every student. every classroom. every day.

Creating the Conditions for Learning: Transforming School Culture & Climate

Jody London, Director, Board of EducationCurtiss Sarikey, Deputy Chief

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The Goal: ALL Students College, Career, and Community Ready!

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Not Thriving has a Cost for our Students!

• Unemployment Rate 33% Higher Than National Average (2012, Bureau of Labor Statistics)

• In 2011, Dropouts 18-24 Twice as Likely to Live in Poverty (2010 US Census)

• Average Dropout Earned $10,386 less on Average Than a High School Graduate, and $36,424 Less Than College Graduates with 4-Year Degree (2010 US Census)

• US Could Save Approx. $17 Billion a Year in Healthcare Costs if All Students Graduated (Based on Correlation between Dropouts on Medicare and Higher

Risk Factors)

• Dropouts 16-24 63 times more likely to Be Incarcerated than Graduates (Northeastern University 2009)

• 82% of all Inmates Never Graduated High School (Northeastern

Univ. 2009)

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Full Service Community School Definition

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Board Policy: Community Schools, Thriving Students Strategic PlanRestorative Justice Student & Family EngagementSocial Emotional Learning Site GovernanceStudent Discipline

Central Supports:Transforming School Culture GuidePBIS, RJ and Trauma Informed servicesAfrican American Male AchievementSocial Emotional LearningProfessional Development

Site Implementation: Culture/Climate Teams Data Continuous Improvement Tiered systems of support Coordination of Services Student & Family Engagement Community School Site Plan

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Targeted Universalism

Calling Out African-American Male Achievement

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School as a Protective Factor and as a Resilient Context

• Connection • Academic Success• Supported Transitions • Positive Relationships With

Adults And Peers• Caring Interactions• Social Emotional Learning• Positive Interactions With Pro-

social (Not, Anti-social) Peers• Stability• Positive Approaches To

Disciplinary Infractions & • Services and SupportsDavid Osher, PhD,

American Institutes of Research

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Social and Emotional Learning

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Three-tiered Model of Behavioral and Academic Support Systems

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Whole School Restorative Justice

Community Conferencing, Conflict Mediation , Harm Circles

Community Building Circles, Restorative

Conversations, Social-Emotional

Learning & Leadership

Supported Re-entry, Welcome Circles,

Circles of Support & Accountability (COSA)

Tier 1 Relationships

Tier 2 Non-punitive Response to harm

Tier 3 Re-entry

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OUSD Integrated Model

TSCC 7/1/14

Tier 3: High-Risk Individual

Interventions

Social Emotional Learning

Mental and Physical Health

Positive Behavioral Interventions and Supports

Restorative Justice

TIER 1: UNIVERSAL (ALL STUDENTS)

Culturally responsive environments,

classroom strategies with accommodation planning

TIER 2: At-RISK STUDENTS

Intensified classroom and

small group interventions

SEL guides the intervention process and supports development of resilience, empowerment and communication skills

Student & Adult SEL Self-Reflection to inform targeted plan & supports focused on building relationship and re-establishing trust

SEL embedded in Teaching & Learning Explicit SEL instruction

Modeling of Adult SEL Youth and adults practice SEL skills/competencies

Crisis counseling Individual support; medical/dental/vision services

Mental Health screening Prevention/Wellness promotion; Physical Education & Healthy School Environments

Cognitive Behavior Therapy/Counseling Wrap Around & other parent focused assistance Inter-agency services

Self-monitoring Behavior contracts, small group social skills

Family group conferencing, community conferencing

Conferencing Problem-solving circles

School-wide behavior expectations, Acknowledge positive behaviors, Data-Based planning

Circles, Restorative chats, Data-based planning

Group counseling/support tostaff & family;Coordinated referral process with follow-up; monitoring; targeted health education & screenings

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Positive Data Trends

Cohort Graduation Rate: 2011-2013

2011: 60.7%2012: 62.6%2013: 66.8%

2011-2013 Growth: +8.1%

+8.1%Cohort Dropout Rate: 2011-2013

2011: 27.6%2012: 24.7%2013: 21.1%

2011-2013 Change: -9.0%

-9.0%

Suspension Rate: 2011-2013All Students African American2012: 7.4% 2012: 17.6%

2013: 5.3% 2013: 12.3%

2014: 4.9% 2014: 12.7%

Change: -2.5% Change: -4.9%

A-G Completion: 2011-2013

2011: 39.2%2012: 42.3%2013: 43.3%

+4.1%

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In 2013-14, the suspension rate for students with disabilities was double the rate for all students.

2013-14 SuspensionsStudents with Disabilities

5%

95%

All OUSD Students(n=39,127)

2013-14

Suspended

Not Suspended

10%

90%

Students with Disabilities (n=4,273)

2013-14

Suspended

Not Suspended

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Attendance

11.5% 11.8% 11.9%

0.0%1.0%2.0%3.0%4.0%5.0%6.0%7.0%8.0%9.0%

10.0%11.0%12.0%13.0%

2011-12 2012-13 2013-14

Chronic Absence 2012 - 2014

In 2013-14, chronically absent students missed• 124,335 school days • $5.5M in lost state funding

every student. every classroom. every day.

“A school can create a coherent environment, a climate, more potent than

any single influence – teachers, class, family, neighborhood, so potent that for

at least 6 hours a day it can override almost everything else in the lives' of

children.” - Ron Edmunds

Every Student Thrives!

Thank You!www.ousd.k12.ca.us www.thrivingstudents.orghttp://www.ousd.k12.ca.us/Page/9835 (Family,Schools, and

Community Partnerships web page)

Jody LondonDirector, Board of Education510-459-0667jody.london@ousd.k12.ca.us

Curtiss SarikeyDeputy Chief, Community Schools and Student Services510-273-1500curtiss.sarikey@ousd.k12.ca.us