001Moving on to our work session, we have a presentation on our career and college readiness and culture of care. So, I'm going to turn it over to Miss Fox Alter who can turn it over to our presenters. Okay. So, um just to give our board of education, our community an outline of some really important um programs and we have two directors here this evening. We're going to start with Dr. um Delia Lopez who is responsible for our culture of care that um helps us do supportive action works directly with um our counseling department with our principles and of course with Dr. Dilly. So Dr. Lopez it over to you. I think uh Mr. Ducos is going to click. He's going to be the human clicker. >> Okay. Thank you. >> And then we'll switch. Teamwork.
002Teamwork. Um so thank you everyone. Good evening. My name is Dr. Dalia Lopez. I am the director of mental and behavioral health. Um, and as we know, we cannot do this work alone. So, we are better together is the theme of the year. This is a theme that our our district teams came up with. Um, and moving along to um our presentation, we know that schoolwide social emotional learning encompasses all the systems and structures that we put in place in support of the child. This includes the child at the center of this work from having supportive discipline practices as mentioned by Dr. Dilly to evidence-based curriculum including family student and community voice in all our programming. As we know this is what we've seen previously. This is our culture of care work through the lens
003of MTSS or multi-ter systems of support. If we remember at tier one, we started some time ago with the implementation of our secondstep curriculum in our elementary buildings. Moving on to mental health as the focus in our secondary um buildings. We know that our PBIS um celebrations, positive behavior intervention supports are um live in our elementary buildings as well. and we use our DESA screeners and our panorama screeners to support our students at tier 2 and tier 3. So, we'll be talking a little bit more about what this looks like. In general, this slide is a snapshot of our efforts in each bucket during the 2122 school year. This was our opportunity to build the foundation, creating the district team, implementing and adopting the core secondstep curriculum, creating our parent and community advisory board, and
004at the same time, we were ordering auditing our PBIS and restorative justice systems while also advancing our mental health programming at the secondary level. During the 22 23 school year, we focus on building capacity from within um by training our clinicians in dialectical behavior therapy, which focuses on helping our students develop skills to calm their nervous system um skills such as mindfulness and how to manage and survive the stressing situations. We were also able to increase programming through the addition of clinicians who were able to deliver two additional curriculums that of bullying prevention and child safety. I would like to just point out that we went from a ratio of one staff member to 300 and something students to about one to 119 students. all because of the support of the board um and our
005district leaders uh as well as grant funds. We will now look at our district data and speak about how much how such data is driving programming decisions and looking at a snapshot of our district behavior data. For example, through the lens of our sixth grade cohort of 22 23, these students increased their behaviors as seventh and eighth graders. If you see the green lines there, however, the number of incidences were much lower than the previous year's seventh graders suggest suggesting that overall better emotional management by students and better structures and systems being developed at the middle school through these years. Um, schoolwide, we see that our district-wide behavior trends by year, we have actually improved um, in the area of referrals for behavior in the bathrooms and hallways, which which suggests basically how our PBIS
006structures and systems are supporting that work with reteing in those areas. Our focus this year is to support and decrease the amount of referrals coming from the classroom. And for example, we took the opportunity this summer through our um culture of care teams to align our work with our PBIS matrix, meaning that those um competencies that we're learning in um second step are being reinforced by the PBIS. We also looked at self-reflection tools developmentally appropriately um that were developmentally appropriate for students. Um we discussed how we're going to support teachers and making sure they understand and are clear about the definitions of the preventative strategies that are in the code of conduct and are able to implement those strategies. We are also working very closely with our behaviorists to develop teacher friendly classroom management tips
007to share. So these are just some of the examples of how we're using the data to drive the work overall. While while our tier one core is intact, we continue to coordinate efforts in alignment with the culture of care pillar. And in doing so, in the next slide, we are leveraging our success with instruction and our strong building PBIS teams um to create a more intentional focus on attendance. And as mentioned, we have the public service announcements uh surrounding attendance. We're also leveraging our family engagement specialists to make sure that they are at every building supporting attendance as well. And specifically at the high school this year, we adopted uh a new platform called Talking Points, which um would encourage more direct communication with parents. At the secondary level, we continue to build upon our
008data literacy goal in reviewing our SEO related data with a keen focus on student voice. Um, while more than 84% of our students actually noted if having a positive relationship in or outside of school, our data on students perception of school climate highlights an important opportunity for growth and improvement. And actually during our new teacher orientation this year, we were able to um talk to teachers and and um have some professional development around how do you welcome um students into your classroom? How do you build relationships? We know that through strengthening our safety, inclusivity, and relationship building, we can deepen students sense of belonging leading to um more greater engagement, stronger connection, and improve mental health. All the numbers that you see on this slide here suggest that our competencies at the secondary level are
009actually on track or relatively on average compared to similar students that have taken the same survey nationwide. So this is promising results for us right now. We are also aware of the developmentally appropriate challenges that occur in middle school. So this this slide um delves a little deeper into the panorama data by grade level. Um and basically what it's telling us that 68% for example of sixth grade students noted possessing positive SEO competencies or tools to support their emotional regulation and self-management skills versus 65% of seventh graders or 64% of eighth graders. And the green actually denotes that they are um on on par or very similar to other students who have taken the survey while the orange is suggesting some um need for potential intervention or concern in that area. I would like to
010quickly mention that in spite of these struggles in eighth grade we have increased students taking algebra in eighth grade which will further be elaborated by Mr. glucose and overall these scores also denotes both the need of programming at the middle school and also the growth actually that students um make in terms of the SEAL skills from middle school to high school um suggesting some developmentally appropriate behaviors where you kind of come into your own identity into your own own self and know how to manage your emotions a little bit better. Um but because of the need that we see in the middle school, we also um have infused some growth wellness services um that is an organization that came in to do some trauma-informed um practices with many many students and groups and they did
011that at the U middle school as well as in Claremont and you I don't know how many of you had the opportunity to see some artifacts that were um seen here and um conducted by the students. In the next slides, um, you are going to see really a compilation of examples of some of the programming again from the alignment of the PBIS matrix with competencies to teams reinforcing attendance at the building and school level, professional development on behavior and classroom management supported by TAS supported um for PTA TAs and monitors um as well. And these progress and these efforts cannot be done alone. They really um encompasses a lot of um coordination and a lot of trust in people doing the work. In the next slide, you'll see um our three-year trend data demonstrating the
012impact or the positive results through the MTSS lens. Here you'll see if you remember um we want to see 80 at least 80% of our students being responsive to a tier one. We have surpassed that goal. If you recall the decimin is a screener completed by classroom teachers on each student. It provides early insight into students social emotional learning their strengths and needs and it also guides our PBIS andCL implementation. So our next step is to focus on these tier 2 students through the guidance of our MTSS processes. And at the secondary level um we continue to focus on mental health programming and supports. Um there was some discussion around vaping that actually has reduced throughout the years. We have a prevention survey that is coming up this year as well to quantify that notion.
013We has um student assistance services at the high school. We embedding more programming um with um continuously building capacity with dialectical behavioral therapy. We have trained 70% of our clinicians in that evidence-based practice. Um we also this year are having uh we're working with a new community partner actually called um Break the Hold. They will be training two health teachers here at the um middle school to deliver DBT steps A at tier one which is very exciting. Um and we will continue with growth wellness services along with Andress um who will return as partners at the high school level. We are working with um Miss Langley to create a new wellness center which we are very excited about for our students. Um we have a new mental health club called Bridges to Wellness. Um and
014we are working on the possibility of developing check-ins through the pan panorama surveys with our clinicians. Um and we continue obviously with our programming around mental health and substance abuse prevention among other things. In terms of family engagement, we have restructured the support of the family engagement specialist as I mentioned earlier in order to continuously bridge the homeschool connection and attendance and we'll align with equity with an advisory board that focuses on c the culture of care pillar and other equity initiatives. and we'll continue um with our quarterly newsletter for families alongside our ongoing connection with parent centered community groups um supported by the whole ch school programming and community partnerships. These efforts create a responsive ecosystem that fosters resilience, reduces disruptions, and promotes wellness across oral learning spaces. And that's what I have for
015you today. Thank you. That's all. It's a lot. >> She's a busy woman. Dr. Lopez.