the goal: all students college, career, and community ready!
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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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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)
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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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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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
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
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