
• Anger/Gang Management
SECOND LEVEL:
Address cognitive,
behavioral issues,
Manage Symptoms

* Relationship based Learning (La
Educacion)
• Trauma Informed, Healing Centered
Intervention
* Culturally Based Kinship ROP
• Generational Culturally Based Healing
THIRD LEVEL:
Transformational Healing
and Development

You are WANTED
(welcomed)… a Blessing
(Relationship/DIGNITY)
Your life has a POSITIVE
PURPOSE (COMPASSION/,
RESPECT)
You have culturally based
teachings/values), and family,
community TEACHERS (Rites
of Passage) to guide you
(TRUST)
You have SAFE,
COMPASSIONATE people and
SECURE places to learn, heal
(LOVE).

You are
WANTED…
You are a
BLESSING
Connection–
Belonging
IDENTITY

IDENTITY
Who Are You…?
Who Are We…?

The healing begins
with US.
We must first begin
our own process to
recover our
sacredness and heal
our own wounds (bias
and western
expectations) and
live a life of self care.

Walking and guiding
youth/family
through the process
to build on their
cultural wisdom,
learn society’s
teachings while
preparing them for
life’s challenges so
they can fulfill their
SACRED PURPOSE.

In lak Ech
Tu Eres Mi Otro Yo
You Are My Other
Me
La Cultura Cura
Transformational Learning
and Healing

District-wide and
School Based
Transformational
Learning
La Cultura Cura

Transformative
Learning
Sense of Being
Welcomed
DIGNITY

Transformative
Justice
Compassion and
Equity for all
(Sacred
Purpose)
RESPECT

Transformative
Leadership
Interconnected,
learning,
teaching
LOVE

Transformative
Healing
Safety,Security,
Support
TRUST

La Cultura Cura
Transformational Movement
CARA Y CORAZON (Face and Heart)
Parent/Family Strengthening
JOVEN NOBLE (Noble Youth)
Hombres Jovenes con Palabra – Male Rites of Passage
XINACHTLI (Germinating Seed) Female Rites of Passage
CIRCLE KEEPING ,Healing Circles
TRANSFORMATIVE JUSTICE (School Climate, Social
Justice,
COMPADRES/KINSHIP NETWORK ( Generation Guidance
and Support)
Systems Transformation based on Racial Equity and
Racial Healing Tello © 2010

National Compadres Network
La Cultura Cura Healing Informed Services
Serving the Nation
NM
IL
NJ
OR
CA
ID
MD
GA
AZ
NV
IN
DC
WA
MO
MN
MS
DE
TX
AL
MT
IA
VA
FL
ME
OH
SD
NE
WY
WI
KS
PA
TN
La Cultura Cura States
LCC Service Cities
LCC Juvenile Probation Sites
NH
RI
MA
NY
KY
HI
AR
LA
PR
NCN Headquarters
UT
124
PR
WV
CO
NC
SCOK
MI
ND
Northern CA:
• Sacramento
• Napa
• Richmond
• Oakland
• San Leandro
• San Francisco
• San Jose
• Gilroy
• Santa Cruz
• Hollister
• Salinas
• Merced
• Stockton
• Hanford
• Fresno
• Visalia
Southern CA:
• Santa Barbara
• Greater Los Angeles
• Santa Ana
• Coachella Valley
• San Diego
Portland
Denver
Omaha
Yakima
Texas:
• El Paso
• Arlington
• Houston
• San Antonio
Chicago
Cleveland
Arlington
Montgomery County, MD
Phoenix
Albuquerque
Atlanta
Philadelphia
Detriot
Wyoming

FOR FURTHER INFORMATION, CONTACT
NATIONALCOMPADRESNETWORK.ORG
(408) 484-4191
jerrytello.com

APPLYING THE PRINCIPLES OF SEAD
Introduction
Stephanie Wu, City Year
Panel Discussion
Jennifer Brinkmann, Alive & Well Communities
Marielle Cummings, Nashville After Zone Alliance
Juan Carlos Ocón, Benito Juarez Community Academy,
Chicago Public Schools
Moderator
Monica Jones, Weikart Center for Youth Program Quality

Stephanie Wu
SENIOR VICE PRESIDENT AND CHIEF IMPACT OFFICER
CITY YEAR

Evolution of
Purpose
City Year has been
transforming our core
national youth service
program into a national
platform of whole
school whole child
services that advance
educational equity

Repositioning City Year's youth development strategies for
Whole Child services

Proven cost-effective impact delivery
Schools that partner with City Year are up to 3x more likely to
improve proficiency rates in math and 2x more likely to improve
on state English assessments. They also gained the equivalent of
approximately one month additional English and math learning,
compared with schools that did not partner with City Year.
The more time a student spends with a City Year AmeriCorps member,
the higher the student outcomes in the related academic subject
area (math and English) and attendance and the better their social-
emotional competencies at the end of the year (controlling for start-
of-year social-emotional levels).
City Year is 78% more cost-effective than contracting with individual
providers to deliver City Year’s holistic set of services.
133

1.The first strategy supports student success by deploying
diverse teams of AmeriCorps members to work full-time
alongside teachers in public schools as “student success
coaches” to provide continuous academic and social-
emotional supports and enable more student-centered
classroom instruction.
2.The second strategy builds on the first and leverages CY’s
decade-long partnership with Johns Hopkins University to
create school improvement models, tools, and innovative
strategies for the highest need schools across the CY
network
City Year executes two strategies alongside our
partner schools to realize a vision for whole school
improvement and whole child development
City Year Today
135

Call to
action
Support in creating asset-based
developmental learning environments
Elevate student voice in adult decision-
making
Increase collaboration between all
partners within a school

Reflection Question
What insight from the community leaders on the
panel has the greatest implications for your work?

POLICY WORKING SESSION
Introduction
Panel Discussion
Paul Cruz, Superintendent, Austin Independent
School District
Pedro Rivera, Secretary of Education, Pennsylvania

Developing Policy to Support
How Learning
Happens

A Whole Child, Whole School, Whole
State Model
Student
Learning
Teaching
Focused on
the Whole
Child
Instructional
Leadership
Equitable
Resources
Aimed at
Pupil Needs
Relationship
Centered
School Design
Early Learning
Curriculum
Focused on
Social,
Emotional,
Academic
Development
142

Policy Arenas
Set a
Whole
Child
Vision
Transform
Learning
Settings
Support
Productive
Instruction
Ensure
Adult
Learning
Organize
and
Leverage
Resources

Whole Child Policy Table
Council of Chief State
School Officers
National Assn of State
Boards of Education
National Conference of
State Legislatures
National Governors
Association
America’s Promise Alliance Afterschool Alliance CASEL
Center for Innovation in Education Civic Enterprises
Forum for Youth Investment Learning Policy Institute
National Urban League SOLD Alliance
Opportunity Institute Unidos US

• Children’s Cabinet
• Guidance to States (e.g., via ESSA) that
prioritizes indicators and investments in
health, mental health, positive school
climate, and school inclusion—not just
test scores
#1: Set a vision for student success that
prioritizes the whole child

#2: Transform learning settings so they
are physically and emotionally safe and
foster strong bonds among students and
adults
• Incentives for redesigning schools to
strengthen relationships (e.g., small
learning communities, advisories, looping)
• Support for school climate surveys
• Educative/restorative discipline policies

• Support social-emotional learning through
curriculum, training, and program supports
• Transform assessment to inform and improve
learning and teaching (e.g., more authentic
and performance based)
#3: Teach social, emotional, and
academic skills, habits, and mindsets

• Incent and invest in the redesign of education
preparation programs, licensure, and
accreditation
• Sponsor high-quality ongoing professional
development around a whole child knowledge
base for leaders, teachers and other staff
• Share exemplars of good practice
#4: Promote the development of adult
capacity

• Make it possible to blend and braid resources across
agencies from federal, state, and local levels
• Invest in community school models that integrate
resources and student supports
• Connect and support in- and out-of-school resources
for youth, including after school and summer school
#5: Organize and leverage resources

21st century learning for all
“What the best and wisest
parent wants for his or her
child, that must the community
want for all of its children. Any
other goal is narrow
and unlovely. Acted upon, it
destroys our democracy... Only
by being true to the full growth
of all the individuals who make
it up, can society by
any chance be true to itself.”
- John Dewey

CLOSING REMARKS
Alexis Creamer, Missouri State University and former
America’s Promise Youth Trustee

Growing the Whole Child Movement

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