School Committee Meeting
March 28, 2019
6:30 P.M. Office Half Hour
Open Session 7:00 P.M.
RMHS Schettini Library
Town of Reading Meeting Posting with Agenda
2018-07-16 LAG Board - Committee - Commission - Council:
School Committee
Date: 2019-03-28 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda:
Purpose: Open Session
Meeting Called By: Linda Engelson on behalf of the Chair
Notices and agendas are to be posted 48 hours in advance of the meetings excluding Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of operation and make necessary arrangements to be sure your posting is made in an adequate amount of time. A listing of topics that the chair reasonably anticipates will be discussed at the meeting must be on the agenda.
All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted.
Topics of Discussion:
6:30 p.m. Office Half Hour • Robinson & Coram
7:00 p.m. A. Call to Order
7:10 – 7:20 p.m. B. Public Comment
7:20 – 7:25 p.m. C. Consent Agenda - Accept a Donation to the RISE Preschool - Accept Donations from the Reading Cultural Council - Accept a Donation to Joshua Eaton - Approval of RMHS Boys Lacrosse Field Trip - Approval of Minutes (February 7 & March 11, 2019)
7:25 – 7:40 p.m. D. Reports 1. Students 2. Director of Student Services 3. Assistant Superintendent 4. Chief Financial Officer 5. Superintendent 6. Liaison/Sub-Committee
E. New Business 7:40 – 7:55 p.m. 1. Capital Update 7:55 – 8:10 p.m. 2. Late Start Update
F. Old Business 8:10 – 8:20 p.m. 1. FY19 Quarterly Personnel Report 8:20 – 8:30 p.m. 2. FY19 Quarterly Budget Update
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
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Town of Reading Meeting Posting with Agenda
3.
G. Information/Correspondence 1. Letters to Legislators – Circuit Breaker Funding 2. Response from Representative Haggarty 3. Response from Senator Lewis’ Office 4. Aspen Institute Commission Report 5. Email from Lauren Bennett – LLD request 6. Email from Rebecca Liberman – Town website doesn’t have correct meeting day and location for School Committee meetings 7. Email from Lauren Bennett – Special ed Director 8. Email from Rebecca Liberman – Math Update and District Report Card update to the School Committee 9. H. Routine Matters 1. Bills & Payroll Warrants 2. Calendar - I. Future Business
8:30 p.m. J. Adjourn
**Times are approximate
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page | 2 John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: March 22, 2019
TOPIC: Accept a Donation to the RISE Preschool
At our meeting on Thursday evening, I will ask the School Committee to accept a donation from the RISE PTN in the amount of $180 to be used to support the music enrichment provided by Wiggles and Giggles.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: March 22, 2019
TOPIC: Accept Donations from the Reading Cultural Council
At our meeting on Thursday evening, I will ask the School Committee to accept donations in the amount of $1,500 from the Reading Cultural Council as part of their 2018 – 19 grant program to:
Birch Meadow PTO for its Creative Arts Core Values Project Coolidge Middle School for an in-school author visit by Tara Sullivan for grade 7 Coolidge Middle School for an in-school author visit by Karen McManus for grade 8 Coolidge Science Olympiad in support of the Science Olympiad Team
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
READING CULTURAL COUNCIL
The Reading Cultural Council (RCC) awarded $7,500 to support the arts and humanities programming of twenty-two (22) Reading organizations which will take place during 2018 and 2019. Awards from the Reading Cultural Council are competitive based on the number of requests and the funds available. This year Reading Cultural Council received 25 requests totaling $23,333 for this funding cycle. The Reading Cultural Council strived to give funds to as many viable projects as we could. The range of projects highlights the growing richness of cultural, artistic and experiential opportunities in our community.
Funds were awarded to the following Reading Public Schools:
Birch Meadow PTO $400 for its Creative Arts Core Values Project Birch Meadow Elementary School's PTO has hired Creative Arts, the Reading- based arts education organization, to lead performing arts workshops for all grade levels in a year-long school residency program. Kimberly Robertson, Musical Theater instructor for Creative Arts, is leading our students in theater, music and dance activities to develop confidence through performance. Students will further explore the "Birch Meadow Way Core Values" as they simultaneously learn theatre skills. Each grade will participate in three 50-minute workshops and then perform for the other grades at an All-School Meeting. The work will be connected to our school Core Values: Grade 5 - Responsible, Grade 4 - Present, Grade 3 - Respectful, Grade 2 - Kind, Grade 1 - Safe, and Kindergarten - Responsible. Each grade will also perform for families in a special encore presentation, with the first on October 23. Coolidge Middle School $400 for an in-school author visit by Tara Sullivan for grade 7 Real World Issues: Child Slavery is a project that has been developed to help middle school students (7th grade) understand the impact that child slavery around the world has on each of us. Students will read The Bitter Side of Sweet, a book about the chocolate industry in Africa. Students will examine various industries that use child slavery. Students will learn various ways they can improve the lives of the children being used by these companies. Students will also learn how to write about global issues. The funds provided will be used to bring author Tara Sullivan (The Bitter Side of Sweet and Golden Boy) into the classroom to work with the students. Coolidge Middle School $400 for an in-school author visit by Karen McManus for grade 8 Coolidge Middle School promotes reading in many ways. One way is by inviting local authors to visit our school to promote reading, writing, and engage students. This year Karen McManus (https://www.karenmcmanus.com/) is visiting on Tuesday, December 11, 2018. She will be doing a whole school assembly about the writing process, her books and being an author. She will also be doing 2 writing workshops with students. The title of Ms. McManus's books is One of Us is Lying. It has been on the New York Times Bestseller list for 60 weeks.
Coolidge Science Olympiad $300 in support of the Science Olympiad Team The Coolidge School Science Olympiad is a nonprofit organization that supports the Coolidge middle-school science team students, who train rigorously for 15 hours per week to compete in events spanning all fields of science. The organization’s mission is to foster Reading students’ love of science. The team achieves this goal by participating in competitive events and non-competitive demonstrations and incorporating Science Olympiad into the classroom curriculum. Examples of the 23 competition events include content events such as “Water Quality,” where students learn to understand and evaluate aquatic environments; engineering events, where students build devices such as battery buggies; and general science and inquiry events such as “Game On,” where students build an original computer game using a coding program (Scratch).
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail S. Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: March 22, 2019
TOPIC: Accept a Donation to the Joshua Eaton School
At our meeting on Thursday evening, I will ask the School Committee to accept the donation to the Joshua Eaton School in the amount of $300 from the Arbella Insurance Foundation to be used to support the transportation costs associated with the Grade 5 field trip to the BSO Youth Concert.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
Reading Public Schools
Joshua Eaton School
365 Summer Avenue ● Reading, MA 01867 LisaMarie Ippolito, Principal (781) 942-9161 ● Fax (781) 942-9053 [email protected]
March 25, 2019
To: Dr. John Doherty, Superintendent Mrs. Gail Dowd, CFO
From: LisaMarie Ippolito, Principal
RE: Arbella Insurance Foundation School Bus Grant
Joshua Eaton Elementary School received a check in the amount of $300.00 from the Arbella Insurance Foundation. Joshua Eaton teacher, Mrs. Kelley Hardiman wrote a grant to support the transportation cost for the Grade 5 field trip to the BSO Youth Concert.
We ask that the School Committee accept this donation.
Thank you,
LisaMarie Ippolito Principal Joshua Eaton Elementary School Reading, MA 01867 781-942-9161
Practice Compassion, Act Responsibly, Work Towards Success, Show Respect
CC: Check (photocopy) Letter from Arbella Insurance
On Track for Success at Joshua Eaton School
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: March 22, 2019
TOPIC: Approval of RMHS Boys Lacrosse Trip to New Hampshire
At our meeting on Thursday evening I will ask the School Committee to approve the out-of-state day trip by the RMHS Boys Lacrosse team to play Bishop Guertin High School in Nashua, NH.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
Town of Reading Meeting Minutes
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2019-02-07 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Session: Open Session
Purpose: Open Session Version: Draft
Attendees: Members - Present:
Chuck Robinson, Linda Snow Dockser, Elaine Webb, Nick Boivin, Jeanne Borawski
Members - Not Present:
Others Present:
Superintendent John Doherty, Chief Financial Officer Gail Dowd, Assistant Superintendent Christine Kelley, Curriculum Coaches Allison Straker and Heather Leonard
Minutes Respectfully Submitted By: Linda Engelson on behalf of the Chair
Topics of Discussion:
I. Call to Order
Chair Webb called the meeting to order at 7:00 p.m., read the district mission, and reviewed the agenda.
A. Accept a Donation
Rob, Lisa & Samantha Gibbs, Samantha’s Harvest, presented the School Committee with a donation totaling $4,375 to be used to support the Best Buddies Club advisors and professional development for staff and students at the high school.
Mrs. Gibbs said Samantha’s Harvest has been pleased to be able to make donations to the Reading Public Schools for the past 15 years.
Dr. Dockser moved, seconded by Mr. Boivin to accept a donation in the amount of $4,375 to be used to support the Best Buddies Club advisors and professional development at Reading Memorial High School. The motion carried 5-0.
B. Public Input
Mrs. Webb asked if there was any public comment on topics not on the agenda.
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Birch Meadow parents Ashley Quinn and Jen Zani expressed concerns about the large class sizes in grade 1 at Birch Meadow for the 2019-20 school year.
They asked about the possibility of adding modular classrooms.
Mrs. Webb thanked them for their input stating there will be continued discussion and understands there a lot of moving parts.
Mr. Boivin asked that a future agenda item be added to discuss space and grade 1 class size at Birch Meadow.
C. Consent Agenda
Mrs. Webb asked if the committee wanted any items removed from the consent agenda. Mrs. Borawski asked that the Barrows donation and the January 28th minutes be removed.
Accept a Donation to the Coolidge Middle School
Dr. Dockser moved, seconded by Mr. Robinson, to approve the consent agenda. The motion carried 5-0.
Accept a Donation to the Barrows School
Mrs. Borawski disclosed that the donation was made by 5th grade parents at Barrows and she had contributed.
Dr. Dockser moved, seconded by Mr. Boivin, to accept the donation to the Barrows School. The motion carried 4–0-1. Mrs. Borawski abstained.
Approval of Minutes (January 28, 2019)
Mrs. Borawski made a friendly amendment which was seconded by Mr. Boivin, on behalf of parent Geoffrey Coram who asked that his question on page 3 be changed to read… how the number of full day slots was determined. The motion on the friendly amendment carried 5-0.
Dr. Dockser moved, seconded by Mrs. Borawski, to approve the January 28, 2019 minutes as amended. The motion carried 5-0.
D. Reports
Chief Financial Officer
Mrs. Dowd updated the committee on FY20 budget changes proposed by the Town Manager. Mr. LeLacheur is proposing the addition of $300,000 to the School Committee budget to address the concerns around out of district special education tuition costs. This funding will be reallocated within accommodated costs.
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Mrs. Dowd next updated the committee on the three capital projects. There will be a more in-depth presentation on the Capital projects at the March 28th meeting.
Superintendent’s Report
Dr. Doherty shared that the first meeting of the Director of Student Services Search Committee was held today. He said there was a good mix representing the group. The next meeting will be used to design the questions with a full day of interviews scheduled on February 27th. He hopes to have a recommendation to the School Committee at the March 28th meeting.
Liaisons
Dr. Dockser reported on the upcoming high school production of Selfie, an Understanding Disabilities presentation at the two middle schools and the recent RCASA meeting.
E. New Business
Curriculum Update
Assistant Superintendent Chris Kelley and Curriculum Coaches Allison Straker and Heather Leonard updated the committee on the curriculum work and professional learning that has been on-going in the district.
Mrs. Kelley said that curriculum guides for science and reading and literacy have been published and posted on the Learning & Teaching page of the website. Work on the high school core curriculum guides is being done and we hope to have them published later in the spring by subject and work has just begun on the middle school curriculum guides.
Mrs. Leonard spoke of the curriculum guide development. It is based on the state frameworks and is a snapshot of the expectations over the course of the year. The guides are vertically articulated experiences.
Ms. Straker shared information on committee work which is done during release days and after school. The committee work can last a short time or longer.
We have received a $7,500 DESE grant to offset the cost of the Social Studies Curriculum implementation.
Mrs. Kelley reviewed the professional learning that is on-going in the district. Opportunities can occur during the school day, on early release days, after school and outside of school hours. The Reading Institute will provide fall, spring and summer opportunities for professional learning for all district staff. The March 22nd event will focus on Equity and Diversity.
Questions were asked about curriculum maps. Mr. Wise asked if we would be ready to roll out the social studies curriculum. Ms. Straker said yes, we will although it may not be this year. During the roll-out we will constantly be working with our teachers.
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F. Old Business
Kindergarten Update
Dr. Doherty reviewed the memo that was in the packet and the projected enrollment for the 2019-20 school year pointing out the numbers are based on the information we have as of today. He reviewed the guidelines in priority order and the limitations to be aware of as we move forward.
Alicia Williams asked why we seem to face these difficulties year after year.
Kristen LaChance asked if we would go back to an integrated model. The answer was no.
Emily Portillo agreed that this is an impossible decision but is frustrated.
G. New Business
Town Meeting Warrant Article – Technology Contract Length
Mrs. Dowd provided a brief overview of this request for technology backup systems. It appears we may be able to obtain more advantageous pricing by extending the terms of the maintenance agreement to longer than three years.
Dr. Dockser moved, seconded by Mr. Boivin, to approve the request to allow the Superintendent, or designee, to enter into contracts for Technology Back Up Systems for a term in excess of three years, but not to exceed six. The motion carried 5-0.
SEEM Collaborative Agreement
Dr. Doherty reviewed the changes to the SEEM Collaborative Agreement.
Dr. Dockser moved, seconded by Mrs. Borawski, to approve the amended SEEM Collaborative Agreement. The motion carried 5-0.
Policies
Due to the late hour Mrs. Webb would like to table the discussion on the two policies.
Mr. Robinson would like to wait until after the election to discuss these policies.
Mr. Boivin moved, seconded by Mrs. Borawski, to table the agenda items relating to policies CBI & BEDG until the March 28th meeting.
Mrs. Borawski moved, seconded by Mr. Robinson, to amend the motion to remove the reference to the March 28th meeting and replace it with “to a future meeting”. The motion carried 4-1. Mr. Boivin voting against.
The vote on the amended motion carried 4-1. Mr. Boivin voting against.
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II. Routine Matters
a. Bills and Payroll (A)
Warrant S1931 1.31.19 $462,918.77 Warrant P1932 2.07.19 $113,856.77
b. Calendar
III. Information/Correspondence
IV. Future Business
V. Adjournment
Adjourn
Mrs. Borawski moved, seconded by Dr. Dockser, to adjourn. The motion carried 5-0.
The meeting adjourned at 10:30 p.m.
NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting.
Link to meeting video: https://www.youtube.com/watch?v=TmN1l2GFku4
Handouts: Memo from Gail Dowd – Update on Capital Projects and Capital Planning Memo from Bob LeLacheur – Changes to the School Committee FY20 Budget Memo from Bob LeLacheur – Changes to the FY20 Capital Plan Capital Improvement Plan – FY20 – FY30 Debt Schedule
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Liaison Reports for School Committee Meeting 2/7/19 Respectfully Submitted by Linda Snow Dockser
Theater for Social Change is an incredible genre to participate in, produce, and witness. It personifies the power of theater and how it transcends the box office profits with the empowerment of all who participate and watch.
The RMHS show that is being produced this weekend, “Selfie” by Bradley Hayward is a powerful example of what our Drama program can accomplish. “Selfie” is a play that was researched, proposed, and directed by RMHS Senior Ryan Norton. After he completed years of requirements mandated in order to realize his dream of directing a show, Ryan worked with mentors to cast and design the tech for ‘his’ show and has lead all of the rehearsals. Along with Ryan, students orchestrated all of the different dynamics of the stage, including Tech, Scenic Design, Lighting, Costumes, and Sound. On top of this, the student Drama Turg researched each character ensuring that characters were understood and appropriately played so as to engage and connect the actors and audience with their personal narratives. Adult mentors supported their work, but the students were responsible for making the design and implementation happen.
The play is an engaging journey into the psyches of teenagers caught up in the struggles of their very real stories. Powerfully choreographed, each character manifests their angst in different snapshots as though through the lens of their smartphone. Woven into their stories is their personal ‘selfie’ as it evolves. I highly recommend this show for parents and students from middle and high school. It is an evocative way to start important conversations and connect with each other about matters of that impact our students on a daily basis, whether it is about social and academic pressures, bullies, self-image, or illness…. This show gives insight into
Quote from Natalie Chuna, Teaching Artist RPS; RMHS Drama Club Advisor: “This graduating class is filled with ambitious and talented students. It was clear that it was time for a new opportunity and challenge for the students. It is always our goal to meet the needs of the students and the community with each show that we do. Teaching not only the lessons with the experience itself, but the necessary lessons of the stories themselves.”
An article about the upcoming play: https://stoneham.wickedlocal.com/news/20190205/selfie- brings-ups-and-downs-of-high-school-life-to-reading-high-stage
Understanding Disabilities Presentation at Coolidge and Parker last Friday, Feb. 1st: Collette Divitto: Report by Linda Snow Dockser for 2/7/19 Sch Com Meeting
Ask your children about Collette Divitto. As a person with Down Syndrome, she grew up facing obstacles but with her support system met and tackled each one. She was difficult to understand at times, but her audience at Coolidge was intently listening as manifest through their posture, silence, and the questions that they asked at the end of her presentation. They were supremely respectful and sincere in their questions which ranged from why her friends deserted her after school to what flavors of cookies she had created for her own business. When she spoke about her mother as her support system, the entire auditorium erupted in applause. She told her story and encouraged the students to find a way to their dreams and if they couldn’t reach them, then to rethink them and find something else that would make them happy. Never to give up and always to believe in themselves. A message that personifies the UD message that we are all the same inside…
RCASA: Check out the Annual Report on their website! (report of Jan 31, 2019 meeting by Linda Snow Dockser
Board Updates: Looking for folks to fill vacancies of President and Vice President Position of Outreach Coordinator has been posted on Talent Ed – if interested check it out!
Update by Kevin Sexton, Board of Health Chair on CBD Stores: CBD does not fall under Town Zoning Regulations; product has THC up to 3% and is allowable under the Hemp regulations.
Erica McNamara: Much is not known about the chemical derived from the same Cannabis plant as marijuana now being sold in Reading: Cannabidiol. The reality is that we still do not know much about what potential health benefits or dangers are related to this new ingredient in CBD products ie: gummy candies, oils, liquid shots, and lotions. A Parent Alert Sheet from the N. Reading Community Impact Team was handed out which warned that although there are currently no testing or regulation in place to determine the levels of THC in the products, they are available in retail stores and through online market places. RCASA is developing an information sheet on this. Caution is advised in using these products and recognizing their use by children. When researching CBD products be aware that the “majority of online information is produced by pro-CBD and /or pro-marijuana companies. Scrutinize your sources and be sure to examine any financial ties to such resources. Consult your child’s doctor if considering giving a CBD product to a minor” RCASA is working on an information sheet on this - check out their website for more information.
Reading Public School Projects: 2019 Reading YRBS (Youth Risk Behavior Survey): coordinated with Middlesex League and collected on-line after Mid-March in Middle and High schools. Prelim results expected to be released late June.
Opioid Ed presented by School Resource Officers in 9th Gr Health classes last month.
Vaping Prevention Outreach was at Parker Feb. 6th – check out the website for more information
Julianne has been busy over last 8 years collecting and distributing educational literature at dozens of events; organized 24 community outreach events including documentaries like Who Cares about Kelsey and Point of No Return and My Name Was Bette, the Life and Death of an Alcoholic; Brought into Reading programs like the Distractology Trailor which simulates distracted driving and the Improbable players to the middle and high schools; worked with 285 families through the Reading Police Pre-Arraignment Diversion and RPS Chemical Health Education Programs; created fast track referral lists of credentialed professionals to better serve youth and adults in need of services. She also was a part of the Teen Screen Pilot Program (2012) and SBIRT Programs (2016-2018) (Screen, Brief Intervention, Referral to Treatment) Behind the scenes, Julianne has been very busy helping the citizens including the students of Reading, for which we are very grateful!
Town of Reading Meeting Minutes
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2019-03-11 Time: 6:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Session: Open Session
Purpose: Open Session Version: Draft
Attendees: Members - Present:
Chuck Robinson, Linda Snow Dockser, Elaine Webb, Nick Boivin, Jeanne Borawski and Geoffrey Corami
Members - Not Present:
Others Present:
Superintendent John Doherty, Chief Financial Officer Gail Dowd, Assistant Superintendent Christine Kelley, Interim Director of Student Services Sharon Stewart, Human Resources Administrator Jenn Bove
Minutes Respectfully Submitted By: Linda Engelson on behalf of the Chair
Topics of Discussion:
I. Call to Order
Chair Webb called the meeting to order at 6:02 p.m. to attend the Director of Student Services Search Question & Answer session.
Chair Webb called a brief recess at the end of the Question & Answer at 7:02 p.m.
The open session was called back to order at 7:09 p.m. and read the district mission statement. She went on to welcome Geoffrey Coram to the board.
A. Old Business
Approval of the Revised Director of Student Services Timeline
Dr. Dockser moved, seconded by Mrs. Borawski, to approve the revised Director of Student Services Timeline based on the Superintendent’s memorandum dated March 11, 2019.
Mr. Boivin asked that the timeline be summarized. Dr. Doherty shared that the Director of Student Services position is difficult to fill and felt waiting 2 weeks to appoint the candidate may put us in a position to lose her to another district. There is no need to wait the two weeks to appoint because there are not multiple finalists that would require longer reference checks and possible site visits.
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It was the consensus of the committee members that there was no need to delay the appointment.
The motion carried 6-0.
B. New Business
Appointment of Director of Student Services
Dr. Dockser moved, seconded by Mr. Robinson, based on the recommendation of the Superintendent, to appoint Jennifer Stys as the next Director of Student Services for the Reading Public Schools.
Mrs. Webb thanked everyone for their hard work during this process.
The motion carried 6-0.
II. Routine Matters
a. Bills and Payroll (A)
Warrant S1933 2.14.19 $221,360.85 Warrant S1934 2.21.19 $148,334.22 Warrant S1935 2.28.19 $83,680.24 Warrant S1936 3.7.19 $244,659.92 Warrant P1916 2.8.19 $1,649,358.40 Warrant P1917 2.22.19 $1,710,044.61 Warrant P1918 3.8.19 $1,588,446.14
b. Calendar
III. Information/Correspondence
IV. Future Business
V. Adjournment
Adjourn
Dr. Dockser moved, seconded by Dr. Coram, to protect the bargaining position of the board; to enter executive session to conduct a strategy session in preparation for negotiations with non-represented personnel and NOT to return to open session. The roll call vote carried 6-0. Mr. Boivin, Mr. Robinson, Dr. Dockser, Dr. Coram, Mrs. Borawski and Mrs. Webb.
The meeting adjourned at 7:41 p.m.
NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting.
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John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail S. Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: Gail Dowd
CC: John Doherty. Superintendent of Schools Robert W. LeLacheur, Jr., Town Manager Joseph Huggins, Director of Facilities
DATE: March 28, 2019
RE: 2nd Quarter Update on Capital Projects and Capital Planning
As discussed during the School Committee Budget presentations, we plan to provide the School Committee updates on a quarterly basis throughout the year as to the status of the various capital projects. We have prepared the following high-level summary of the progress on the three capital projects since the last update provided to the committee on February 7, 2019. We are also providing this high-level summary memo to the Town Manager. The Director of Facilities and the Town Manager will be present at the School Committee Meeting on March 28th to answer questions as they relate to these specific capital initiatives.
Elementary School Space Needs November 2018 Town Meeting approved the request to redirect $207,500 set aside from the override for this purpose away from the Permanent Building Committee (at their request) and made available to the schools through the Facilities department. Town Meeting also approved an additional $20,000 redirected from other school capital projects at the request of the School Committee. The School department will continue to provide updates as they become available for this project. Below is an update since the February 7th memo.
• As stated in our previous update, Gienapp Design Architecture was selected as the “House Doctor” in mid-January 2019 and will be the main firm executing all phases of the Elementary Master Plan project.
• In March, we engaged NESDEC, through the Gienapp contract, to prepare the enrollment study phase of the project. It is the School Departments expectation that a demographic study will be performed rather than a simple set of 10-year enrollment projections. The
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability. school department has provided all requested historical enrollment information and is responding to questions as they arise.
• As part of the demographic study, we have put the NESDEC consultant in contact with the Assistant Town Manager to discuss the various economic development and building activities occurring within the Town. In addition, the NESDEC consultants, with the assistance of the Assistant Town Manager, will also be reaching out to various real estate agents in the Town to discuss recent trends in housing sales.
• Concurrently with the NESDEC data gathering, during the week of March 18th, Gienapp Design along with Facilities conducted tours of all five elementary schools to gather information that will be utilized in the enrollment study and in the overall master plan study. Additional building tours will be scheduled in the upcoming weeks which will include the building principals for their input on space utilization and constraints.
• Future updates will be scheduled and other elected boards will be invited to attend meetings once dates and updates are available.
• Currently we are projected to be at, or slightly below, the approved funding for this phase of the project. Turf II November 2018 Town Meeting approved FINCOM’s request to fund $200,000 to fund design services for Turf 2. As discussed during the School Department’s FY’20 Budget Presentations we will continue to articulate to those impacted that Turf 2 will need to be scheduled as ‘down time’ for the fall 2019 regardless, due to the need for advance field planning coupled with the uncertainty of completion of construction projects. The School Department will provide updates as they become available related to this project.
• The working group has continued to meet with Activitas and has narrowed the focus of the project to the following scope - Turf II replacement in-kind with new lights. In addition, the working team has developed a list of add alternates that will be prioritized and brought forth to the larger decision-making group (including the Superintendent, Town Manager, Athletics and Recreation).
• Thoughts to expand the length of Turf II were deemed unnecessary through consultation with Athletics, Recreation and a review with outside council. Based upon these discussions the School Committee directed School Department not to proceed with obtaining pricing to expand Turf II.
• Following the kick-off meeting, subsequent meetings have been held with DPW/Engineering, Facilities, School Department and Activitas to review scope, budget and preliminary design drawings. Based upon these initial meetings, the working group is confident that the funding figure as presented to and approved by Finance Committee as part of the budget meetings is adequate to complete the project.
• Once the project is bid out and awarded (pending Town Meeting funding approval), we anticipate being in construction late summer into early fall.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
Building Security Study
An Executive Session has been scheduled for April 11th. The Select Board, School Committee, Board of Library Trustees and the Finance Committee have all been invited to attend. As in the previous Executive Session, details will not be shared for security reasons, but a lot of progress on process has been accomplished by town and school staff that will be reviewed.
This building security capital project remains the highest priority of both the Superintendent and the Town Manager. November 2018 Town Meeting approved a change in the purpose of $500,000 already approved in FY19 to be shifted to School & Town building Security design services, instead of starting with a renovation of the Dispatch Center.
• As a reminder, projects estimated to over $1.5 million require public agencies to hire an OPM. The Town has hired STV of Newton, Massachusetts to serve as the OPM on this project.
• Several meetings have been held with the working group (comprised of the Director of Facilities, School Department CFO, OPM, Security Consultant and Designer) to develop a scope of work that will fit within the overall budget of $4 million.
• The working group has scheduled walkthroughs of all Town and School buildings to ensure all suggested security measures are being fully vetted and challenged through each person’s lens.
• Recommendations and suggestions will be presented to the Town Manager and Superintendent of Schools prior to finalizing the scope of the project.
• The next steps in the process are to have a conceptual design completed with a cost estimate. The target is to have this information available for November 2019 Town Meeting.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail S. Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: March 22, 2019
TOPIC: Late Start Update
At our meeting on Thursday evening Mrs. Kelley will update the Committee on the work done since the Late Start discussion that occurred in December. I have attached a memorandum for your information.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: March 22, 2019
TOPIC: Quarterly Personnel Update
At our meeting on Thursday evening, Human Resources Administrator Jenn Bove will provide a quarterly personnel update.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail S. Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
MEMORANDUM
TO: Reading School Committee FROM: Jennifer Bove, Human Resources Administrator CC: John F. Doherty, Superintendent of Schools DATE: March 28, 2019 RE: Personnel Quarterly Report- 2nd Quarter FY 19
This is a summary of the FY19 2nd quarter personnel report for the 2018-2019 school year. The 2nd quarter personnel report is inclusive of all relevant personnel actions between the dates of December 15, 2018 through, March 15, 2019.
As shown in Table 1 below the Reading Public Schools has hired 2 (0.96 FTE) new professional employees. In this context professional employees include Teachers, Administrators, Paraeducators, Custodial Workers, and Secretaries. This does not include Cafeteria Workers, Daily Substitutes, Long-term Substitutes, Coaches and Extended Day Staff and any other short-term, seasonal, or temporary positions.
Please use this key to help define how FTE’s for each position type are calculated:
FTE Calculations 1.0FTE Paraeducator works 70 hours biweekly 1.0FTE Secretary works 75 hours biweekly 1.0FTE Custodian works 80 hours biweekly 1.0FTE Teacher works 70 hours biweekly
Table 1: Newly Hired Professional Employees
Last Name First Name DOH Position FTE School/ Department Robbins Gayle 1/3/2019 Regular Education Tutor 0.54 Killam Bortone Michelle 1/22/2019 Regular Education Tutor 0.42 Eaton
TOTAL FTE 0.96
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability. The table below represents all budgeted positions for which a vacancy occurred and was filled with a newly hired employee during the 2nd quarter:
Table 2: FY19 Quarter 2 Budgeted Positions
Position FTE School/Department Regular Education Tutor 0.54 Killam Regular Education Tutor 0.42 Eaton
TOTAL FTE 0.96
The table below shows all current FY19 open job requisitions for professional staff:
Table 3: Current FY19 Open Job Requisitions
Position FTE School Special Education Learning Center Paraeducator 0.8 Birch Special Education Paraeducator 0.87 RMHS Director of Student Services 1.0 District Special Education Program Paraeducator 0.74 RISE Special Education Program Paraeducator (one-year) 0.74 RISE Regular Education Paraeducator 0.46 Eaton Regular Education Paraeducator 0.41 Birch Team Chairperson 1.0 District Special Education Program Paraeducator 0.86 Killam Special Education Program Paraeducator 0.86 Coolidge Computer Technician 1.0 District
• Italicized text signifies that an offer has been made for the position
The table below shows all current FY20 open job requisitions for professional staff:
Table 4: Current FY20 Open Job Requisitions
Position FTE School K-12 Fine and Performing Arts Department Head 1.0 RMHS Director of School Nurses 1.0 Pupil Services Wellness/Health Teacher 0.5 Parker Guidance Counselor 1.0 RMHS Guidance Counselor 1.0 RMHS
• Italicized text signifies that an offer has been made for the position
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail S. Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
MEMORANDUM
TO: Reading School Committee
FROM: Gail Dowd
CC: John Doherty
DATE: March 25, 2019
RE: FY’19 Second Quarter Budget Update
At the Reading School Committee meeting on Thursday, March 28, 2019, we will provide the Committee with an update on the Fiscal 2019 Budget. The table below reflects that we currently have an unencumbered balance of $288,633 in the School Department Budget which represents approximately 0.6% of the Fiscal 2019 Budget.
FY19 Budget Projection As of February 11, 2019
FY'19 Adopted FY'19 Revised Expended Encumbered Remaining Projected Under Budget Budget Budget as of as of Balance Remaining (Over) 11-Feb-19 Transfers 11-Feb-19 11-Feb-19 11-Feb-19 11-Feb-19 Expense Budget $ $ $ $ $ $ $ $
Administration 1,061,384 - 1,061,384 647,338 18,287 395,758 376,823 18,935
Regular Day 26,647,714 (250,000) 26,397,714 12,669,226 392,669 13,335,820 13,021,611 314,208
Special Education 13,899,069 250,000 14,149,069 7,004,921 1,790,950 5,353,198 5,513,139 (159,941)
District Wide: Health Services 663,714 - 663,714 194,095 754 468,865 465,040 3,825 Extra Curricular 65,668 - 65,668 60,165 4,051 1,452 2,093 (641) Athletics 626,921 - 626,921 392,057 82,627 152,238 131,603 20,635 Technology 570,585 - 570,585 323,578 5,075 241,932 209,216 32,716 Subtotal - District Wide 1,926,888 - 1,926,888 969,895 92,507 864,487 807,953 56,534
School Building Maintenance 1,325,220 - 1,325,220 817,229 145,887 362,104 303,208 58,896
TOTAL $ 44,860,275 $ - $ 44,860,275 $ 22,108,609 $ 2,440,299 $ 20,311,367 $ 20,022,734 $ 288,633
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The following two tables summarize the surplus/(deficit) by Expense Category and Cost Center and are followed by detailed explanations.
Surplus/ (Deficit) ($) Expense Category Explanation Reflects projected salary savings across all five cost centers resulting from salary differences in turnover, retirements, timing of when positions are filled during the year, savings from unfilled positions and the impact of unpaid leaves Salary savings district wide 586,275 of absence.
Projected deficit reflects an increase in out-of-district tuition due to additional student placements, as well as changes in existing student placements from when the budget was developed in September/October of 2017, along with increases in legal expenses and outsourced eligibility evaluation services as we Special Education (non-salary) (313,780) must continue to meet our obligation to continue ‘child find’ responsibilities while covering leaves of absence of several school psychologists.
Projected surplus reflects an increase in homeless transportation costs, offset by a decrease in Tax Sheltered Annuity (TSA) matching from budgeted figure along with reduced estimates for athletic field repairs as those funded of the Other Expense Accounts 16,138 Town Core budget. Total 288,633
Variance Surplus to Total (Deficit) Budget Cost Center ($) (%) Explanation Projected surplus reflects salary savings and expense savings. The expense savings are related to lower than anticipated TSA matching for teachers per Administration 18,935 - the collective bargaining agreement.
Projected surplus reflects salary savings related to staff turnover, retirements, timing of when positions are filled during the year, the impact of open positions and the impact of unpaid leaves of absence. The salary savings are offset by increased transportation costs associated with an increase in homeless transportation. Additional expense savings have resulted from costs associated with the YRBS survey which are being covered through a Regular Day 314,208 .07 collaborative grant in the current year.
Projected deficit reflects an increase in out-of-district tuition due to an increase in the number of students in out of district placements, as well as a change in placements for students in need of more intensive services since the development of the budget in December 2017. The projection reflects a minimal increase in the final FY’18 Circuit Breaker and the ability to prepay FY’19 tuition in FY’18. Also reflected are increased legal and consulting services related to working through several students’ programs/placements and related areas of dispute, which have resulted in mutually satisfactory agreements allowing us to now quantify related expenses that were previously unknown. Also, as noted above, we have increased expenses related to the Special Education (159,941) (0.4) required coverage for 3 leaves of absence. The increased expenses are offset slightly from salary savings from staff turnover and the timing of when positions are filled.
Projected surplus primarily reflects salary savings across all 4 cost centers along with expense savings associated with technology renewals and field District Wide 56,534 0.1 maintenance.
Facilities 58,896 0.1 Projected surplus reflects salary savings due to unpaid leaves of absence. Total 288,633 0.6
Summary by Cost Center:
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The projected Administration Cost Center surplus of $18,935 reflects salary savings from new hires and a decrease in the annual School Committee match of teachers deposits into tax-sheltered annuity accounts ($175 for teachers hired after 1998-99 school year as defined in the collective bargaining agreement) from the budgeted figure. The FY19 budget reflected an anticipated increase in the number of teachers participating in the program, actual figure came in lower.
The projected Regular Day Cost Center surplus of $314,208 is due primarily to salary savings spread across all eight schools associated with staff turnover, retirements, timing differences of when positions were filled during the year, unfilled positions, as well as the impact of unpaid leaves of absence. The surplus also reflects expense savings associated with the YRBS survey which will be supported through a collaboration with Lahey Health. These savings are offset by an increase in homeless transportation (mandated, and by its very nature, difficult to forecast).
The Special Education Cost Center is currently projected to have a deficit of $159,941. The deficit reflects several factors as detailed below: - An increase in out-of-district tuition due to additional students being placed out-of-district, as well as changes in placements for students in need of more intensive services since the budget projections/preparation in September/October 2017. - In addition, the projected deficit reflects costs associated with consultative services for psychological evaluations due to 3 school psychologists positions being vacant for a portion of the year due to leaves of absence, resulting in the required evaluation services to be contracted at more expensive rates. - Teaching Staff additions have been required due to changes in student needs and/or programs/placements across the district. We added a 1.0 FTE Therapeutic Support Program (TSP) teacher at Coolidge, a 0.7 FTE teacher to support additional students in need of the services associated with the Crossroads program at Wood End and an increase of 0.3 FTE learning center teacher at Killam. - Paraprofessional positions have been added at RISE, Killam, Barrows, Birch Meadow and Coolidge due to increased student needs identified through the individualized education program and placement process. - A portion of the teaching and paraprofessional staffing adds were funded utilizing other expense line items within the Special Education Cost Center. We continue to monitor the staffing needs across the district and are meeting regularly with the District Leadership team to assess and discuss each need as it arises. - The Special Education Cost Center reflects the district’s ability to prepay approximately $300,000 in out- of-district tuition with FY’18 funds as well as an increase in the final FY’18 circuit breaker reimbursement of $83,498 due to an increase in the reimbursement rate. - We continue to monitor for additional potential cost increases over the September/October 2017 projections/budgeted amounts including legal, consultation and program costs that we anticipate could occur later in the year as decisions are made regarding individual students. As there are several students’ whose IEPs are still in flux or around which there is not agreement, we will update the Committee again in May as to any further associated costs impacted by ongoing student-centered decisions. We do continue to track all expenses closely and monitor the potential financial impact of decisions. - We are in the process of preparing our district information to determine if we may qualify for additional funding (FY 2019) under the State’s Circuit Breaker Grant (via Extra-Ordinary Relief). We will keep the Committee updated as we prepare and submit our claim.
The District Wide Programs Cost Center (comprised of Health Services, Extra Curricular, Athletics and Technology) is currently projected to have a surplus of $56,534 which is the result of salary savings, savings from maintenance renewals and savings from field maintenance that has been funded out of the Town Core.
The School Building Maintenance (Facilities) Cost Center is currently projected to have a surplus of $58,896 which is the result of salary savings due to unpaid leaves of absence being filled through overtime and temporary coverage. We will continue to monitor the situation throughout the year.
We are requesting the School Committee vote to authorize the following cost center transfer to cover the projected deficits which will continue to be monitored throughout the year: • Transfer $200,000 to the Special Education Cost Center from the Regular Day Cost Center, utilizing salary savings from staff turnover, unfilled positions, and staff extending leaves of absence in the Regular Education Cost Center. We will be prepared to discuss this request in greater detail at Thursday’s meeting and answer any questions you may have. Please feel free to contact me if you have specific questions you would like addressed or if you need additional information.
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John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail S. Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: Gail Dowd
CC: John Doherty, Ed. D., Superintendent of Schools
DATE: March 28, 2019
RE: Update on FY19 Grant Funding
The below information is being provided to the School Committee as an update to the status of our Grant Funding for the current fiscal year. The figures presented below have been updated from the original information provided to the Committee on December 20, 2018.
Grant New Award or Grant Award as of Allocation Award as of Grant Funding/Program Name 12/20/18 Adjustments (1) 3/28/19
FEDERAL GRANTS FY '19 Title I, Part A $99,531 $134 $99,665 FY'19 Title II, Part A $60,487 $462 $60,949 FY'19 Title IV, Part A $6,662 $0 $6,662 Individuals with Disabilities Education Act (IDEA) Federal Entitlement Grant $1,022,340 $6,877 $1,029,217 Early Childhood Special Education (IDEA) $17,966 $104 $18,070 Early Childhood Special Education Discretionary Federal Program Improvement Grant $7,000 $0 $7,000 Special Education Program Improvement Grant (2) $0 $0 $0 School Climate Transformation Grant (Year 5/5) $250,000 $0 $250,000 FEDERAL GRANTS TOTAL $1,463,986 $7,577 $1,471,563
STATE GRANTS AND CIRCUIT BREAKER Circuit Breaker - using FY19 in FY20 $1,022,809 $0 $1,022,809 History and Social Science Instructional Planning and Implementation Grant (3) $0 $7,540 $7,540 Racial Imbalance - METCO $423,214 $0 $423,214 STATE GRANTS AND CIRCUIT BREAKER TOTAL $1,446,023 $7,540 $1,453,563
FEDERAL AND STATE TOTAL $2,910,009 $15,117 $2,925,126
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability. We continue to review new grant funding opportunities as they arise and will keep the Committee apprised as new opportunities are announced.
We are currently looking into the following grant funding opportunities:
PENDING GRANT APPLICATIONS UNDER REVIEW
(4) Improving Access to Behavioral and Mental Health Services $63,762
SFY19 Safer Schools and Communities Equipment & Technology (5) Grant Opportunity $80,000
NOTES (1) Column reflects changes in award allocation or new grants applied for since December 20, 2018 (2) We have been notified that this grant is no longer available - last year we received $16,000 (3) New grant funding opportunity. Grant was applied for by the Assistant Superintendent. This one year grant will focus on the review of curriculum materials as well as set a plan for revising and adapting curriculum changes according to the new History and Social Study Standards. Funding is targeted for outside review of history syllabi. (4) New grant funding opportunity through the Federal Government for a two-year period. RMHS Principal along with District Data Coach have prepared and submitted a request for funding to be utilized in the new Transition Program at the High School (Stepping Stones). Request has been submitted and we are awaiting award notification. (5) Newly releases state Grant from of the Executive Office of Public Safety and Security (total funding of $7.2 million) for school districts to competitively solicit one-time grant funding to assist public schools and local municipalities with enhancing school security and the safety of students and staffs. We are in the process of reviewing the grant requirements.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: March 22, 2019
TOPIC: Email Correspondence and Other Information
Please find attached for your information, copies of email correspondence and information received by School Committee members and Central Office Administrators from community members as well as other pertinent information. I have included our responses, if applicable, as well.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
Massachusetts Coalition for Special Education Funding
Massachusetts Coalition for PLEASE SUPPORT FULL FUNDING FOR Special Education THE SPECIAL EDUCATION CIRCUIT BREAKER ACCOUNT Funding Members: LINE-ITEM # 7061-0012 AT $353,600,551* IN FY ’20 BUDGET
What is the Special Education Circuit Breaker? Children’s League of Massachusetts The Special Education Circuit Breaker account was put into effect in 2004 so that the Federation for Commonwealth would help defray the expense to local school districts for providing Children with legally mandated special education supports and services to children with severe Special Needs disabilities.
Massachusetts Special education is paid for from four major sources – the general funds of the town, Administrators for Special federal special education grants (IDEA grants), Chapter 70 funds, and the state Circuit Education Breaker grant. The state’s Special Education Circuit Breaker program reimburses local school districts for a portion of their costs above a certain threshold for educating Massachusetts Advocates for students with severe high-needs. The threshold for the eligibility is tied to four times the Children state average foundation budget per pupil as calculated under the Chapter 70 education funding law. The state is required to pay up to 75 percent of the costs above that Massachusetts threshold. Association of School Committees This Coalition also supports full funding for special education within Chapter 70 provided there are no unintended consequences of decreased funding for Circuit Breaker.
Association of How the Special Education Circuit Breaker Benefits Students and School Districts School Superintendents Circuit Breaker funding helps to offset the costs for specialized services for the increasing number of children with severe disabilities, including students with Massachusetts Association of specific health care needs, autism and other neurological disabilities. Special Education Parent Advisory Funding follows students whose programs exceeds 4x the average Councils foundation amount in any setting.
Massachusetts Schools and families support the need for Circuit Breaker funding to Association of 766 Approved Private support students with significant special education needs. Schools Local school districts can better support the costs associated with services Massachusetts necessary for students with significant disabilities who are entitled to a free, appropriate Organization of public education (FAPE) in the least restrictive environment. Education Collaboratives Circuit Breaker provides a critical financial support for districts to deliver Parent mandated special education services and programs, rather than utilizing other costly Professional administrative processes which reduce financial resources necessary to secure Advocacy League services/programs for students.
Stand for Children *Based on DESE’s initial Circuit Breaker reimbursement calculations on November 2, 2018 and subject to change following Massachusetts DESE’s audit of district claims.
The mission of the Massachusetts Coalition for Special Education Funding is to fully fund the Commonwealth’s special education circuit breaker program.
Massachusetts Coalition for Special Education Funding
Children’s League of Massachusetts Massachusetts Association Massachusetts Association of 766 of School Committees Approved Private Schools Federation for Children with Special Needs Massachusetts Association Massachusetts Organization of Education of School Superintendents Collaboratives Massachusetts Administrators for Special Education Massachusetts Association of Special Parent Professional Advocacy League Education Parent Advisory Councils Massachusetts Advocates for Children Stand for Children Massachusetts
THE CRITICAL NEED TO FULLY FUND THE SPECIAL EDUCATION CIRCUIT BREAKER AT $353,600,551
The Special Education Circuit Breaker (Budget Line Item 7061-0012), established in 2004, meets the urgent need to address the significant impact on school district budgets of students with intensive special needs.
By acknowledging that students with intensive special needs are the collective responsibility of our state, as well as the individual responsibility of each community, the circuit breaker partially offsets the costs of the continuous increase in costs for special education placement and service costs that districts experience. The circuit breaker has been a critical stabilizing force in districts’ ability to provide equitable services to students. However, when funding for the circuit breaker drops below full funding, districts are seriously compromised in providing basic services and supports to all students. Because of the serious impact circuit breaker funding has on districts, the superintendents and special education administrators in the districts below urge the legislature to fully fund the circuit breaker for FY’20.
School District Title Name Special Education Administrator Abington Superintendent Peter Schafer James Robins Acton-Boxborough Regional School District Superintendent of Schools Peter Light Pamela Smith Acushnet Superintendent Paula J. Bailey Sandra Barboza Adams-Cheshire Regional School District Superintendent John Vosburgh Carla Chioda Agawam Superintendent Steve Lemanski April Rist Amherst Superintendent Michael Morris Faye Brady Andover Public Schools Superintendent of Schools Sheldon Berman Sara Stetson Arlington Superintendent Kathleen Bodie Alison Elmer Ashburnham Westminster Reg Sch Dst Superintendent of Schools Dr. Gary F Kathy Veroude Mazzola Ashland Public Schools Superintendent James Adams Kathy Silva Athol-Royalston Superintendent Darcy Fernandes Kathryn Clark Attleboro Superintendent David Sawyer Ivone Medeiros Auburn Public Schools Superintendent of Schools Maryellen Rosemary Reidy Brunelle Avon Superintendent Christine Godino Karen Romans Ayer Shirley Regional School District Superintendent Mary Malone Tara Bozek Barnstable Public Schools Superintendent of Schools Dr. Meg Mayo- Jane Jezard Brown Bedford Superintendent Jon Sills Marianne Vines Belchertown Public School District Superintendent Karol G Coffin Brian Cameron Belmont Public Schools Superintendent John Phelan Ken Kramer Berkley Superintendent of Schools Thomas J. Lynch Melissa Abrego Berkshire Hills Regional School District Superintendent Dr. Peter Dillon Kate Burdsall Beverly Superintendent Steven Hiersche Steven Hiersche Billerica Superintendent Timothy G. Amy Emory Piwowar Blackstone Valley Vocational Regional School Superintendent-Director Dr. Michael F. Yvette N. Whitesell District Fitzpatrick Blackstone-Millville Regional SD Superintendent Jason DeFalco, Ms. Jill Pilla-Gallerani EdD. Braintree Superintendent Frank Hackett Jeff Rubin Brockton Superintendent Kathleen A. Laurie Mason Smith Brookline Superintendent Andrew Bott Casey Ngo-Miller Burlington Superintendent Eric Conti Mary Houde Cambridge Superintendent of Schools Kenneth N. Salim Alexis Morgan Canton Public Schools Superintendent Jennifer Fischer- Debra Bromfield Mueller Carlisle Public Schools Superintendent James F. O'Shea Carver Public Schools Superintendent Scott Knief Karen Tiechert Chelmsford Public School District Superintendent of Schools Jay Lang, Ed.D. Amy Reese Chelsea Superintendent Mary M. Cindy Rosenberg Bourque Chicopee Superintendent Richard W. Rege Andrea Stolar Jr. Clinton Public Schools Superintendent Steven C. Meyer, Loretta Braverman Ed.D. Cohasset Superintendent Louise L. Demas Mary Buchanan Concord/Concord-Carlisle Superintendent Laurie Hunter Marielle Wintersteen, Acting Special Education Director Danvers Superintendent Dr. Lisa Dana Dr. Mary Tatem Dartmouth Superintendent Bonny L. Gifford Elizabeth Townson Dedham Public Schools Superintendent Michael J. Welch Elizabeth O'Connell Dennis-Yarmouth RSD Superintendent of Schools Carol A. Maria Lopes Woodbury Dighton-Rehoboth Regional School District Superintendent Anthony C. Azar, Kristin Donahue Ed.D Douglas Superintendent Kevin Maines Nealy Urquhart Dover Sherborn Regional Schools Superintendent Andrew Keough Deborah Dixson Dracut Superintendent of Schools Steven Stone Katherine Burnham Duxbury Superintendent of Schools John Antonucci Heather Tucker East Bridgewater Superintendent Elizabeth L. John Phelan Legault East Longmeadow Public Schools Superintendent Gordon Smith Joanne Welch Easthampton Public Schools Superintendent Dr. Allison Sarah Mochak LeClair Erving School Union #28 Superintendent of Schools Jennifer J Dr. Prudence P. Marsh, Director Haggerty of Student Support Services Essex North Shore Agricultural & Technical Superintendent-Director Heidi T. Riccio Janet Norris School Everett Public Schools Interim Superintendent of Janice M. William Donohue Schools Gauthier Fairhaven Public Schools Superintendent of Schools Robert Baldwin Diane Sullivan Fall River Public Schools Superintendent of Schools Matthew H. Ann Dargon, Ed.D. Malone, Ph.D. Falmouth Public Schools Superintendent Dr. Lori Duerr Dr. Joan Woodward Falmouth Public Schools Director of Student Services Dr. Joan Dr. Joan Woodward Woodward Farmington River Regional Superintendent Thomas R. Michael Saporito Nadolny Fitchburg Superintendent Robert Jokela Roann Demanche FLLAC Educational Collaborative Executive Director Richard Murphy Foxborough Superintendent Amy Berdos, Sandra Einsel, Ph.D. Ed.D. Framingham Superintendent of Schools Robert A. Laura Spear Tremblay Franklin Public Schools Superintendent of Schools Sara E. Ahern, Paula Marano Ed.D. Freetown-Lakeville Regional Schools Superintendent of Schools Richard W Elizabeth Kurlan Medeiros Frontier Regional & Union #38 Schools Superintendent Darius Karen Ferrandino Modestow Gardner Public Schools Superintendent Mark J. Joyce West Pellegrino Gateway Regional Superintendent David Hopson Kurt Garivaltis Georgetown Public Schools Superintendent of Schools Carol C. Jacobs Jack Tiano Gloucester Superintendent Richard Safier Patty Wegmann Grafton Public Schools Superintendent Jay Cummings Arnold Lundwall Granby Public Schools Superintendent Sheryl Stanton Carol Hepworth Greater Fall River Vocational School District Superintendent/Director Thomas F. Aubin Deborah Pacheco Greater New Bedford Regional Vocational Director of Special Education Erin K. Technical High School Ptaszensko Greater NewBedford Vocational-Technical Supt. Dirt James O’Brien Erin P Greenfield Virtual School District Superintendent Salah E. Robert Kumin Khelfaoui Groton-Dunstable Regional School District Superintendent Laura S. Jill Greene Chesson, Ed. D. Hamilton-Wenham Regional School Dist. Superintendent Michael Harvey Stacy Bucyk Hampden Wilbraham Regional School District Superintendent of Schools for Albert G. Gina Roy HWRSD Ganem, Jr. Hampden Wilbraham RSD School committee member William Gina Roy Bontempi Hampshire Regional Superintendent of Schools Aaron Osborne Nancy Parakulas Hanover Superintendent Matthew A. Keith Guyette Ferron Harvard Public Schools Superintendent Linda G. Dwight Marie Harrington Hatfield Superintendent John F. Robert Michelle Otis Haverhill Public Superintendent of Schools Margaret Pamela MacDonald Marotta Holliston Public Schools Superintendent of Schools Bradford L. Margaret Camire Jackson, Ed.D. Holyoke Superintendent Stephen Zrike Marianne Currier Hopedale Superintendent Karen Crebase Megan Ashton Hopkinton Public Schools Superintendent Carol A Karen Zaleski Cavanaugh Hudson Superintendent Marco C. Catherine Kilcoyne Rodrigues Hull Superintendent Michael Devine Judith Kuehn Ipswich Public Schools Superintendent of Schools Dr. Brian J. Blake Dr. Beverly Hegedus King Philip Regional School District Superintendent of Schools Paul A. Zinni Lisa Moy Lee Public Schools (Union #29) Superintendent H. Jake Eberwein Jennifer Norton Leicester Public Schools Superintendent Marilyn Tencza Michael Wood Lenox Public Schools Superintendent Kimberly Ellen Farris Merrick Lexington Public Schools Superintendent of Schools Julie Hackett Ellen Sugita Lincoln Sudbury Regional High School District Superintendent Bella Wong Aida Ramos Littleton Public Schools Superintendent of Schools Kelly Clenchy Justine Muir Longmeadow Superintendent of Schools Marty OShea Lowell Public Schools Acting Superintendent Jeannine Durkin Jennifer McCrystal Ludlow Superintendent Todd H Gazda Eva Tillotson Lunenburg Public Schools Superintendent Dr. Kathleen Julianna Hanscom Burnham Lynn Public Schools Superintendent Patrick Tutwiler Phylitia Jamerson Lynnfield Superintendent Jane Tremblay Roberta Keane Malden Superintendent John Oteri Interims: Maura Johnson and C. Deborah Connell Mansfield Public Schools Superintendent of Schools Teresa M. Jim Leonard Murphy Marlborough Public Schools Superintendent Michael Jody O"Brien Bergeron Marshfield Director of Special Education/ Amy Scolaro Amy Scolaro Pupil Personnel Marshfield Superintendent Jeffrey W. Amy Scolaro Granatino Masconomet regional school district Superintendent of schools Kevin M. Lyons Patricia Bullard Mashpee Public Schools Superintendent Patricia DeBoer Jaime Curley Maynard Superintendent of Schools Robert J. Gerardi Carol Riccardi Gahan Jr. Medfield Superintendent Jeffrey Marsden Mary Bruhl Medford Superintendent of Schools Dr. Marice Kathleen Medaglio Edouard-Vincent Medway Superintendent Armand Pires Kathleen Bernklow Melrose Public Schools Superintendent Cyndy Taymore Patti White-Lambright Mendon-Upton Regional Schools Superintendent of Schools Joseph Dennis Todd Maruszczak MERSD Superintendent Pam Beaudoin Allison Collins Methuen Interim Superintendent Brandi Kwong Gina Bozek MGRSD Superintendent Kimberley Grady Irene Ryan Middleborough Public Schools Superintendent of Schools Brian E. Lynch Carolyn J. Lyons Milford Superintendent Kevin McIntyre Lucy Jenkins Millbury Public Schools Superintendent of Schools Gregory Myers Kate Ryan Millis Public Schools Superintendent Nancy L. Dr. Sue Anne Marks Gustafson Milton Public Schools Superintendent Mary C. Gormley Susan Maselli Mohawk Trail Regional-Hawlemont Regional Superintendent of Schools Michael A. Leann Z. Loomis Buoniconti Monomoy Regional Schools Superintendent Scott Carpenter Melissa Maguire Monson Superintendent Cheryl A. Clarke Suzanne Morneau Natick Superintendent Anna Nolin Tim Luff Needham Superintendent of Schools Daniel Gutekanst Mary Lammi Newburyport Public Schools Superintendent Sean Gallagher Christina Gentile Newton Superintendent of Schools, David Fleishman Karen Shmukler Norfolk Superintendent Dr. Ingrid N. Dr. Anna Tupper Allardi Norfolk County Agricultural High School Superintendent/Director Tammy Quinn Heidi Black North Adams Public Schools Superintendent Barbara Malkas, Mr. Thomas Simon Ed.D. North Berkshire School Union #43 Superintendent John Franzoni Debra Rosselli North Brookfield Public Schools Superintendent of Schools Richard Lind Monique Dubuc North Middlesex Regional Superintendent of Schools Brad Morgan Bradley Brooks Northampton Superintedent John Provost Pam Plumer Northborough, Southborough, Northborough- Superintendent of Schools Christine M. Marie Alan Southborugh Regional Johnson Northbridge Public Schools Superintendent of Schools Catherine A. Greg Rosenthal Stickney Norton Superintendent Joseph F. Baeta Jeanne Sullivan Norwell Superintendent of Schools Matthew Keegan Suzan Theodorou Norwood Superintendent David Thomson, Paula Alexander Ed.D Old Colony Regional Vocational Technical High Superintendent-Director Aaron L. Krystla Fay School Polansky Old Rochester Regional School District Superintendent Douglas R. Michael Nelson White, Jr. Oxford Public Schools Superintendent Dr. Elizabeth Dr. Susan Henrichon Zielinski Palmer superintendent Patricia Gardner Colleen Culligan Pembroke Superintendent Erin Obey Jessica Duncanson Pentucket Regional High School Superintendent Dr. Justin Dr. Michael Jarvis Bartholomew Pioneer Valley RSD Superintendent Jonathan Scagel Chris Maguire Pittsfield Superintendent Jason Jennifer Stokes McCandless Plainville Superintendent David Raiche Edward Clarke Plymouth Public Schools Superintendent Dr. Gary E. Dr. Stacey Rogers Maestas Provincetown Schools Superintendent Dr. Beth Singer Jeff Slater Provincetown Schools Special Education Director Jeff Slater Jeff Slater Quabbin Regional School District Superintendent of Schools Sheila A. Muir Kristin Campione Quaboag Regional Superintendent Brett Kustigian Randolph Public Schools Superintendent Thea Stovell Brian Rachmaciej Reading Superintendent of Schools John Doherty Sharon Stewart Revere Superintendent Dr. Dianne K. Dr. Joshua Vadala Kelly Rockport Superintendent Robert Liebow Martha Wright Salem Public Schools Superintendent Margarita Ruiz Deborah Connerty Sandwich Public Schools Superintendent Pamela Gould Marilyn Vrountas Saugus Public Schools Superintendent Dr. David Ms. Dawn Trainer DeRuosi, Jr. Scituate Public Schools Superintendent Ron Griffin Dianna Mullen Seekonk Superintendent Rich Drolet Susan Doe Sharon Public Schools Superintendent Dr. Victoria L. Interim- Christine Smith Greer Shrewsbury Public Schools Superintendent Joseph M. Margaret Belsito Sawyer, Ed.D. Silver Lake Regional and Superintendency Union Superintendent Joy Blackwood Marie Grable 31 (Halifax, Kingston and Plympton) Somerset Public Schools; Somerset Berkley Superintendent of Schools Jeffrey Regional School District Schoonover Somerville Director of Finance Fran Gorski Christine Trevisone South Hadley Public Schools Superintendent of Schools Nicholas Young Kathleen Boyden South Shore Regional Vocational School District Superintendent-Director Thomas J. Hickey Katie Berry Southern Berkshire Regional School District Superintendent of Schools Beth Regulbuto Sandra Hubbard Southwick Tolland Granville Regional School Superintendent Jennifer Willard Noell Somers District Spencer-East Brookfield Regional School District Superintendent of Schools Paul S. Haughey, Ms. Kara Westerman Ed.D. Springfield Superintendent Warwick, Daniel Dr. Mary Anne Morris Stoneham Superintendent John Macero Martha Bakken Sudbury Public Schools Superintendent Brad Crozier Stephanie Juriansz Sutton Superintendent Theodore F. Karen Terenzini Freind Swampscott Superintendent Pamela RH Ms. Martha Raymond Angelakis Swansea Superintendent John J. Robidoux Dr. Julie Garell Tantasqua Regional & Union 61 Superintendent Erin Nosek Taunton Superintendent John J. Cabral Judith Mulrooney Taunton Assistant Superintendent for Brenda Judith Mulrooney Finance & Operations Moynihan Taunton Special Education Director Judith Judith Mulrponey Mulrooney Taunton Public Schools Legal Counsel for Pupil and Marguerite M. Judith Mulrooney Personnel Mitchell Taunton Public Schools Assistant Superintendent for Christopher Judith Mulrooney Curriculum and Instruction Baratta Tewksbury Superintendent Chris Malone Richard Pelletier Tri-Town School Union Superintendent Scott Morrison Matt LaCava Truro Superintendent Michael Gradone Stephanie Costigan Tyngsborough Public Schools Superintendent of Schools Michael Sarah Lewenczuk Flanagan Uxbridge Public Schools Superintendent of Schools Dr. Frank A. Ms. Stephanie Geddes Tiano Wachusett Superintendent Darryll McCall Lincoln Waterhouse Wakefield Superintendent Douglas Lyons Lyn O'Neil Walpole Public Schools Superintendent of Schools Dr. Lincoln D. Dr. John Queally Lynch III Ware Public School Superintendent Marlene A. Jessica Bolduc DiLeo Wareham Public Schools Superintendent Kimberly B. Melissa Fay Shaver-Hood Webster Superintendent Ruthann Kathleen Baris Petruno-Goguen Wellesley Public Schools Superintendent of Schools David Lussier Arlene Argir West Bridgewater Superintendent Dr. Patricia Cory Mikolasyk Oakley West Springfield Superintendent Michael J. Kathryn Mahony Richard Westborough Public Schools Superintendent Amber Bock Sherrie Stevens Westfield Public Schools Superintendent Stefan Dr. Martha von Mering Czaporowski Weston Superintedent Dr Marguerite Jennifer Truslow (Midge) Connolly Westwood Superintendent Emily Parks Abigail Hanscom Weymouth Superintendent Jennifer Curtis- Alpha Sanford Whipple Whitman Hanson Assistant Superintendent George M Ferro Lauren Mathisen Whitman-Hanson Regional Superintendent Jeffrey Lauren Mathisen Szymaniak Whitman-Hanson Regional School District Director of Student Services Lauren Mathisen Lauren Mathisen Whittier Tech Superintendent MAUREEN Patricia Lowell LYNCH Wilmington Public Schools Superintendent Glenn Brand Alice Brown-LeGrand Winchendon Public Schools Superintendent Joan Landers Suzanne Michels Winchester Superintendent Judith A. Evans, Pam Girouard Ed.D. Winthrop Superintendent Winthrop Lisa A. Howard Jennifer O'Connell Public Schools Woburn Superintendent Matthew Michael Baldassarre Crowley Worcester Public Schools Superintendent Maureen Kay Seale Binienda Wrentham Public Schools Superintendent Allan Cameron Karen McNamara
NATIONAL COMMISSION ON SOCIAL, EMOTIONAL, AND ACADEMIC DEVELOPMENT A Practice Agenda in Support of How Learning Happens
Ron Berger, Sheldon Berman, Joshua Garcia, and John Deasy
EMBARGOED - Please do not share before January 15, 2019 THE NATIONAL COMMISSION ON SOCIAL, i EMOTIONAL, AND ACADEMIC DEVELOPMENT ABOUT THE COMMISSION AND THIS PRACTICE AGENDA The Aspen Institute National Commission on Social, Emotional, and Academic Development was created to engage and energize communities in re-envisioning learning to encompass its social, emotional, and cognitive dimensions so that all children can succeed in school, career, and life. The Commission’s mem- bers are leaders from education, research, policy, business, and the military. The full Commission team includes a Council of Distinguished Educators (CDE), Council of Distinguished Scientists (CDS), a Youth Commission, a Parent Advisory Panel, a Partners Collaborative, and a Funders Collaborative.
This Practice Agenda was informed by the CDE’s previous document, The Practice Base for How We Learn; the CDE’s collective knowledge and expertise as leading practitioners focused on supporting the whole learner; and the experiences and perspectives of the many schools and communities that are engaged in this work. It also has been revised with the suggestions of a wide variety of reviewers.
This document features practice recommendations that seek to provide a framework through which key voices within schools and communities—students, teachers, families, after-school and youth develop- ment organizations—can work together to create learning environments that foster the comprehensive development of all young people.
In addition to this Practice Agenda, the Commission has released three related reports: A Research Agenda for the Next Generation developed by members of the CDS; A Policy Agenda in Support of How Learning Hap- pens developed by the Commission’s policy subcommittee; and the Commission’s culminating report, From a Nation at Risk to a Nation at Hope, which reflects key points from all three agendas. All of these doc- uments, and related resources, can be found on our website at www.NationAtHope.org.
ABOUT THE AUTHORS RON BERGER is the Chief Academic Officer for EL Education and a member of the Commission’s Council of Distinguished Educators. SHELDON BERMAN is the Superintendent of Andover Public Schools in Massachusetts and a member of the Commission’s Council of Distinguished Educators. JOSHUA GARCIA is the Deputy Superintendent of the Tacoma Public Schools in Washington state and a member of the Commission’s Council of Distinguished Educators. JOHN DEASY is the Superintendent of Stockton Unified Public Schools in California and a member of the Commission’s Council of Distinguished Educators. The authors would like to thank LYNN OLSON, Editorial Director of the Commission, for her contributions and critical feedback. We would also like to acknowledge the contributions of JACQUELINE JODL, Ph.D., Executive Director of the Commission and MELISSA MELLOR, Assistant Director of Communications for the Commission. When districts and schools commit to focusing on students’ comprehensive development, the academic success and the welfare of students rise powerfully together.
TABLE OF CONTENTS
2 | Introduction 7 | Chapter 1: Principles That Guide Our Practice Agenda 9 | Chapter 2: Recommendations for a Practice Agenda 11 | Set a Clear Vision 17 | Create Safe and Supportive Learning Environments in School and Community Settings 24 | Teach Students Social, Emotional, and Cognitive Skills Explicitly and Embed Them in All Academic Learning 30 | Build Adult Capacity 36 | Work Together as Advocates and Partners for Student Learning
42 | Conclusion INTRODUCTION
On the front lines of education, students, has social, emotional, and cognitive dimen- families, communities, and educators are sions. We now know that students will demanding a more balanced approach to our make far more progress academically vision of learning: One that recognizes learn- when they’re given the opportunity to ing is always social, emotional, and academic, learn in environments where these skills and these strands cannot be teased apart. are recognized as mutually reinforcing and One that goes beyond test scores in reading central to learning. We also know that these and mathematics to an authentic picture of skills grow over time, are influenced by one’s what it means to be a successful graduate— lived experiences, and are best facilitated with the academic and social skills and through relationships. good character to become a positive, contrib- uting member of society with a productive A range of programs and approaches that and fulfilling life. One that reflects what all intentionally foster the whole child are families want—that children of all abilities achieving results, increasing students’ aca- and backgrounds are recognized, engaged, demic achievement and their ability to and supported. get along well with others, persist at hard tasks, and believe in themselves as effec- There is abundant evidence that when tive learners and individuals.2 Young people districts and schools explicitly and meaning- with stronger social, emotional, and cogni- fully commit to focusing on students’ com- tive competencies are more likely to enter prehensive development as a central part and graduate from college, succeed in their of their academic growth, the academic suc- careers, have positive work and family rela- cess and the welfare of students rise power- tionships, better mental and physical health, fully together.1 reduced criminal behavior, and to become engaged citizens.3 Similarly, employers More than two decades of research across recognize that it doesn’t matter how much a wide range of disciplines—developmental workers know if they can’t work well in psychology, economics, and learning and teams, communicate clearly, and grapple brain science—demonstrates that learning with difficult problems.4
2 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS The Evidence Base for How Character and Values represents ways of think- ing and habits that support children and youth to Learning Happens work together as friends, family, and community The evidence base5 demonstrates that there are a and encompasses understanding, caring about, and variety of skills, attitudes, and character traits that acting on core character traits such as integrity, are embedded in and support learning. These gen- honesty, compassion, diligence, civic and ethical erally fall into three broad categories: (1) skills and engagement, and responsibility. competencies; (2) attitudes, beliefs, and mindsets; and (3) character and values. These multiple dimensions of learning are inextri- cably linked. They develop interdependently and Skills and Competencies—shown toward the center are often processed in the same parts of the brain.7 of the figure on page 4—represents approximately When educators integrate social, emotional, and a dozen specific behaviors that decades of research cognitive development with academic learning and practice indicate are important. Though they are into classroom culture and instructional practice, interrelated, these can be organized into three areas: the learning environment shifts to one that best cognitive, social, and emotional. supports student learning. And when children and youth possess a full array of these skills, attitudes, Cognitive skills and competencies underlie the abil- and character traits, they are better equipped to ity to focus and pay attention; set goals, plan, and prosper in the classroom and to engage in Rigorous organize; and persevere and problem solve. Academic Content and Learning Experiences.8
Social and interpersonal skills and competencies enable children and youth to read social cues and What This Looks Like in Schools navigate social situations; negotiate and resolve and Communities conflicts with others; and cooperate and work effec- In the past two years, the National Commission on tively on a team. Social, Emotional, and Academic Development has visited schools and programs across the country Emotional skills and competencies help children that are putting this research and practice and youth recognize and manage their emotions; into action. These learning settings have understand the emotions and perspectives of oth- developed a broader vision of student success, ers; and demonstrate empathy. and they have supported it by focusing on three essential elements. Importantly, these skills and competencies develop and are used in dynamic interaction with atti- First, children and youth are intentionally taught tudes and character traits—shown in the second social, emotional, and cognitive skills—such as how ring in the figure.6 Attitudes, Beliefs, and Mindsets to resolve conflicts and work in a team, recognize includes children’s and youth’s attitudes and beliefs and manage emotions, weigh evidence and problem about themselves, others, and their own circum- solve, and plan and manage their time. Today, many stances. Examples include self-concept and self-ef- programs and approaches that intentionally develop ficacy, and motivation and purpose. These types of such skills are showing promising results.9 For attitudes and beliefs are a powerful influence on example, teachers may use role-playing activities how children and youth interpret and respond to to practice relationship skills. Specifically, students events and interactions throughout their day. might discuss playground scenarios and practice
THE NATIONAL COMMISSION ON SOCIAL, 3 EMOTIONAL, AND ACADEMIC DEVELOPMENT EvidenceThe Evidence Base Base for Howfor How Learning Learning Happens Happens
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Including the ability to: Including the ability to: Including the ability to: • Focus and pay attention • Navigate social situations • Recognize and manage • Set goals • Resolve con icts one’s emotions • Plan and organize • Demonstrate respect • Understand the emotions • Persevere toward others and perspectives of others • Problem solve • Cooperate and work on • Demonstrate empathy a team • Cope with frustration • Self-advocate and and stress demonstrate agency
4 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS asking to join a game or using problem-solving steps An emphasis on these capacities supports rigor and to resolve a conflict that arises during recess. Edu- challenge in learning. Schools must ensure that cators could similarly have students focus on these students exercise the full complement of social, skills in advance of a cooperative group project by emotional, and cognitive skills, not only in academic talking about the different roles each person would subjects like mathematics or reading, but also in play and anticipating possible challenges. What if enrichment activities such as sports, music, and we don’t agree? What will we do? What if one person is the arts, and in how students and adults interact doing all the work or one person isn’t engaging at all? with each other, whether in the hallways or in How will our group manage these situations? the cafeteria.
Second, students are asked to exercise these skills Third, students have equitable access to learning as they learn academic content and in their inter- environments that are physically and emotionally action with peers and adults throughout the day. safe and that feature meaningful relationships How we learn depends on experience and use.10 It’s among and between adults and students.11 For not enough to teach specific skills if students do example, students help develop classroom and not have opportunities to develop and apply them school norms that are followed by everyone in the on a regular basis. For example, if “mathematical building. And there are structures and practices in courage” is explicitly taught and valued, students place, like morning meetings, teams of teachers who are emboldened to take positive risks—by asking share a cohort of students, mentorship programs, questions, making mistakes, presenting their think- and advisory groups that enable every student to ing, and receiving suggestions from their peers—all be known well by at least one adult. A respectful of which enhance their learning of mathematics. learning environment models and reinforces the
WHATWhat THIS This LOOKS Looks LIKE Like IN SCHOOLS in Schools AND COMMUNITIESand Communities
LEARNING SETTINGS STUDENT EXPERIENCES STUDENT OUTCOMES
Learning and development are influenced These settings can lead to learning The evidence shows that students by the familial, community, and societal experiences where young people are more who experience these learning settings contexts in which students grow. Learning likely to be engaged and grasp complex are more likely to achieve success both settings that support young people’s academic content: now and in the future: comprehensive growth often focus on 3 essential elements:
Rigorous academic Embedding content and learning Academic Civic and social, experiences Teaching and success and community emotional, and practicing social, educational engagement emotional, and cognitive skills attainment cognitive skills into academic Engagement, ownership, learning and purpose Life well-being (e.g., physical, Workforce Safe, relationship-based, family, and and career and equitable Sense of belonging and emotional readiness learning environments connection to community well-being)
THE NATIONAL COMMISSION ON SOCIAL, 5 EMOTIONAL, AND ACADEMIC DEVELOPMENT development of students’ social, emotional, and cog- nitive skills throughout the school day, not just in a single program or lesson. Respectful learning envi- ronments in schools also model and reinforce the norms set and followed by other learning settings that partner with schools.
As illustrated on page 5, these three elements are the hallmarks of a learning experience where children and youth are engaged, have a sense of PLEASE NOTE ownership, and findpurpose in their learning. They As we use the term educator also learn to see themselves as contributing mem- throughout our recommendations, bers of their school and broader community. Most we include the following indi- important, they are likely to grasp difficult academic viduals unless otherwise speci- content and concepts, because the instructional fied: classroom teachers; school administrators and district-level practices and learning environments reflect what we staff; school librarians; paraprofes- know about how people actually learn. sionals; specialized instructional support personnel (including but Some argue that school is not the place to build not limited to counselors, social social and emotional skills and habits—to foster workers, psychologists, and other good character—that this is the realm of families related services personnel); non-in- or faith-based institutions. But the reality is that structional school staff mem- schools are already shaping the skills, dispositions, bers (including but not limited to and character of students all day, every day. The coaches, custodial staff, cafeteria experience of schooling communicates our expec- staff, and school office staff); as tations of how people will relate to and treat each well as youth development profes- other. Therefore, we need to construct environments sionals working in and out that model the behaviors we want to foster in stu- of schools. dents. School environments encourage students to Additionally, as we use the term be either more respectful, responsible, compassion- student, we include children in ate, and resilient or less so. We can embrace the role grade levels preK-12, spanning all that schools play in students’ learning and develop- physical, emotional, social, psycho- ment and do it intentionally and meaningfully, or logical, and cognitive abilities; all ignore it and do it poorly. socioeconomic, regional, and famil- ial backgrounds; all races, ethnic- Equally important is the role that families and ities, languages, tribal status, and out-of-school-time organizations play in the devel- nationalities; all genders, identities, opment of young people. We must build on the and orientations; and all religious strengths of students and their families and work and spiritual affiliations. collaboratively with them to create positive learning communities. Learning settings need to recognize, embrace, and capitalize on students’ and families’ strengths and assets. As educators, we must build on students’ existing competencies and work to cre- ate environments where they can thrive, targeting additional supports where needed.
6 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS CHAPTER 1: PRINCIPLES THAT GUIDE OUR PRACTICE AGENDA
The process for developing our practice recommen- but they will not put their hearts into it, and will dations began with the Commission’s critical learn- certainly not live its values all day long. It is essen- ings and understanding of the education landscape tial that student and teacher voices are involved following school site visits; consensus-building continually in shaping the work and finding ways to processes with leading researchers and educators; make it their own. as well as panels and discussions with teachers, students, families, and community leaders across Prioritize Equity the country who reflect diverse backgrounds, beliefs, Good intentions to develop the whole child mean and experiences. Efforts to support the whole nothing if they are not grounded in a fierce com- learner need not—indeed, should not—look the mitment to equity. In an equitable education sys- same everywhere because they need to be devel- tem, each and every young person has access to oped in partnership with young people, their fam- the resources, supports, and educational rigor that ilies, and their communities. However, they should they need in their education, spanning all physi- be grounded in the evidence base and adhere to the cal, emotional, social, psychological, and cognitive following cross-cutting principles that undergird the abilities; all socioeconomic, regional, and familial practice base for how learning happens. backgrounds; all races, ethnicities, languages, tribal status, and nationalities; all genders, identities, and Academic Success is Central orientations; and all religious and spiritual affilia- Educators and families are often concerned that tions. This is particularly true for children of color time and resources spent to foster social and and children from low-income families, who have emotional skills in students will detract from been disproportionately tracked into less rigorous academic growth. Research makes clear that just coursework and systematically provided with fewer the opposite is true. When students build their resources and harsher discipline practices.15 social and emotional skills—become more resilient, responsible, empathetic, and collaborative as Focus on Relationships learners—their academic success rises in concert.12 No policy or program is more important than school These skills are also vital for success in college13 and culture. The safety net that protects students and match what employers prioritize most.14 There is lifts them toward success is actually a web of rela- no tradeoff here: students’ learning dispositions are tionships. The way teachers and administrators tied to academic success. interact with each other and with students, facilitate relationships among students, and model positive Elevate Student and Teacher Voice relationship-building plays a critical role in stu- No matter how smart the program or approach, dents’ sense of belonging, emotional safety, ability integrating social, emotional, and cognitive devel- to collaborate with peers, and identities as learners. opment with academic learning will never succeed When implementing a whole-child approach to unless students and teachers value the work and learning within a community, success will depend take it seriously. If the work is seen as a top-down on building trusting relationships among students, requirement—a mandate that teachers must deliver families, school staff, and community organizations. and students must follow—they may be compliant,
THE NATIONAL COMMISSION ON SOCIAL, 7 EMOTIONAL, AND ACADEMIC DEVELOPMENT Build Local Ownership Communities need to make this effort their own cally fit everyone. Change involves planning, and it and find ways to work together toward common also entails improvising and enabling local people goals. This is never an easy task. Each community, to innovate and make the change their own. Unifor- organization, school district, and school possesses a mity is not the objective, but to the degree schools different culture, works with a distinct local con- and youth-serving organizations in a community text and student demographic, faces a different set can find common ground—can agree on shared of issues, and moves change forward in different language for student outcomes or can collaborate in ways. Change efforts need to recognize that no service of youth—it will help students’ experience single policy, program, or initiative will automati- be more aligned and positive.
PreK-12 Education Ecosystem PreK-12 Education Ecosystem
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8 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS CHAPTER 2: RECOMMENDATIONS FOR A PRACTICE AGENDA Our practice recommendations highlight schools as a central opportunity for developing the whole child. However, creating learning environments in schools that deeply integrate the social, emotional, and cognitive aspects of learning and development must be viewed as a shared responsibility of all the voices and capaci- ties within the community. As illustrated in the figure on page 8, families, youth-serving organizations, social workers, counselors, mental health providers, and civic and faith-based organizations provide a major source of expanded capacity to support the work of educators in schools and classrooms. We must reach beyond the schoolhouse to embrace the broader community and to recognize both the formal and informal opportunities for learning and enrichment that fully support young people in their development. Community organizations also are vital partners in creating multi-tiered systems of support that can help address real challenges in children’s lives—including physical and mental health problems, learning disabilities, discrimination, vio- lence, homelessness, and hunger. In this way, capacity building becomes a joint venture across all the indi- viduals, organizations, and institutions that serve young people. In short, the integrated nature of learning requires an integrated, community-wide approach to supporting children’s education.
Efforts to integrate students’ social, emotional, and cognitive development with academic learning should not be viewed as a new initiative. Rather, it is a rebalancing of preK-12 education to focus on the broad set of social, emotional, and cognitive skills and competencies that each and every student needs to be a lifelong learner, productive worker, and engaged citizen.
Our practice recommendations seek to provide a framework through which key voices within schools and communities— students, teachers, families, after-school and youth development organizations—can work together to create learning environments that foster the comprehensive development of all young people.
THE NATIONAL COMMISSION ON SOCIAL, 9 EMOTIONAL, AND ACADEMIC DEVELOPMENT RECOMMENDATIONS We recognize that different communities will need different entry points for this work. Some com- munities may prefer to start by building adult capacity; others may view community partnerships as a critical first step. With the exception of beginning by setting a clear vision for students’ comprehen- sive learning and development, we do not present the recommendations in sequential order. We also acknowledge that varying contexts and needs require different solutions. Thus, we offer specific strat- egies underneath each of the five broad recommendations as ideas for how communities can pursue a more integrated approach to student learning and development. We are not suggesting that com- munities pursue every strategy. Finally, schools and districts, along with their community partners, already have significant work underway that can and should be leveraged and amplified. We provide some of these compelling examples to illuminate our practice recommendations.
I. Set A Clear Vision Articulate and prioritize a clear vision of students’ comprehensive development that reflects the interconnection of the social, emotional, and cognitive dimensions of learning.
II. Create Safe and Supportive Learning Environments in School and Community Settings Create child- and youth-centered learning environments that are physically and emo- tionally safe, that respect all cultures and serve people equitably, and that foster mean- ingful relationships among and between adults and young people.
III. Teach Students Social, Emotional, and Cognitive Skills Explicitly and Embed Them in All Academic Learning Use evidence-based practices that intentionally develop social, emotional, and cognitive skills and competencies in all young people. Provide regular opportunities throughout the day to integrate these skills and competencies with academic content in all areas of the curriculum.
IV. Build Adult Capacity Provide opportunities for school faculty and staff, families, after-school and youth devel- opment professionals, and future professionals still in university pre-service programs to learn to model and teach social, emotional, and cognitive skills to young people across all learning settings, both during and out of school.
V. Work Together as Advocates and Partners for Student Learning Unite districts and schools, youth development and community organizations, families and young people, higher education institutions and professional associations to create a cohesive preK-12 education ecosystem that supports students holistically. RECOMMENDATION I: SET A CLEAR VISION District, school, and youth development leaders—in partnership with students, families, educators, and the local community—should articulate and prioritize a clear vision of students’ comprehensive development that reflects the interconnec- tion of the social, emotional, and cognitive dimensions of learning.
Many, if not most, of our nation’s most successful schools are distinguished by having a clear shared vision that permeates the school culture: you know right away what this school is about, and the staff are on the same page. Students fortunate enough to attend such a school can experience a coherent set of messages across classrooms and grade levels; they do not need to hope to get “the right teacher” in order to find the guidance they seek. Even more powerful is when the vision of the school is informed by and supported by parents and youth-serving organizations in the community. When that is the case, every aspect of student learning becomes more aligned.
It is our charge as adults—particularly educational and community leaders—to work together across school staffs and the community to forge common language for the out- comes we hope all students will achieve. This is not an easy process. There will need to be compromises in ideas and language to build this shared vision of what we value. But the hard work is worth it. The more we can be coherent and clear about what we are aiming for, the more our students will grow as scholars and as people.
STRATEGY
ALIGN AROUND A SHARED VISION OF STUDENT SUCCESS. Schools, districts, and youth development organizations can align their visions, missions, values, and corresponding strategic action plans and budget priorities with a profile of student success that explicitly addresses their comprehensive development. This vision of successful learning and devel- opment can be co-constructed and shared broadly to facilitate the continuity of strategies across the school day, after school, on evenings and weekends, and during the summer.
The education sector is replete with disparate and fragmented initiatives. Alignment around a central vision creates clarity and coherence in the system, which enables prin- cipals and teachers to prioritize and focus their work. As systems strive for greater align- ment, it’s important that they continue to take the voices of teachers, youth development professionals, and students into account because of their first-hand knowledge of how school, district, and organizational policies affect them and what they need in order to
THE NATIONAL COMMISSION ON SOCIAL, 11 EMOTIONAL, AND ACADEMIC DEVELOPMENT succeed. Teachers and other youth-serving professionals cannot focus on the whole learner unless they are explicitly given time and agency to do so. A district policy supporting the development of social and emotional skills is meaningless if teachers feel that they will get in trouble if they deviate from academic test preparation. Staff must be confident that school and district leadership support them to use core instructional time to instill and reinforce these capacities in students as discrete skills and as embedded in academic learning.
District, school, and youth development leaders can: ❚❚ Develop vision, mission, core value, and belief statements that combine social, emo- tional, and cognitive development with academic outcomes. ❚❚ Include specific targets in strategic plans to ensure that these goals are a priority. ❚❚ Empower and support staff members to make the vision real in their daily work. ❚❚ Develop a leadership structure that clearly identifies responsibility and support for this work at district, school, and organization levels. ❚❚ Ensure that these goals are priorities across the board in: human capital; teaching and learning; curriculum and assessment; professional development; support programs in English language learning, special education, gifted and talented education, Title I, etc.; and internal and external partnerships with families, community organizations, busi- nesses, and postsecondary educational institutions. ❚❚ Communicate—internally and externally, through many avenues and on an ongoing basis—the value and importance of developing the whole child.
IN PRACTICE
THE TACOMA WHOLE CHILD INITIATIVE is a decade-long strategic plan designed to support student success in the classroom and beyond. With some 29,000 students, Tacoma Public Schools is the third-largest district in Washington State. In 2010, just 55 percent of the district’s students were graduating from high school, and the district was struggling to engage students, reduce classroom disruptions, and put many more stu- dents on a pathway to college and careers. District leaders, together with the University of Washington-Tacoma, decided that to close achievement gaps, they needed to address the comprehensive needs of Tacoma’s children and youth in partnership with the broader community. That led to an extensive set of conversations with leaders of the city’s civic, business, civil-rights, after-school, and higher education communities. “We asked them, ‘What will success look like, and what evidence will you accept in order to determine if we are successful?’ ” said Deputy Superintendent Joshua Garcia.
The result was an initiative built around four overarching goals for Tacoma’s youth: aca- demic excellence, partnership, early learning, and safety. Aligned to the four goals are 35 measurable benchmarks, ranging from performance on state tests to the percentage of middle and high school students enrolled in extracurricular activities. Together, the goals
12 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS and benchmarks compose the district’s approach to supporting each student’s social, emotional, and cognitive development with academic learning and tracking progress.
This clear vision, common language, and transparency about results have been essen- tial to Tacoma’s citywide approach to supporting its youth, which engages everyone from the mayor’s office and city council, to the departments of parks and health and human services, to local foundations, and to youth development groups like the YMCA and the Boys and Girls Clubs. So far, the results have been encouraging. In 2018, the on-time graduation rate was 89 percent. The district has also had significant decreases in chronic absenteeism and tardiness and increases in verified college acceptances and in the number of students earning industrial certificates.
STRATEGY
IDENTIFY LEARNING OBJECTIVES. Schools and districts can identify developmentally appropriate social, emotional, and cognitive learning objectives and align them across youth-serving organizations to provide a coherent learning progression from preK through grade 12.
Social, emotional, and cognitive skills develop and change over time, beginning in the earliest years and continuing through childhood, adolescence, and even adulthood. This progression, in which some skills contribute to the development of more complex skills later on, points to different stages of education when particular competencies become more relevant. This suggests that certain skills should be taught before others, within spe- cific grade or age ranges, and that instruction should be developmentally sequenced and age-appropriate.16 Thus, young children need support to identify and manage their emo- tions and focus their attention. During adolescence, when students can deeply explore and expand their personal interests and are developing their identities as learners and as mem- bers of their schools and wider communities, they continue to build on these skills while other skills, including self-efficacy and agency, become more salient. Of course, students vary greatly in how they progress and develop, and this progression needs to honor and be responsive to young people’s cultures, backgrounds, languages, and achievements.
District, school, and youth development leaders can: ❚❚ Incorporate learning objectives for social, emotional, and cognitive skills within existing academic standards or, alternatively, identify standards that specifically target social, emotional, and cognitive competencies. ❚❚ Adopt multi-tiered systems of support for learning that address the needs of all students, including those with disabilities and students who need additional academic interven- tions or individualized help to meet social, emotional, and cognitive learning targets.
THE NATIONAL COMMISSION ON SOCIAL, 13 EMOTIONAL, AND ACADEMIC DEVELOPMENT IN PRACTICE
THE SACRAMENTO SCHOOL DISTRICT IN CALIFORNIA has developed curriculum maps for English Language Arts and mathematics that explicitly identify skills related to social, emotional, and cognitive learning, such as being able to collaborate, persevere in solving difficult problems, develop viable arguments, and critique the reasoning of oth- ers. Social, emotional, and cognitive learning skills also are embedded in the district’s profile of a college- and career-ready graduate.17
THE WASHOE COUNTY, NEV., PUBLIC SCHOOLS have chosen to develop separate stan- dards for social and emotional learning, focused on self-awareness, self-management, social awareness, responsible decision making, and relationship skills. Staff members at each school attend a three-day training session on culture and climate, evidence-based programs, student voice, and the integration of social and emotional learning into aca- demic content. Students demonstrate listening skills, empathy, and other competencies as they work in pairs, small groups, and as a whole class.18
STRATEGY
FACILITATE CONTINUOUS IMPROVEMENT. Districts, schools, and youth-serving organiza- tions can use measures to track progress and to facilitate capacity building and continu- ous improvement of efforts to support the whole learner.
Measures such as climate and culture surveys and other indicators such as attendance and student discipline provide an indication of the types of learning environments we are offer- ing students and can help to monitor progress and to inform decision making and action. Schools and districts can work with youth development organizations and other out-of- school settings to learn from one another’s history and experience in measuring program quality in order to foster better alignment across sectors. Individual measures of students’ holistic development can be considered for purposes of supporting student growth and continuous improvement, but should not be used for individual or school accountability.
14 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS District, school, and youth organization leaders can: ❚❚ Identify specific criteria for high-quality classroom, school, and community learning environments. ❚❚ Clearly and intentionally communicate these learning environment criteria to school leaders, classroom and youth development educators, as well as families and students. ❚❚ Employ measures such as climate and culture surveys involving students, families, and staff, and school quality assessments to evaluate progress toward achieving identified learning environment goals. ❚❚ Examine whether and how policies that are designed to support the whole learner are effective across all student populations in order to better target areas for action, inter- vention, and investment. ❚❚ Incorporate performance on progress measures in staff decision making relative to in- struction, allocation of resources, and professional development. ❚❚ Ensure that survey responses and similar data are used for continuous improvement, and are not tied to identifiable students.
IN PRACTICE
FOR THE PAST SIX YEARS, THE CAPITOL REGION EDUCATION COUNCIL, A DISTRICT OF 16 PUBLIC MAGNET SCHOOLS IN THE GREATER HARTFORD AREA, has been using the Comprehensive School Climate Inventory to assess the learning environment across its schools, which were designed to further voluntary racial integration among students living in Hartford and the surrounding communities. CREC uses the results for annual school improvement planning. In past years, schools across the district scored relatively low on students’ feelings of social and emotional security. “We think that just because we put children from different backgrounds together, kids are just going to get along and love each other,” said Elaina Brachman, the assistant superintendent for the dis- trict. “That’s not realistic.” As a result of the surveys, the district mandated the Second Step curriculum in its elementary schools, to build students’ social and emotional skills, and gave schools permission to adjust their schedules to find time for that instruction. Now, some middle schools have started to use the curriculum as well. This school year, the district has begun to administer the surveys in the fall, instead of in the spring, so that school-based positive behavioral interventions and supports coaches can use the data to make mid-year adjustments. “I believe that social-emotional learning is as important as reading and writing,” Brachman said, “because a classroom teacher cannot instruct when they don’t have a safe and respectful community in their classroom.”
SOCIAL AND EMOTIONAL LEARNING AND SCHOOL CLIMATE ARE EMBEDDED IN THE WORK OF THE CHICAGO PUBLIC SCHOOLS. Since adopting school climate standards in the 2014-15 school year, 88 percent of schools have completed a school climate self- assessment and 80 percent have used the results to build a school climate action plan
THE NATIONAL COMMISSION ON SOCIAL, 15 EMOTIONAL, AND ACADEMIC DEVELOPMENT and to earn a “supportive school” certification. The district has also implemented a progressive disciplinary policy that limits the use of exclusionary practices, such as out- of-school suspensions, and provides staff with professional development to use more supportive disciplinary practices. That work is reflected in student outcomes. The grad- uation rate rose from just under 60 percent in 2012 to nearly 80 percent in 2017. Out- of-school suspensions have declined 76 percent and in-school suspensions 41 percent. Expulsion rates have dropped by 59 percent.
16 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS RECOMMENDATION II: CREATE SAFE AND SUPPORTIVE LEARNING ENVIRONMENTS IN SCHOOL AND COMMUNITY SETTINGS District, school, and youth development leaders should create child- and youth-cen- tered learning environments that are physically and emotionally safe, that respect all cultures and serve people equitably, and that foster meaningful relationships among and between adults and young people.
To focus on learning, both young people and adults must feel physically and emotionally safe in school and in other learning settings. In light of the incidence of bullying and school shootings in recent years, building safe learning environments that generate a strong sense of community and mutual support serves as a critical and primary prevention strategy. Although a focus on social, emotional, and cognitive development cannot in and of itself completely prevent school or community violence and bullying, it does constitute a signifi- cant and viable strategy for helping staff and youth develop the character, decision-making skills, and interpersonal relationships that can make schools and communities physically and emotionally safer for all.19 A review of more than 206 studies found that the more supportive the school climate, the less bullying and other aggressive and violent behaviors occur in schools.20
A positive school climate is also associated with better academic outcomes. A review of 78 school climate studies found that a more positive school climate is related to improved aca- demic achievement, beyond the level expected based on student and school income levels, and can help mitigate the negative effects of poverty on achievement.21 A recent study by the University of Chicago Consortium on School Research found that principals influence school achievement primarily through improvements in school climate.22
STRATEGY
FOCUS ON RELATIONSHIPS. Districts, schools, classrooms, and youth-serving organiza- tions can use structures and practices that foster positive, long-term relationships among staff, among students, and between students and adults.
Whether in schools or other youth-serving organizations, positive relationships between students and adults and among students themselves are foundational to learning.23 These relationships are characterized by consistency, trust, and responsiveness and attunement
THE NATIONAL COMMISSION ON SOCIAL, 17 EMOTIONAL, AND ACADEMIC DEVELOPMENT to each child’s needs, which enable students to mature in progressively more complex ways.24 Every student should have at least one adult in the building whom they know and trust. These relationships provide young people with the social and emotional support to overcome obstacles and to become confident, self-motivated learners.
Districts, schools, classrooms, and youth-service organizations can: ❚❚ Create schoolwide structures and practices that enable all children to be known well. This may include regular class meetings; mentor relationships with older students or adults; looping structures that allow students to stay with teachers for multiple years; teaching teams that focus closely on student needs; and advisory groups where a small team of students meets regularly with an adult advisor, ideally for multiple years, guid- ing and supporting each other. ❚❚ Enlist, train, and support faculty—teachers, administrators, counselors—to lead student advisory groups. Recruit a diverse array of adults—including faculty, support staff, and community members—to serve as mentors for individual students. ❚❚ Provide and prioritize ongoing professional learning opportunities for educators to support their own social and emotional skills and their ability to lead students’ com- prehensive growth. This professional learning has multiple benefits: it guides faculty in how to model and teach these skills; it strengthens the capacity and resilience of teach- ers; and it fosters a positive school culture. ❚❚ Support and hold all educators accountable for modeling social and emotional skills, holding this as central to faculty expectations, as a focus for school walkthroughs and for educator reflection and critique. ❚❚ Provide dedicated meetings and events, and allocate time in existing staff and team meetings, to cultivate positive and trusting relationships among adults.
IN PRACTICE
MORE THAN 30 PERCENT OF FRESHMEN WERE FAILING AT LEAST ONE COURSE WHEN HEMET HIGH SCHOOL IN THE SAN JACINTO VALLEY OF CALIFORNIA decided to do something radically different to help its incoming students. So, the 2,500-student campus began implementing the Building Assets Reducing Risks (BARR) model, which aims to ease students’ transition to high school and increase achievement by creating cohorts of teachers who work closely with students to address both in- and out-of- school factors that can hinder student success. Now, every freshman takes his or her English, math, and science courses with the same group of about 110 students. Teachers in the three subjects share students, allowing them to work closely to monitor progress and identify personal issues that may get in the way of learning. The teaching team also shares weekly responsibility for engaging students in BARR’s I-Time Curriculum, which develops students’ social and emotional skills, such as communicating effectively and setting personal goals. “It’s allowed the staff-to-student relationships to build, which
18 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS makes our instruction for our subject area a lot more meaningful,” said Suzanne Arnold, the BARR coordinator at the school. “When you have those relationships, you work bet- ter and your management flows better because everybody has a type of respect for one another.”
For persistently low-performing students, a team led by the school’s marriage and family therapist meets to coordinate both internal and external supports. Teachers also regularly call and meet with the parents or guardians of students who need more sup- port, so that educators and families can share successes, assess challenges, and work together more effectively.
Since the program began, the proportion of Hemet freshmen who fail at least one class has dropped from 32 percent to under 20 percent, while suspension rates have plum- meted from 29 percent to 6 percent. The graduation rate has climbed to 94 percent, and achievement gaps between the school’s white students and students of color are clos- ing. Results from a rigorous, randomized control study of the model across a sample of schools nationally found similarly positive results, with improvements in test scores, credits earned, grade point averages, and overall failure rate.25 The experience at Hemet has prompted the district to expand the program to three more high schools, and sev- eral neighboring districts also have adopted the model.26
STRATEGY
AFFIRM THE CULTURE AND BACKGROUND OF THE DIVERSE STUDENTS THAT SCHOOLS SERVE. Schools and youth development programs explicitly value and build upon the assets that students bring to their learning.
When students feel that their cultures, backgrounds, home languages, and other attributes are valued, it builds ties between school and students’ outside lives, boosting their motiva- tion and achievement and encouraging them to take the risks required to learn and grow. 27 A teacher’s affirming attitude toward students from culturally diverse backgrounds significantly impacts their learning, belief in themselves as learners, and overall academic performance.
Schools and youth development organizations can support educators in delivering instruc- tion and constructing learning environments that value their students’ backgrounds. One strategy that builds these ties is culturally responsive teaching, which recognizes that culture strongly influences the attitudes, values, and behaviors that students and teachers bring to the instructional process, and encourages teachers to consider students’ cultures within both the curriculum and their instruction.28 Another strategy is to address stereotype threats,29 which occur when young people receive societal or school-delivered messages that they are less capable due to their identity or background.
THE NATIONAL COMMISSION ON SOCIAL, 19 EMOTIONAL, AND ACADEMIC DEVELOPMENT Providing equitable opportunities for developing the whole learner requires differentiating for individual student needs, while at the same time addressing systemic disparities in school settings. It’s also important to guard against approaches that reinforce inequities, such that students with the least need benefit the most while the students with the most need are not given the necessary resources and support. There are individual students who remarkably overcome significant physical, cognitive, or emotional challenges or trauma— who transcend challenges of deep poverty, unstable homes, or language barriers despite all the odds. They are the exceptions. If we wish to give all children a good chance for suc- cess, we need to combine a focus on the whole child with equitable support for all, making strategies such as nutrition and health support, therapeutic counseling, accessible settings, universal design for learning approaches, culturally responsive teaching, conflict resolution, and community collaboration central to schools.
Districts, schools, and organizations can: ❚❚ Adopt equity policies that publicly acknowledge the value that differences in student background play in promoting learning and development. ❚❚ Provide relevant instructional materials and professional development that incorporate strategies for integrating cultural responsiveness with practices that support social, emotional, and cognitive skill development. ❚❚ Help teachers recognize and address their own implicit biases, including differential expectations for students based on race and ethnicity, social class, learning ability, reli- gious affiliation, or any other difference. ❚❚ Implement universal design and multi-tiered systems of support to provide all students with access to rich learning opportunities and to ensure differentiated support for stu- dents based on their needs.
20 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS IN PRACTICE
COLUMBIA HEIGHTS EDUCATIONAL CAMPUS IN THE DISTRICT OF COLUMBIA is a globally themed, bilingual campus that serves grades 6–12. Its students come from over 50 countries and it uses this diversity to complement a globally themed curriculum. Every grade explores a global theme, which ties together students’ learning and builds their awareness of other languages and cultures. Beginning in middle school, all stu- dents become bilingual in English and Spanish through a dual language immersion program. Students are engaged in project-based learning and portfolio assessments that enable them to incorporate and build on the knowledge of their home cultures. The school focuses on social and emotional learning as a key part of the instructional program, equipping students to understand and respect diverse perspectives and back- grounds. In 2015, the Washington Post’s Challenge Index of America’s Best High Schools recognized CHEC as the top public nonselective (non-exam) high school in the District of Columbia. In 2018, CHEC was one of 32 schools in the district to increase the propor- tion of students scoring in the top two levels on PARCC, the district’s standardized tests, in both math and ELA. It also significantly reduced the percentage of students scoring at the lowest level and shrunk achievement gaps for English language learners.
STRATEGY
GO BEYOND DISCIPLINE CODES TO TEACH RESPONSIBILITY. Districts, schools, and youth-serving organizations can make discipline and behavior management strategies part of a more comprehensive approach to developing the whole learner, rather than stand-alone initiatives.
Research demonstrates that restorative approaches to handling a wide range of conflicts in schools—approaches that teach students how to take responsibility for their actions and repair any harm that may have occurred—can lead to reductions in misbehavior, violence, and suspension rates and can improve the overall school climate.30 Recent evidence also suggests that positive and engaging relationships between teachers and students may help prevent disruptive behavior. These studies indicate that schools serving low-achieving stu- dents—who are already less likely to be comfortable and engaged—must make intentional efforts to foster trusting, collaborative relationships as part of cultivating a safe school envi- ronment that is conducive to learning.31
We counsel against a number of problematic and common missteps to discipline and behavior management. Districts should work to reduce exclusionary policies and practices, such as zero-tolerance policies and suspensions for preK-12 students. Districts should clearly document and communicate their policies about infractions and conse- quences. It’s also important to guard against practices, often unconscious, that reinforce inequities, such as using disproportionally strict behavior management with low-income or minority students.
THE NATIONAL COMMISSION ON SOCIAL, 21 EMOTIONAL, AND ACADEMIC DEVELOPMENT District, school, and youth development leaders and educators can: ❚❚ Create, maintain, and model a code of character for the school or organization, used to affirm good behavior and understand and resolve poor behavior. A code of character lists positive character habits as expectations (e.g., respect, responsibility, empathy); it is not a code of conduct that lists negative behaviors (e.g., no swearing, no bullying). These character habits should be exemplified in the daily life of the classroom and school. ❚❚ Teach staff and students strategies to help them recognize and manage their emotions, cope with frustration, and resolve conflicts with others to reduce the need for disci- plinary action. ❚❚ Create structures within the school or organization to cultivate positive behaviors and address poor behaviors, such as: school and class norms for behavior, regular class meetings to consider behavior, student presentations of learning that include behavior targets, peer mediation, conflict resolution, and restorative justice practices. ❚❚ Respond to misbehavior in ways that are developmentally appropriate, preserve the dignity of the child, and enable the child to heal relationships with adults and peers, rather than focusing on punishment. Frame and address lapses in behavior as poor choices, rather than someone being a bad kid. ❚❚ In addressing behavioral infractions, minimize exclusionary practices (e.g., zero-toler- ance policies); minimize out-of-school suspensions, particularly for younger students; and closely track data of behavioral consequences for sub-groups to examine possible staff bias. ❚❚ Monitor discipline data and engage faculty in regular discussion to ensure that stu- dents’ backgrounds, including race and ethnicity, social class, learning ability, or any other differences, are not factors that work against students in terms of discipline.
IN PRACTICE
IN 2007, FOLLOWING A SCHOOL SHOOTING, THE FORMER SUPERINTENDENT OF THE CLEVELAND METROPOLITAN SCHOOL DISTRICT required a comprehensive evalua- tion of the conditions for learning in the Cleveland public schools. The report found that harsh and inconsistent discipline practices and a lack of social and emotional role modeling by staff contributed to poor school climate and student misbehavior. One of the district’s strategies for creating a safe and supportive learning environment was to replace the in-school suspension program with Planning Centers in every district build- ing, preK-12.
In the centers, instructional aides help students to problem solve, and develop social, emotional, and cognitive skills that support appropriate behavior, reducing the need to be removed from the classroom. “We had to have a place that wasn’t strictly punitive, that would keep our scholars in school,” said Bill Stencil, a psychologist and Interim
22 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS Executive Director of the Humanware/Social Emotional Learning Department with the Cleveland Metropolitan School District. “It’s a place where a student can go, de-escalate, talk about what happened, and come up with a better plan for the future on how to handle that situation and how to get back into the classroom.” Students can be referred by teachers, their parents, or themselves, if they need a place to cool off. Students bring their classwork to the center so they do not fall further behind. “The basis for all of our work is in social-emotional learning,” said Stencil. “How are we going to build trusting relationships that help us foster future interactions with whomever we are struggling?”
The Planning Centers are part of a larger districtwide focus on building adults’ and students’ social, emotional, and cognitive skills, including self-awareness, trusting rela- tionships, social awareness, good decision making, and self-regulation skills. Since the district’s social and emotional learning initiative began, incidents of disruptive behavior, fighting and violence, and bullying have all decreased, as have out-of-school suspensions.
THE NATIONAL COMMISSION ON SOCIAL, 23 EMOTIONAL, AND ACADEMIC DEVELOPMENT RECOMMENDATION III: TEACH STUDENTS SOCIAL, EMOTIONAL, AND COGNITIVE SKILLS EXPLICITLY AND EMBED THEM IN ALL ACADEMIC LEARNING Educators should use evidence-based practices that intentionally develop social, emotional, and cognitive skills and competencies in all young people and provide regular opportunities throughout the day to integrate these skills and competen- cies with academic content in all areas of the curriculum.
Districts and schools may debate whether it’s best to cultivate the whole learner through discrete programs—either published or locally developed—or through embedding these skills into the instructional practices and classroom protocols of teachers throughout the school day. This is a false choice. Of course, the answer is both. There is a wide range of effective programs to teach social, emotional, and cognitive skills that provide frameworks and activities in developmental sequences, and many districts and schools have inde- pendently developed programs and resources to directly address these skills. However, if a stand-alone curriculum or program is the extent of the district’s or school’s commitment to developing students socially, emotionally, and cognitively—if students and teachers see these skills as a focus only on Tuesday afternoons, or in morning meetings, or in the 5th and 8th grades—there is little hope for real impact. Educators need to build on the framework for social, emotional, and cognitive development by focusing on those concepts and skills throughout the day, in classes, in extracurricular work, and in hallways and the cafeteria. When students and staff feel accountable to be their best selves and help others all day long—whether in science class or on the athletic fields—then social, emotional, and cogni- tive skills take root in the hearts and minds of the community.
STRATEGY
EXPLICITLY TEACH SOCIAL, EMOTIONAL, AND COGNITIVE SKILLS. Districts, schools, and youth-serving organizations can create or select and use evidence-based instructional materials, practices, and resources that directly teach social, emotional, and cognitive skills.
There are families, schools, faith-based institutions, and community organizations who do a remarkable job of helping children learn social, emotional, and cognitive skills and develop positive character habits—such as resilience, perseverance, compassion, respect, and collaboration. To ensure that every child is given guidance, support, and accountability in this domain, schools, districts, and youth-serving organizations can use research-based
24 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS programs to give educators the framework, language, lessons, and resources to cultivate these skills and habits in students. Anyone who has tried to help kindergartners stay patient, focused, and collaborative, or has tried to help adolescents be kind and welcoming to all of their peers, knows that these skills and habits do not come naturally to all children, and cannot simply be mandated: they have to be learned through a careful process.
Districts, schools, classrooms, and youth-serving organizations can: ❚❚ Choose to adopt in full, or to use selectively as a source for language, lessons, and resources, one of the many excellent, research-based frameworks and programs that are available. More important than which program is chosen is the extent to which the school and broader community implement the program with integrity and genuine buy-in, commit to using it deeply and well, and customize it to local conditions. ❚❚ Commit to create and continuously evaluate their own framework for whole-child development, drawing upon a number of different curricular and program resources to provide educators with the tools for teaching the skills. ❚❚ Make it very clear through words and actions that this is a priority. For any single or blended program to be effective, staff need to feel empowered and expected to put sub- stantial time into learning it and using it with students.
IN PRACTICE
VALOR COLLEGIATE ACADEMIES, A NETWORK OF HIGH-PERFORMING PUBLIC CHAR- TER SCHOOLS IN NASHVILLE, helps students build a sense of personal agency through a self-paced, competency-based curriculum called Compass. Compass helps students “find their true north” by building social, emotional, and cognitive skills and purpose. This includes developing such core habits or character strengths as courage and kindness, determination and integrity, intellectual curiosity and diversity, and joy and identity. Over eight years, students work through a playlist of activities, exercises, and experi- ences, with individual coaching, and earn mini-badges along the way, much like in Boy Scouts. Compass is one of three core anchors at Valor, along with a commitment to be in the top one percent academically of Nashville public middle schools and to have a diverse and inclusive community. “We think strong social emotional learning work is also advantageous to kids doing well academically in school,” said co-founder and CEO Todd Dickson. “Scholars in order to learn have to be vulnerable. By developing strong social emotional learning practices with our scholars, we build a lot of trust, so they’re much more likely to get their hand up and go to their peers to ask for help because they are very comfortable being okay that they don’t know everything.”32 The two Valor middle schools are in the top one percent for growth and achievement in the state of Tennessee.
THE NATIONAL COMMISSION ON SOCIAL, 25 EMOTIONAL, AND ACADEMIC DEVELOPMENT THERE ARE HUNDREDS OF OTHER POWERFUL EXAMPLES of programs that inten- tionally develop these skills. One resource is Character.org, which facilitates a yearly recognition of State Schools and Districts of Character as well as National Schools and Districts of Character. All recognized schools and districts excel in the development of social, emotional, and cognitive skills and habits, and also academic performance, and credit their success to the fusion of these priorities. Another resource is the Collabora- tive for Academic, Social and Emotional Learning (CASEL) published guide of research- based programs that have a track record of success with schools and communities.
STRATEGY
EMBED INTO ACADEMIC INSTRUCTION. School leaders and educators can support and use instructional practices that provide regular opportunities to integrate social, emotional, and cognitive development into academic curricula and throughout the day.
A primary reason social, emotional, and cognitive skills are not prioritized in schools is that we view the development of these skills as distinct from academic learning: time spent on one detracts from time spent on the other. Given limited time, academics must be the focus. This assumption is entirely wrong. Academic learning is powerfully enhanced by the cultivation of social, emotional, and cognitive skills like problem solving and by character habits. Let’s consider a specific example: the primary impediment to mathematical learn- ing is the disposition of students—their attitudes and behaviors. When students learn to develop “mathematical courage” and a growth mindset for math, they are willing to take risks in their learning (by raising their hands and asking questions, making mistakes, pre- senting their thinking, and considering others’ perspectives), and they learn mathematics much more capably.33
By teaching, discussing, and reflecting on these skills and habits while studying academic content, teachers can transform their classrooms into more productive and fulfilling envi- ronments. Practices that integrate social, emotional, and cognitive development with academic learning can immediately boost academic motivation and learning in classrooms throughout the day. When educators build lessons in all content areas that have explicit social and academic goals, there are opportunities for students to interact and collaborate. In order to construct meaning from these learning experiences, students will need skills that support their interaction and foster engagement. For example, by creating and uphold- ing classroom norms and responsibilities, or using discussion protocols that involve all students and require respectful listening and thoughtful contribution, academic learning can be freed from many of the challenges of disengagement and social distraction.
26 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS School leaders and educators can: ❚❚ Combine professional development for all staff that is dedicated to the integration of social, emotional, and cognitive development with academic learning through a clear mandate to bring this focus into lessons across the content areas. ❚❚ Adopt strategies that impel students to be better people and better learners in the classroom. This could include the use of co-constructed classroom norms or respon- sibilities; learning targets that include character habits such as growth mindset, per- severance, respect, and collaboration; and lessons that include targets related to the development of the whole learner such as agreeing or disagreeing respectfully, explor- ing multiple perspectives, sticking with a challenging problem and staying on task, and reflecting on one’s behavior.
IN PRACTICE
IN SPRINGFIELD, MASS., THE SPRINGFIELD RENAISSANCE SCHOOL focuses sharply on fostering the whole learner. Community commitments (courage, self-discipline, respon- sibility, respect, perseverance, cultural sensitivity, and friendship) and Habits of Work (I come to class ready to learn; I actively and collaboratively participate in class; I assess and revise my own work; and I complete my daily homework) are posted in every room and focused on in all academic lessons. Habits of Work are 20 percent of students’ course grades. “So, it could be that today, we’re going to be grappling with a difficult problem, so persevering and working hard the whole time is going to be what your how-to grade is based on,” said Lindsay Slabich, an EL Education lead teacher at the school. “The teacher might name it in the beginning of the class and sometimes have students reflect on it in the debrief.”
Character traits are more explicitly connected to academic content in middle school, so a teacher might intentionally talk about courage when students have to make a public presentation, or explicitly connect the community commitment to cultural sensitivity to a social studies unit on that topic. They’re also a discussion topic in “crew,” Renais- sance’s student advisory system, in which an adult adviser stays with the same group of 12 to 15 students from grades 6-8, and then grades 9-12. Meeting daily during first period, crew is a credit-bearing course with learning goals and targets focused on social and emotional learning and academic goal-setting, advising, and support. Students are intentionally given voice and choice in leading crew sessions and in student-led class meetings by grade level. Students also use the community commitments and work hab- its as reference points when assessing their own progress in student-led family confer- ences and during “passage portfolios,” public presentations of their work before a panel of family members, community guests, teachers, and students, at the end of grades 8 and 10.
THE NATIONAL COMMISSION ON SOCIAL, 27 EMOTIONAL, AND ACADEMIC DEVELOPMENT Of the school’s 702 students, more than half come from households receiving some form of public assistance and enrollment is remarkably diverse: about 25 percent Black, 1 percent Asian, 50 percent Hispanic, and 22 percent white. In a public choice school with no selective enrollment, in an urban district that struggles with graduation rates, the Renaissance School’s results are remarkable: 98 percent of students are graduating on time and 100 percent of graduates have been accepted to college for 10 consecutive years.
IN THE SAN FRANCISCO UNIFIED SCHOOL DISTRICT, the preK-12 mathematics cur- riculum is taught using the principles of “growth mindset,” developed by Carol Dweck, a Stanford University psychologist. Students are helped to expect and embrace mis- takes as learning opportunities. They are given time to reflect on their mistakes and try again. And they are encouraged to learn from one another. “The goal is to help students stay motivated in the face of challenging work,” said Lizzy Hull Barnes, the district’s math administrator. The curriculum, in use for five years, centers on the vision that “all students will make sense of rigorous mathematics in ways that are creative, inter- active, and relevant.” Barnes explained that the units that make up each grade’s scope and sequence are built around rich math tasks designed to spur students’ conceptual understanding, problem-solving skills, and procedural fluency. These take time to solve and require collaboration, multiple perspectives, and opportunities for students to communicate their reasoning. Practically speaking, Barnes said, the tasks are designed to allow for divergent ways of thinking and to support students’ “productive struggle.” “Math is notorious for being one of the subjects that turns kids off to school,” she said. “If we can promote the idea that ‘mistakes are gifts’ and that you can learn from your mistakes, we can counter that outcome. It should be like we think of the process of revising writing in English class.”34
STRATEGY
EMBRACE ASSESSMENTS THAT PRIORITIZE THE WHOLE LEARNER. District administrators, school leaders, and teachers can use holistic assessment systems that allow students to demonstrate their progress in multiple ways.
Families, students, and staff are acutely aware of what really matters in a school by the focus of time and accountability. In many schools, that focus is narrowly constrained to high-stakes test scores in two subjects. In contrast, when a student graduates from school and enters her adult life, she will be judged for the rest of her life not by test scores but by two things: the quality of her work and the quality of her character—the full complement of these skills and habits. How can districts and schools shift toward real- world needs? By focusing on the big picture of the children they serve, their backgrounds, strengths, and needs, and by embracing assessment structures that allow and compel students to share the big picture of their learning and growth. Special programs that target
28 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS students of particular need or challenge understand this: the best of those programs build as much as possible on the assets of each student and of the community, and address as fully as possible the range of their physical, emotional, and social needs to support their academic success. They create assessment structures to support and celebrate growth in all realms. All students in all settings can succeed more effectively with this kind of full sup- port and accountability.
District administrators, school leaders, and teachers can: ❚❚ Require students, as happens in high-performing schools across the country, to present evidence of their strengths, challenges, and growth across academic subjects, extra-cur- ricular areas, and social, emotional, and cognitive skills. Through structures like stu- dent-led family conferences and presentations of learning, students learn to own their education and reflect on progress and goals with their families or community panels. They present a range of evidence that they have met academic as well as social, emo- tional, and cognitive targets—class work, homework, tests, projects, testimonies, and reflections—and take charge of their academic and personal journey toward success.
IN PRACTICE
SHARE YOUR LEARNING IS A NATIONAL CAMPAIGN, COORDINATED BY THE SUCCESS- FUL HIGH TECH HIGH SCHOOL NETWORK IN SAN DIEGO, that encourages students to share their learning with authentic audiences through presentations of classroom projects, student-led parent-teacher conferences, and panel presentations of their work to peers and adults. According to Share Your Learning, more than 1 million students in a wide range of schools across the country will be publicly sharing their learning with authentic audiences beyond the classroom this year. High Tech High created digital portfolios because its students work on projects—work that could not be adequately captured in traditional assessments and letter grades. Students update their digital portfolios regularly to collect evidence of learning goals they have achieved, as well as feedback and reflections on their work, and how they have used habits of mind, such as perspective, making connections, evidence, and relevance, to accomplish their goals.
THE NATIONAL COMMISSION ON SOCIAL, 29 EMOTIONAL, AND ACADEMIC DEVELOPMENT RECOMMENDATION IV: BUILD ADULT CAPACITY District, school, and youth development leaders should provide opportunities for school faculty and staff, families, after-school and youth development professionals, and future professionals still in university pre-service programs to learn to model and teach social, emotional, and cognitive skills to young people across all learning settings, both during and out of school.
To be effective, a whole-child approach must begin with adults. If our goal is for children and youth to learn to be reflective and self-aware, to show empathy and appreciate the per- spective of others, to develop character and a sense of responsibility, and to demonstrate integrity and ethical behavior, educators—both in and out of school—need to exemplify what those behaviors look like within the learning community.35
School leaders and teachers will not respond well to top-down mandates to “deliver” a new curriculum and change their instructional approach if it does not make sense to them and they do not believe in it. The professional learning community of a district or school needs to be founded on respectful relationships where educators can work collaboratively to con- sider and adopt new programs and approaches, learn together, and effect change over time with a shared vision. Leadership must establish and sustain a healthy learning community for all staff members that mirrors the positive culture they work to build with students.
Districts, schools, and youth-serving organizations can prioritize these competencies for all staff members in their hiring practices, orientation processes, and ongoing professional learning. All adults in schools and youth development organizations require professional training and collegial support both in understanding and modeling the competencies themselves and in teaching them to children and giving them opportunities to apply them. This professional support cannot simply be a summer workshop; there must be ongoing professional learning structures. This professional training begins in pre-service programs, whether they are in institutions of higher learning or professional associations, using cur- ricula that prioritize human development. To sustain a healthy adult learning community, social and emotional skills and growth must remain a priority for all adults throughout their careers, with dedicated time and focus supported by leadership and embedded in school structures.
30 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS STRATEGY
INCLUDE ALL ADULTS. All staff members—from teachers to counselors, from cafeteria managers to school social workers, and from principals to bus drivers—can commit to a shared vision for the whole learner, contribute to a respectful and inclusive learning envi- ronment, and model positive behaviors for young people.
Every adult who interacts with youth and children plays a role in supporting and reinforc- ing young people’s growth and development. However, not all staff members are aligned in their expectations, language, and support for students. It is important that all staff see themselves in this role, that they embrace and use a shared framework and language, and that they model the behaviors they want to cultivate in students.
Districts, schools, and youth development organizations can: ❚❚ Create and maintain norms for considerate, collaborative, and productive staff inter- actions and interactions with youth. Leaders and all staff members hold each other accountable for exemplifying these norms. ❚❚ Communicate the vision and organizational commitments widely, broadly, and often. ❚❚ Ensure that all staff members in all positions, from all backgrounds and orientations, feel welcome, included, and respected as contributing colleagues. Districts, schools, and youth-serving organizations can provide structures and support for authentic relationship building and collaboration among adults, within and across schools and organizations.
IN PRACTICE
THE READING, MASS., PUBLIC SCHOOLS has trained adults across the community in Youth Mental Health First Aid (YMHFA). An evidence-based, international program, YMHFA trains adults similarly to medical first aid and CPR to identify the signs and symptoms of a young person in distress and to take the appropriate steps in providing aid until further help comes. A common language and expectations regarding typical child development, as well as ways to manage crisis and non-crisis situations, were spread throughout the community. The Reading Coalition Against Substance Abuse (RCASA) spearheaded the project and pulled together school administrators and staff, police officers, town librarians, clergy, youth sports, and other representatives from across the town who interact with young people. Together, RCASA and the Reading school system trained 10 adults to become certified YMHFA instructors, who then proceeded to train more than 600 adults over the span of two years. Food service work- ers, bus drivers, teaching aides, librarians, coaches, teachers, administrators, special- ists, counselors, police officers, and even parents and interested community members became certified first aiders, so that all students throughout their day would have access to at least one adult trained in YMHFA to build relationships and access support.
THE NATIONAL COMMISSION ON SOCIAL, 31 EMOTIONAL, AND ACADEMIC DEVELOPMENT STRATEGY
RESTRUCTURE AND REFINE SYSTEMS FOR RECRUITING, HIRING, AND ORIENTING NEW STAFF TO PRIORITIZE SOCIAL AND EMOTIONAL COMPETENCIES. It is particularly import- ant to recruit a diverse educator workforce that models good character and social and emotional skills and is deeply committed to leading the work of a whole-child approach to learning.
Policies for recruiting, hiring, and orienting staff need to reflect the values and characteris- tics of the district’s vision for student success. Candidates for positions need to know that this is a priority and that it is valued as part of their work. Job descriptions, postings, and advertising can include language that identifies the need for skills and experience with whole-child approaches, attracting people who value that orientation and who can bring their skills, interests, and enthusiasm to this work. Organizations can expand their hiring processes to include questions and performance tasks that highlight the social and emo- tional competencies of the candidate.
Districts and schools can: ❚❚ Ask applicants to demonstrate the behaviors and skills needed for success in the position as part of the interview and hiring processes (e.g., teachers might conduct a demonstration lesson and participate in a grade-level planning meeting, cafeteria work- ers would serve lunch and interact with students and colleagues, school leaders could observe a video depicting a disciplinary situation and provide the narrative for next steps). ❚❚ Be transparent through consistent public messaging that the focus of the school or dis- trict on developing students’ comprehensive skills requires candidates who are collab- orative, respect the community of learners they will serve, and are able to demonstrate culturally responsive and inclusive instructional practices. ❚❚ Ensure that orientation to the school or district and mentorship structures for new staff prioritize social and emotional competencies.
IN PRACTICE
“EVERYBODY TALKS ABOUT THE IMPORTANCE OF PRE-SERVICE BUT IT’S HARD TO GET TRACTION,” SAID NANCY LOURIE MARKOWITZ, THE EXECUTIVE DIRECTOR OF THE CENTER FOR REACHING AND TEACHING THE WHOLE CHILD IN SUNNYVALE, CALIF. The Center works with teacher preparation programs and districts to help fac- ulty members, student teachers, and their cooperating teachers in schools learn seven core competencies that support social and emotional learning and culturally responsive teaching. These are: building trusting relationships, fostering self-reflection, fostering a growth mindset, cultivating perseverance, creating classroom community, practicing
32 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS cooperative learning skills, and responding constructively to conflict. For each anchor, the Center has identified sample teacher moves, such as reinforcing the “power of yet,” as in “you can’t do long division yet,” to support student practice and effort. “Future teachers need an opportunity to examine their assumptions, to see powerful modeling, to get a lot of practice, and to try it out in the field and reflect in an interactive process,” said Markowitz.
Working with the 6,700-student Sunnyvale School District, the Center has developed about a half-dozen sessions for cooperating teachers to become fluent in the teacher moves so they can model and support student teachers. During the training sessions, the student teachers take over their supervising teachers’ classrooms, so the veteran teachers can learn new skills and concepts, try them out as homework, and adjust. According to Deputy Superintendent Michael Gallagher, student engagement rates are up and suspension rates are half what they once were. The district also has begun paying attention to the social and emotional well-being of all its employees. The preK-8 district has partnered with the Acknowledge Alliance to provide support groups and professional development for teachers, as well as a resilience counselor for teachers at the district’s highest-need middle school. “We’ve learned you need to support the care and capacity of adults so that they can take care of kids better,” he said.
STRATEGY
BUILD CAPACITY. Build the organization’s internal capacity and the capacity of all adults interacting with students to be able to lead the integration of social, emotional, and cog- nitive development with academic learning. Create and follow a comprehensive imple- mentation plan, and create professional learning structures that support the continuous learning and development of all staff.
All adults in schools and youth development organizations should receive professional training and collegial support both in understanding and modeling these competencies themselves and in teaching them to students and providing opportunities to apply them. This includes helping all staff members develop their own social and emotional com- petencies as adults, in order to better teach and model those skills for young people. It also involves maintaining a strong and positive adult learning community that promotes mutual trust, respect, and growth. Professional learning should also be designed and facili- tated with a focus on equity, diversity, and cultural responsiveness.
Districts, schools, and youth-serving organizations can: ❚❚ Create a plan and timeline for implementation of the integration of social, emotional, and cognitive development with academic learning for all staff, and include ongoing assessment of progress through surveys, observations, and outcomes.
THE NATIONAL COMMISSION ON SOCIAL, 33 EMOTIONAL, AND ACADEMIC DEVELOPMENT ❚❚ Examine the organization’s current professional learning structures and practices against frameworks that promote a system of professional learning. ❚❚ Examine and expand the professional learning opportunities and expectations for new and veteran staff in regard to social and emotional skills. ❚❚ If internal district or school capacity is not robust to lead professional learning in this domain, partner with an external organization that has a proven record of successfully leading professional learning in social, emotional, and cognitive skills. ❚❚ Highlight demonstration schools or classrooms that allow observation of embedded and integrated social, emotional, and cognitive development practices across grades, subjects, and varied parts of the day. ❚❚ Provide structures for ongoing growth, reflection, and accountability for staff modeling and teaching of these skills (e.g., incorporate these competencies into educator evalua- tions, include as a regular part of meetings and professional learning communities).
IN PRACTICE
THE DENVER AFTERSCHOOL ALLIANCE partners with Denver Public Schools to make social, emotional and academic learning (SEAL) a priority. The partnership focuses on building students’ self-awareness and self-management, social awareness and relation- ship skills, and decision making. Denver’s SEAL Initiative builds the capacity of school and after-school program staff—through aligned professional learning, coaching, part- nership, and collaboration—to cultivate socially, emotionally, and academically rich, high-quality learning environments.
Leveraging their expertise in positive youth development, the Denver Afterschool Alli- ance works with its out-of-school-time organizations at six schools to elevate after- school programming and to cultivate a climate and culture conducive to supporting the whole learner. Out-of-school-time staff work alongside school-based SEAL coaches to develop and provide 30-minute bursts of social and emotional learning content to both school and after-school staff in joint professional development settings. Providing the opportunity for out-of-school-time staff to be seen as experts within the school space has created a deeper partnership and improved communications, which benefit stu- dents and their families.36
THE WILLIAM JAMES COLLEGE, IN NEWTON, MASS., offers a nine-month graduate certificate in school climate and social and emotional learning that helps school teams create an action plan for systemically embedding social and emotional learning into their districts. Districts pay to enroll a team (an administrator, two teachers, and a mental health professional) in the program, which combines on-line and in-person instruction. The team completes courses on social and emotional learning, which address: defining, assessing, and improving school climate; offering mental health supports and evidence-based programming in schools; and promoting systemic change.
34 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS In addition, team members complete practicum courses in which they develop a vision for their school, assess what’s working and what’s not, conduct a needs assessment of internal and external resources, and devise a three- to five-year action plan. College faculty and partners follow up with on-site visits and coaching. “The team ends up with an action plan that’s not only a school action plan, but a connected district action plan, so they really see the result of their investment,” said Margaret Hannah, co-director of the program. The program launched in fall 2017 with a cohort of five districts and is currently in its second year with another full cohort.
THE NATIONAL COMMISSION ON SOCIAL, 35 EMOTIONAL, AND ACADEMIC DEVELOPMENT RECOMMENDATION V: WORK TOGETHER AS ADVOCATES AND PARTNERS FOR STUDENT LEARNING Districts and schools, youth development and community organizations, families and young people, higher education institutions and professional associations should join together to create a cohesive preK-12 education ecosystem that supports the whole learner.
Learning does not begin with the first bell of the school day, nor does it cease when the final bell rings. Students are constantly using their experiences both in and out of school to shape their worldview, develop their sense of self, and deepen their knowledge and understanding. The more aligned we can make the messages they receive from the adults in the different sectors of their lives, the greater the sense of clarity and empowerment students can experience in finding pathways to success.
It is essential that families and caregivers are involved in the visioning process and in the setting of priorities, commitments, and frameworks for whole-child success. This requires that schools and youth development organizations work with families to promote their understanding of this integrated vision of student learning and success so that they can advocate more effectively for their children. This also requires actively engaging families, providing them with multiple on-ramps for involvement.
Community partners and local businesses also can play a crucial role—providing support for students to build and practice these skills in a range of settings, from in-school mentoring and classroom and school- wide services to out-of-school and summer programming. This can include opportunities for students to serve and participate in their wider community, such as service learning or work-based experiences.
Institutions of higher education and professional associations are essential to the preparation and con- tinuing professional development of teachers, youth-serving professionals, and school and community leaders. Through collaboration on research and program evaluation, these institutions also can help schools and organizations effectively implement and continuously improve their efforts to support the children they serve.
36 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS STRATEGY
ENGAGE FAMILIES AND YOUNG PEOPLE EARLY AND OFTEN. When designing and imple- menting social, emotional, and cognitive development approaches, schools and commu- nity organizations should meaningfully engage families and the young people they serve by listening to their voices and involving them in opportunities to learn, lead, and shape the work.
Any school- or community-based effort to support the whole learner must begin with fam- ilies and young people themselves. Educators in all types of settings need to understand families’ and students’ hopes and dreams, honor their cultures, and provide them with respect and appreciation. Insights from families and students can help shape the paths that schools and organizations take to prioritize and support young people’s comprehen- sive learning and development.
It is vital that as schools and districts embrace these priorities and programs, families do not perceive this as a retreat from academic learning. All families from all backgrounds are concerned that their children be academically prepared, and if they see this focus as a tradeoff that diminishes academic success, instead of a way to enhance academic success, it will be difficult to create community buy-in. Involving families at the outset in under- standing the advantages for their children with this approach—showing them success data and getting their input on the work—is crucial for building shared ownership.
THE NATIONAL COMMISSION ON SOCIAL, 37 EMOTIONAL, AND ACADEMIC DEVELOPMENT District, school, and organizational leaders can: ❚❚ Include families and young people in both the planning and implementation of efforts to support students’ comprehensive growth. This could include drawing from their per- spectives when developing a vision of learning and student success, as well as soliciting their feedback on the best policies and strategies that foster social, emotional, and cognitive development. ❚❚ Communicate with families clearly, concisely, early, and often. To engage all families in their efforts to support the whole student, schools and organizations must be aware of cultural and linguistic needs in the community and communicate in ways that over- come those differences. In addition to leveraging traditional channels of school-home communication, weaving social, emotional, and cognitive development into evening events, parent-teacher conferences, field days, sporting events, and assemblies can help reach all parents. ❚❚ Provide family-oriented workshops and classes on child development, discipline, con- flict resolution, etc., to address the connections among social, emotional, and cognitive development in learning opportunities for families. Offering families the chance to understand and to develop the same types of competencies as their children ensures a consistent family-school approach to building these skills. ❚❚ Encourage authentic family and youth participation and input through home visits, student-led parent-teacher conferences, mentoring and volunteering, and student and parent advisory opportunities.
IN PRACTICE
PRIOR TO EACH NEW SCHOOL YEAR, ANCHORAGE SCHOOL DISTRICT HOLDS A KIN- DERGARTEN ORIENTATION for students and their families who are just beginning their school journey. Each teacher coordinates a time for individual families to come in and see the classroom. During these meetings, the family spends time getting to know the teacher and taking a tour of the school. This one-on-one exchange provides children with a sense of comfort, which helps them feel at ease within the school and allows the teacher to connect with the child in a personal way. It enables children to see a familiar face when they walk in on the first day and provides the teacher with valuable knowl- edge from parents about each child’s strengths and areas of growth. The connections the teacher forms with both the child and the family during orientation help create a supportive learning environment. In 2018-19, Chinook Elementary used this time to talk with incoming families about the importance of attending school and the impact of missing school days. Anchorage School District’s goal is to increase the attendance rate to 90 percent by 2020. By communicating this expectation and building relationships during orientation, the leadership team at Chinook hopes to see a meaningful increase in attendance during the 2018-19 school year.
38 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS IN 2010, CONNECTICUT PASSED AN ANTI-BULLYING LAW that required all schools to conduct an annual school climate survey of students, staff, and families in every grade. In an unusual step, the superintendent of WESTBROOK PUBLIC SCHOOLS asked the district’s high school students to collect the survey data from the community and help make sense of the results. As an outgrowth of that work, the school created several elective courses for students—two on developing leadership skills, such as dealing with social anxiety and communications, and one on school climate, based on modifications to the Teen Leadership Curriculum. Over the past six years, fully a third of students have taken the classes and become resources for their peers, educators, and students across the district’s elementary, middle, and high schools. In addition to continuing to analyze school climate results and propose solutions, high school students have done presentations to elementary and middle school students about the importance of empathy and kindness when communicating with others. They also convinced the board of education to include three high school students on the search committee that selected their current principal. “As a school, we’re pretty tiny, so we all know each other,” said Lexi Loplas, a student member of the school climate team. “So, it’s really important that all the relationships that we uphold are good and strong with other students.”
THE NATIONAL COMMISSION ON SOCIAL, 39 EMOTIONAL, AND ACADEMIC DEVELOPMENT STRATEGY
ENRICH STUDENT LEARNING THROUGH PARTNERSHIPS. Districts and schools can collabo- rate with community partners, youth development organizations, local businesses, univer- sities, and professional associations to support students’ learning and growth, both during and beyond the school day.
It may not be possible to get all the youth-facing organizations in a community—schools, after-school programs, clubs, athletic leagues, churches, health services, and countless other groups—on the same page with the messages they promote and the language they use, or working together to create a tight safety net for youth. When you add the organi- zations that train and support youth-serving adults, and future employers, it can be over- whelming to think of alignment and collaboration. This is a situation where the perfect should not be the enemy of the good. Any successful effort to build bridges across these organizations, to find agreement on common messages and language wherever possible, to work together in service of youth, will pay great dividends in the lives of children. Imag- ine the clarity and coherence in students’ lives when they begin to hear the same vision in school as they hear in other parts of their lives, and when they see multiple organizations working together to support them. Building bridges and partnerships is not easy work, but it is vital work.
District and school leaders can: ❚❚ Designate staff and family volunteers to focus on coordinating, prioritizing, and in- tegrating partners into the design, planning, and implementation of work to improve students’ social, emotional, and cognitive development. ❚❚ Engage university partners in field research and evaluation of efforts to support stu- dents’ comprehensive learning and growth. ❚❚ Tap into community resources and local businesses to provide students with meaning- ful opportunities to demonstrate and extend their learning and development. This can include opportunities to contribute to the wider community, such as through service learning, volunteer projects, and community service. It can also include opportunities to experience the world of work through internships, project-based learning, trade ap- prenticeships, and school-to-work programs. ❚❚ Co-train and cross-train educators and youth development professionals to increase consistency across settings and create opportunities for co-working. This could entail joint professional development, attending each other’s staff meetings, participating in professional learning communities together, and collaborating via networks that pro- vide ongoing opportunities for the sharing of ideas and knowledge. ❚❚ Use data and evidence to develop and improve strategic partnerships. Collect and share evidence of how participation in various programs benefits young people and schools alike. Undertake a periodic “community resource scan” to understand gaps and identify community partners that can provide supports to help youth with social, emotional, and cognitive development.
40 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS IN PRACTICE
EXPANDED SCHOOLS IS A NONPROFIT ORGANIZATION DEDICATED TO CLOSING THE ACHIEVEMENT GAP THROUGH ENRICHED EDUCATIONAL EXPERIENCES. It supports schools and community partners to expand learning opportunities for young people and align practices in social and emotional learning throughout the day. In FAR ROCKAWAY, N.Y., the organization helped VILLAGE ACADEMY, a public middle school, partner with the local YMCA to improve students’ social and emotional skills and reduce the number of negative behavioral incidents. An ExpandED Schools Program Manager facilitated onsite professional development for more than 60 school faculty and YMCA staff, then supported staff through on-site observations, feedback, and guidance to assess which practices were working and which needed adjustment. ExpandED Schools also arranged for a Village Academy team to visit a partner school to observe and learn about promising practices. Village Academy implemented a variety of new strategies, including a 15-minute period after lunch in which students check in with their advisory teachers about how they are feeling and what they can do to improve how they are feeling, plus advisory periods that help students deal with conflicts and make better decisions. This partnership has paid off. The school’s internal record system shows that teachers have reported fewer behavior incidents. The principal indicates that students feel empowered by their positive relationships with adults in the building and are leading in multiple ways.37
THE NATIONAL COMMISSION ON SOCIAL, 41 EMOTIONAL, AND ACADEMIC DEVELOPMENT CONCLUSION
Research has made clear that social, emo- The meaningful and effective cultivation of tional, and cognitive skills work in concert to social, emotional, and cognitive development build students’ success in school and in life. does not come from purchasing a program Employers have emphasized that they need or mandating a new policy. It comes from young people with these skills. Families and districts, schools, organizations, and educators have long recognized that stu- communities working together to forge dents learn best when they are recognized, a vision for students’ comprehensive engaged, and supported as whole people. And development; from building respectful every school and learning setting is already learning communities that value all students shaping these skills all day long, whether the and staff and foster positive relationships; focus on such development is intentional from teaching social, emotional, and or not. The question is not whether to make cognitive skills explicitly and embedding students’ holistic development a priority them into all academic instruction; from of schools and communities. The question prioritizing and building adult capacity is how to do this work well. This is a ques- to model and teach these skills; and from tion each community will have to explore working across schools and community together, and we hope our practice recom- organizations to align and collaborate for the mendations provide a helpful starting point. good of all children.
42 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS ENDNOTES
1 S. Jones and J. Kahn, “The evidence base for how we learn: Sup- employers-most-want-in-2015-graduates/#39f0490f2511. porting students’ social, emotional, and academic development,” Hart Research Associates, “Fulfilling the American dream: Consensus Statements of Evidence from the Council of Distin- Liberal education and the future of work (Washington: guished Scientists (Washington: The Aspen Institute National Association of American Colleges and Universities, 2018). Commission on Social, Emotional, and Academic Develop- G. Brunello and M. Schlotter, “Non-cognitive skills and personality ment, 2017), retrieved from https://assets.aspeninstitute.org/ traits: Labour market relevance and their development in education content/uploads/2017/09/SEAD-Research-Brief-9.12_updat- and training systems,” IZA Discussion Paper No. 5743, an ed-web.pdf. analytical report for the European Commission (prepared by the European Expert Network on Economics and Education, 2 J. Durlak, R. Weissberg, A. Dymnicki, R. Taylor, and K. Schell- 2011), retrieved from https://ssrn.com/abstract=1858066. inger, “The Impact of Enhancing Students’ Social and Emo- tional Learning: A Meta‑Analysis of School‑Based Universal 5 Jones and Kahn. Interventions,” Child Development 82, no. 1 (2011): 405-432. R. Taylor, E. Oberle, J. Durlak, and R. Weissberg, “Promoting 6 National Academies of Sciences, Engineering, and Medicine, Positive Youth Development Through School‑Based Social and How People Learn II: Learners, Contexts, and Cultures (Washing- Emotional Learning Interventions: A Meta‑Analysis of Fol- ton: The National Academies Press, 2018). low‑Up Effects,” Child Development 88, no. 4 (2017), 1156-1171. M. Greenberg, C. Domitrovich, R. Weissberg, and J. Durlak, 7 S. Jones and E. Zigler, “The Mozart Effect: Not Learning from “Social and Emotional Learning as a Public Health Approach History,” Journal of Applied Developmental Psychology 23, no. 3 to Education,” Future of Children 27, no. 1 (2017): 13-32, retrieved (2002): 355-372. from http://www.jstor.org/stable/44219019. M. Immordino-Yang, “Implications of Affective and Social C. Farrington, M. Roderick, E. Allensworth, J. Nagaoka, T. Keyes, Neuroscience for Educational Theory,” Educational Philosophy D. Johnson, and N. Beechum, “Teaching adolescents to become and Theory 43, no. 1 (2011): 98-103. learners; The role of noncognitive factors in shaping school perfor- M. Immordino-Yang and A. Damasio, “We Feel, Therefore We mance: A critical literature review” (Chicago: University of Chi- Learn: The Relevance of Affective and Social Neuroscience to cago Consortium on Chicago School Research, 2012). Education,” Mind, Brain, and Education 1, no. 1 (2007): 3-10. M. Sklad, R. Diekstra, M. D. Ritter, J. Ben, and C. Gravesteijn, R. Adolphs, “Cognitive Neuroscience of Human Social “Effectiveness of School‑Based Universal Social, Emotional, Behaviour,” Nature Reviews: Neuroscience 4, no. 3 (2003): 165. and Behavioral Programs: Do They Enhance Students’ Devel- opment in the Area of Skill, Behavior, and Adjustment?” 8 Farrington et al. Psychology in the Schools 49, no. 9 (2012): 892-909. J. Nagaoka, C. Farrington, S. Ehrlich, and R. Heath, “Foundations for young adult success: A developmental framework,” Concept R. Weissberg, J. Durlak, C. Domitrovich, and T. Gullotta, “Social Paper for Research and Practice (Chicago: University of Chi- and Emotional Learning: Past, Present, and Future,” in Hand- cago Consortium on Chicago School Research, 2015). book of Social and Emotional Learning: Research and Practice, ed. J. Durlak, C. Domitrovich, R. Weissberg, T. Gullotta, and J. Comer D. Osher, P. Cantor, J. Berg, L. Steyer, and T. Rose, “Drivers of (New York: Guilford Press, 2015), 3-19. Human Development: How Relationships and Context Shape Learning and Development,” Applied Developmental Science S. Jones, K. Brush, R. Bailey, G. Brion-Meisels, J. McIntyre, J. (2018), retrieved from https://www.tandfonline.com/doi/pdf/10 Kahn, B. Nelson, and L. Stickle, “Navigating social and emotional .1080/10888691.2017.1398650. learning from the inside out: Looking inside and across 25 leading SEL programs; A practical resource for schools and OST providers S. Jones and E. Doolittle, “Social and Emotional Learning: Intro- (elementary school focus)” (New York: Wallace Foundation, ducing the Issue,” Future of Children 27, no. 1 (2017): 3-11. 2017), retrieved from https://www.wallacefoundation.org/ knowledge-center/Documents/Navigating-Social-and- 9 Durlak et al. Emotional-Learning-from-the-Inside-Out.pdf. Taylor et al. Greenberg et al. 3 T. Moffitt, L. Arseneault, D. Belsky, N. Dickson, R. Hancox, H. Farrington et al. Harrington, and M. Sears, “A Gradient of Childhood Self-Con- Sklad et al. trol Predicts Health, Wealth, and Public Safety,” Proceedings of the National Academy of Sciences 108, no. 7 (2011): 2693-2698. Weissberg et al. Greenberg et al. Jones et al. Weissberg et al. Jones and Kahn.
4 S. Adams, “The Ten Skills Employers Most Want in 2015 10 Jones and Kahn. Graduates,” Forbes (November 12, 2014), retrieved from https:// Osher et al., “Drivers of Human Development.” www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-
THE NATIONAL COMMISSION ON SOCIAL, 43 EMOTIONAL, AND ACADEMIC DEVELOPMENT 11 L. Darling-Hammond, L. Flook, C. Cook-Harvey, B. Barron, and D. Osher, Y. Kidron, M. Brackett, A. Dymnicki, S. Jones, and D. Osher, “Implications for Practice of the Science of Learning R. Weissberg, “Advancing the Science and Practice of Social and Development,” Applied Developmental Science (in press). and Emotional Learning: Looking Back and Moving Forward,” Review of Research in Education 40, no. 1 (2016): 644-681. 12 J. Heckman, “Schools, Skills, and Synapses,” Economic Inquiry, S. Jones and S. Bouffard, “Social and Emotional Learning in 46, no. 3 (2008): 289–324. Schools: From Programs to Strategies,” Society for Research C. Dweck, G. Walton, and G. Cohen, “Academic tenacity: Mind- in Child Development Social Policy Report 26, no. 4 (2012): 1-33, sets and skills that promote long-term learning,” (Seattle: Bill & retrieved from http://files.eric.ed.gov/fulltext/ED540203.pdf. Melinda Gates Foundation, 2014). Farrington, et al. 17 Collaborative for Social, Emotional, and Academic Learning, Durlak, et al. “Key implementation insights from the collaborating districts initiative” (Chicago: CASEL, 2017). 13 T. Kautz, J.Heckman, R. Diris, B. Weel, and L. Borghans, “Fos- tering and measuring skills: Improving cognitive and non-cognitive 18 Ibid. skills to promote lifetime success,” OECD Education Working 19 Osher et al., “Advancing the Science.” Paper No. 110 (Paris: Organization for Economic Cooperation and Development, 2014). 20 A. Thapa, J. Cohen, S. Guffey, and A. Higgins-D’Alessandro, “A Review of School Climate Research,” Review of Educational 14 NACE Center for Career Development and Talent Acquisition, Research 83, no. 3 (2013): 357-385. “Job Outlook 2016: The Attributes Employers Want to See on New College Graduates’ Resumes,” National Association 21 R. Berkowitz, H. Moore, R. Astor, and R. Benbenishty, “A of Colleges and Employers (2016), retrieved from http://www. Research Synthesis of the Associations between Socioeco- naceweb.org/career-development/trends-and-predictions/ nomic Background, Inequality, School Climate, and Academic job-outlook-2016-attributes-employers-want-to-see-on-new- Achievement,” Review of Educational Research 87, no. 2 (2016): college-graduates-resumes/. 425-469. National Network of Business and Industry Associations, “Common Employability Skills, A Foundation for Success 22 E. Allensworth and H. Hart, “How do principals influence in the Workplace: The Skills All Employees Need, No Matter student achievement? (Chicago: University of Chicago Con- Where They Work,” Business Roundtable (July 22, 2014), retrieved sortium on School Research, 2018), retrieved from http://con- from http://businessroundtable.org/sites/default/files/Com- sortium.uchicago.edu/publication-tags/principals-leadership. mon%20Employability_asingle_fm.pdf. D. Deming, “The Growing Importance of Social Skills in the 23 A. Bryk and B. Schneider, Trust in Schools: A Core Resource for Labor Market,” The Quarterly Journal of Economics 132, no. 4 Improvement (New York: Russell Sage Foundation, 2002). (2017): 1593-1640. 24 Osher et al., “Drivers of Human Development.” Adams. Hart Research Associates. 25 M. Corsello and A. Sharma, “The building assets–reducing risks G. Brunello and M. Schlotter. program: Replication and expansion of an effective strategy to turn around low-achieving schools,” i3 Development Grant Final 15 American Psychological Association, Presidential Task Force Report, 2015, ERIC Number: ED560804. on Educational Disparities, Ethnic and racial disparities in edu- cation: Psychology’s contributions to understanding and reducing 26 Ibid. disparities (Washington: American Psychological Association, 27 G. Gay, Culturally Responsive Teaching: Theory, Research, and Prac- 2012). tice (New York: Teachers College Press, 2000). L. Darling-Hammond, “Inequality in Teaching and Schooling: G. Ladson-Billings, “Toward a Theory of Culturally Relevant How Opportunity Is Rationed to Students of Color in Amer- Pedagogy,” American Educational Research Journal 32, no. 3 (1995): ica,” in The Right Thing to Do, The Smart Thing to Do: Enhancing 465-491. Diversity in the Health Professions: Summary of the Symposium on Diversity in Health Professions in Honor of Herbert W.Nickens, M.D., E. Allensworth, C. Farrington, M. Gordon, D. Johnson, K. Klein, ed. B. Smedley, A. Stith, L. Colburn, and C. Evans (Washington: B. McDaniel, and J. Nagaoka, “Supporting social, emotional, and Institute of Medicine, 2001), 208-233). academic development: Research implications for educators” (Chicago: University of Chicago Consortium on School 16 Jones and Kahn. Research, 2017). Jones and Doolittle.
44 A PRACTICE AGENDA IN SUPPORT OF HOW LEARNING HAPPENS 28 Ibid. 34 V. Edwards, “Putting it all together” (Washington: The Aspen Institute National Commission on Social, Emotional, and 29 C. Steele, Whistling Vivaldi: How Stereotypes Affect Us and What Academic Development, 2017), retrieved from https://assets. We Can Do (New York: W.W. Norton and Company, 2010). aspeninstitute.org/content/uploads/2017/08/NCSEADCase- T. Dee and S. Gershenson, “Unconscious bias in the classroom: Study1.pdf. Evidence and opportunities” (Mountain View, CA: Google Inc., 2017). 35 S. Berman, S. Chaffee, and J. Sarmiento, “The practice base for how we learn: Supporting students’ social, emotional, and academic 30 Darling-Hammond et al., “Implications for Practice.” development,” Consensus Statements of Practice from the T. Fronius, H. Persson, S. Guckenburg, N. Hurley, and A. Petros- Council of Distinguished Educators (Washington: The Aspen ino, “Restorative justice in U.S. schools: A research review” (San Institute National Commission on Social, Emotional, and Francisco: WestEd, 2016). Academic Development, 2018), retrieved from https://assets. aspeninstitute.org/content/uploads/2018/03/CDE-Practice- 31 M. Steinberg, E. Allensworth, and D. Johnson, “Student and Base_FINAL.pdf. teacher safety in Chicago Public Schools: The roles of commu- nity context and school social organization” (Chicago: Univer- 36 Denver is one of six communities participating in The Wallace sity of Chicago Consortium on School Research, 2011). Foundation’s Partnerships for Social and Emotional Learning G. Gottfredson, D. Gottfredson, A. Payne, and N. Gottfredson, Initiative. To learn more, see https://www.wallacefoundation. “School Climate Predictors of School Disorder: Results from a org/how-we-work/our-work/pages/social-emotional-learning. National Study of Delinquency Prevention in Schools,” Journal aspx. of Research in Crime and Delinquency 42, no. 4 (2005): 412-444. 37 To learn more, see https://www.expandedschools.org/. 32 To learn more, see https://www.aspeninstitute.org/videos/ national-commission-nashville-videos/.
33 C. Dweck, Mindset: The New Psychology of Success: How We Can Learn to Fulfill Our Potential (New York: Ballantine Books, 2006).
PHOTO CREDITS: Pages 1, 35, 41, and 42–Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action; Pages 6, 16, and 39–The 50 State Afterschool Network; Page 9–Girls, Inc.; Page 14–National 4-H Council; Page 20–Mark Yu; Page 23–CMSD News Bureau; Page 37–Communities in Schools of Bay Area.
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License, which means that this material can be shared and adapted in a reasonable manner with appropriate credit to the Aspen Institute National Commission on Social, Emotional, and Academic Development. For more details and to view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
THE NATIONAL COMMISSION ON SOCIAL, 45 EMOTIONAL, AND ACADEMIC DEVELOPMENT
Engelson, Linda
From: Doherty, John Sent: Tuesday, March 26, 2019 11:11 AM To: [email protected] Cc: Stewart, Sharon; Engelson, Linda; Webb, Elaine; Doherty, John Subject: RE: LLD request
Good Morning, Mrs. Bennett,
Thank you for the email. Below is a reply to your questions that you have asked. Feel free to contact Sharon Stewart or myself if you have any further questions. I have put your question sections in italics.
The purpose of this letter is to get a response to previously made requests for a list of structured reading specialists as well as the additional questions highlighted below. As you will recall, during a SC meeting last spring Mr. Wilson presented a bar chart which showed certifications or methodologies offered in the district. At that time, as well as several times before this meeting, parents asked for specific names and additional information pertaining to the LLD teachers, specifically; training, years trained and certifications. The school committee supported the request and instructed Mrs. Wilson to provide the list. However, we have yet to receive the requested information
Concerning Mrs. Wilson’s bar chart, it is important to know that one teacher can be trained in several methods or programs so the bar chart is deceptive. You cannot have one teacher in two places. The bar chart may also reflect collaborative teachers who are brought on as needed. This practice does support cohesiveness in the program, it is a Band-Aid situation meant for short term issues.
At the foundation of special education licensure is knowledge of how to teach reading to students with disabilities, including dyslexia. All special education teachers must take coursework related to the diagnosis of and instructional planning for students with a variety of disabilities, including dyslexia and language-based disabilities. The MA DESE requires licensure as a moderate special education teacher to teach students with dyslexia. They do not require, nor do they even suggest, that special education teachers must have additional training to be assigned to teach students with dyslexia. The instructional strategies that are taught within a teacher preparation program include the foundational principles underlying reading disabilities and how to structure and plan lessons that not only align with the underlying psychological processes impacted and contributing to reading acquisition disabilities, but also provide private entities with the basis upon which they may develop their own instructional materials. This is not an unusual practice in any field, and is certainly present in education. There are curricula developed for anti-bullying, for social skills development, for mathematics, for social studies, etc., all with their own ‘stamp’ to ensure the developer maintains rights to distribute and train teachers in implementation. There are several specialized reading instructional programs that market their products and offer training in their use. It is a market niche. Many of these products are research-based and are of value to special education.
It is not unusual for a special education teacher to have training in more than one reading instructional program, so I would not agree with the claim that the previously provided bar chart is deceptive.
1
Parents may ask about the specific qualifications of any teacher assigned to work with their child and as the district is required to provide the area of DESE licensure for teachers, this may not answer the question regarding specific curriculum or instructional techniques for any teacher. The district does not maintain, nor is it the recommendation that it begin to maintain, a database of teachers’ areas of training. Training is naturally part of the teacher development cycle, so teachers are engaging in furthering their knowledge and expertise by choosing a variety of training programs on an ongoing basis, therefore, this training database would be virtually impossible to keep up to date.
As teachers self-select areas of continued growth and development, it is not feasible given our current (or even far more robust) resources to collect, track and monitor the array of teacher self- selected areas for ongoing and further proficiency development. Every teacher in MA must select areas of study and professional development consistent with re-licensure requirements for their area, all teachers are individually responsible for tracking these hours of study and PD. The commonwealth and DESE do not require, nor do they even come close to suggesting, that a district should assume this responsibility. Self-directed selection of areas/topics for professional growth of one’s PD is not only part of the re-licensure process, it is also consistent with research about teachers’ growth and development and best practices for professional development.
I would also like to point out the fact the while the LIPS program is a “non-certified” program and the actual training can be done inside of a week, the expectation is to work under a seasoned LIPS mentor for a number of years. It takes years to truly learn the delivery of LIPS. It is unrealistic to expect a teacher that is fresh from a 2-day workshop would be able to take on the challenge of a severely dyslexic student for 36 weeks. They simply do not have enough training in 2 days for their students to sustain learning. What is the district doing to mentor these teachers that are fresh out of the LiPS training?
We could not find any statement on the Lindamood-Bell website that teachers are not prepared to begin instructing students using their program/techniques after participating in a workshop. The workshops are offered both on-line (often 8:30-1:00) for a varying # of days, dependent upon the instructional program, or in-person. Workshop participants are ready to instruct after the workshops. According to their own statement:
‘Lindamood-Bell workshops develop the underlying processes necessary for reading, spelling, comprehension, and math.’
The LIPS course description includes:
‘This course explores the sensory‐cognitive processes basic to phonemic processing, decoding, spelling and reading in context.
Class members will learn the role of phonemic awareness in: 1) tracking sounds and letters within words, 2) decoding, 3) spelling, and 4) development of fluency in contextual reading.
The class will learn to develop phoneme awareness for students of all ages. Study and supervised practice allow class members to learn how to ʺrespond to the responseʺ to develop sensory‐cognitive functions, and integrate the steps into any curriculum, phonics program, reading program, or language arts program. In addition to
2 demonstration and practice in developmental techniques, class members participate in evaluating their own phonemic awareness—an individualʹs own phonemic processing is basic to full understanding and use of the assessment and instructional techniques presented. Discussion, demonstration, and supervised practice in techniques are utilized to teach class members questioning techniques to stimulate integration of auditory, visual, and articulatory cues. Application of this processing is applied to decoding and spelling. Information and techniques are gained through discussion, demonstration, video, reading, and supervised practice.’
Lindamood-Bell does offer, for an additional fee ($99/year), for anyone trained to access their ‘Imagery-Language Connections’ on-line program which enables workshop participants to access:
Printable materials for teachers and students Our popular Skills Boost eLearning courses Live sessions with Lindamood-Bell instructional experts Discussion board Exclusive discounts on program materials
This ‘after the workshop’ option is one that continues to ensure the company has a continued income stream related to the program of training. I’m not sure with the ‘live sessions with LMB instructional experts’ consist of; whether it is a ‘Q&A’ format, ‘live chats’, or the ability to upload videos of teacher- student lessons, etc. LMB is a business and this ‘after the workshop’ option is smart marketing.
I would also request a list of structured programs offered at each grade in the LLD. In the past, I’ve had to ask at the outset of every school year what specific program would be used for my student. I would then research the program to determine if it is appropriate. This is tiresome and could result in unnecessary delays to my son’s learning if the programs are determined to be inappropriate. In addition, I would like to know ahead of time what multisensory programs are available in all small groups – Math, structured reading and structured writing. A list of programs should be made available to everyone to support cohesion between grade levels of the LLD program.
In terms of instructional methodology selected for any particular student, this decision remains solely within the discretion of school district personnel. The regulations insist that parents are part of the IEP development team, as they should be, but recognize that educational members of the team have a different level of training and expertise than parents regarding instructional strategy and program selection, and thus defer to the professional’s judgement in these matters. Parents are certainly welcome to research any curriculum program and instructional techniques recommended by IEP teams, and to ask questions and for explanations regarding how the educators have arrived at decisions regarding specific instructional methodology, however, instructional decisions remain an educator’s decision.
Amongst the public, it is not unusual for there to be a belief that there is ‘only one curriculum/ instructional method’ that is the right fit for a child with a reading disability. This is false. As IEP teams create goals to address reading deficits, they must consider the evaluation data, part performance, and psychological profile (the underlying neurological factors contributing to reading skill acquisition difficulty or dyslexia), in the selection of proper techniques. We also have to consider all dimensions of reading skill development, how we should scaffold and structure reading instructional programs/time to ensure our instructional program includes all aspects of reading and does not focus solely on phonics. While phonics is certainly critical to reading development, it is not the only facet that educators must address, therefore, when parents believe one program is the answer, these programs may focus upon one-two dimensions of reading and not the total literacy responsibility of the educators, therefore are too limiting for comprehensive literacy development. 3
It is also limiting to expect a student to continue to need the exact same instructional program focus every year or even for an entire school year or annual IEP period. While instructional strategy selection is important and educators would agree it is important to maintain phonics instructional approach consistency for a student during their early stages of reading acquisition, it is also important for educators to have flexibility to make an adjustment based upon student performance/response data so that changes are made should a student reach a point where an instructional strategy is either no longer helpful to him/her or no longer the reading skill area requiring a large proportion of instructional time. It is therefore important that educators be able to adjust the balance of time/focus within their instructional program components and techniques to match a changing and evolving student profile/level and type of instruction need.
It is not appropriate for there to be a list of programs available at each grade level and/or school where our Language-based LD programs are located. This ‘list’ of programs should be updated annually to reflect who the actual children are and aligned with those areas of need that particular group of students exhibit.
Lastly, I would like an update on the entrance and exit criteria for these sped programs. Here is a typical entrance criterion for LLD that can be used:
Entrance Criteria
A Diagnostic Profile will be completed for each student evaluated for Dyslexia and/or Language- Based Learning Disabilities to ensure consistency across evaluations and coordinated evaluation protocols between special educators, SLPs, and School Psychologists. History of average to superior cognitive abilities Primary Specific Learning Disability in the area of reading and writing SLD in reading consistent with, but not limited to, double deficit dyslexia (weaknesses in phonological awareness and rapid naming) Average receptive language skills Student does not present with significant behavior or emotional concerns Referral Information: Annual review data DIBELS and/or MAP data Current IEP services Completed referral form with evaluations attached (Psychological, Academic, Speech/language)
This is boiler plate. I’m confused and deeply concerned by Mrs. Wilson’s comment that she had to speak to her LLD teachers and find out what the student body looked like to create the criteria. This is backward! The criteria dictate the student body, not the other way around. The criteria are established so the non-expert will know who is eligible to be placed in the classroom. This is a problem when the existing classroom dictates the criteria and this is what we have in RPS.
While the suggested criteria for a language-based learning disability program is aligned with some of the private schools who can hand-select their student body, it is too limiting for a public school. It would be discriminatory to exclude students with profiles that may have other needs from an LLD program based on those other needs. For example, it is not unusual for a student with ADHD to also have a specific learning disability impacting reading skills acquisition. There are students with ADHD who may also have difficulty regulating behavior and impulses. To suggest that a student with ADHD and dyslexia would then be denied access to an LLD program because of the behavioral presentation
4 of an underlying health condition is a discriminatory and not one recommended for any school district.
There are population features and parameters for the student population within the various district- wide programs in Reading. These descriptions are being enhanced by the educational professionals working with the students to further clarify and include descriptors that make distinctions between programs, as this is helpful for teams when considering student needs and level of impact/intensity of learning challenges that are to be addressed by his/her educators. These program descriptions should not be viewed as finite and static. Public school districts must remain responsive to their students’ needs and recognize that program offerings need to evolve and adjust as students progress through the grades and as new students are identified in need of special education.
I have an RPS Walker report that is over 11 years old asking for entrance and exit criteria. That is an embarrassing amount of time and it should have been done. It is clear that we do not have entrance criteria so the district can place many different profiles together, creating a large array of learners in one classroom. The issue with this, you have students that can’t move forward and students that are held back from their true potential and students that just tune out. This results in failure, as seen by sped MCAS scores. It is clear that we don’t have exit criteria because RPS would have to acknowledge that they could not deliver what they promised. If we do not have entrance/exit criteria then I have to question the validity of the programs.
Entrance/exit criteria is another way of framing program descriptions that include an overview of the students’ profiles. To have limiting, finite and static descriptions that are too specific as to which students may access a specific ‘program’ for part of all of his/her day could be viewed as discriminatory. It is also not unusual for a student who is impacted by more than one disability, to have needs that emerge or subside, based upon variables outside of the school environment and/or based upon development stages. Therefore, program descriptions that are too limiting are not recommended for public schools to adopt. This should not be misconstrued as approval of all students, regardless of disability type, being educated in the same program. That is why Reading has been proactive in developing district-wide programs for students with various profile types. It is also why there are some students who while aligned with/assigned to primary enrollment in one of our district-wide programs also accessing services from a special educator whose primary assignment is aligned with a different program. This is in fact, best practice, for a public school to adopt a creative and flexible approach to supporting all of its learners’ needs.
John F. Doherty, Ed.D. Superintendent Reading Public Schools 781‐944‐5800 [email protected]
From: [email protected]
Hello, 5 The purpose of this letter is to get a response to previously made requests for a list of structured reading specialists as well as the additional questions highlighted below. As you will recall, during a SC meeting last spring Mr. Wilson presented a bar chart which showed certifications or methodologies offered in the district. At that time, as well as several times before this meeting, parents asked for specific names and additional information pertaining to the LLD teachers, specifically; training, years trained and certifications. The school committee supported the request and instructed Mrs. Wilson to provide the list. However, we have yet to receive the requested information Concerning Mrs. Wilson’s bar chart, it is important to know that one teacher can be trained in several methods or programs so the bar chart is deceptive. You cannot have one teacher in two places. The bar chart may also reflect collaborative teachers who are brought on as needed. This practice does support cohesiveness in the program, it is a Band-Aid situation meant for short term issues. I would also like to point out the fact the while the LIPS program is a “non- certified” program and the actual training can be done inside of a week, the expectation is to work under a seasoned LIPS mentor for a number of years. It takes years to truly learn the delivery of LIPS. It is unrealistic to expect a teacher that is fresh from a 2-day workshop would be able to take on the challenge of a severely dyslexic student for 36 weeks. They simply do not have enough training in 2 days for their students to sustain learning. What is the district doing to mentor these teachers that are fresh out of the LiPS training? I would also request a list of structured programs offered at each grade in the LLD. In the past, I’ve had to ask at the outset of every school year what specific program would be used for my student. I would then research the program to determine if it is appropriate. This is tiresome and could result in unnecessary delays to my son’s learning if the programs are determined to be inappropriate. In addition, I would like to know ahead of time what multisensory programs are available in all small groups – Math, structured reading and structured writing. A list of programs should be made available to everyone to support cohesion between grade levels of the LLD program. Lastly, I would like an update on the entrance and exit criteria for these sped programs. Here is a typical entrance criterion for LLD that can be used: Entrance Criteria A Diagnostic Profile will be completed for each student evaluated for Dyslexia and/or Language-Based Learning Disabilities to ensure consistency across evaluations and coordinated evaluation protocols between special educators, SLPs, and School Psychologists. History of average to superior cognitive abilities Primary Specific Learning Disability in the area of reading and writing SLD in reading consistent with, but not limited to, double deficit dyslexia (weaknesses in phonological awareness and rapid naming) Average receptive language skills Student does not present with significant behavior or emotional concerns Referral Information: Annual review data DIBELS and/or MAP data Current IEP services Completed referral form with evaluations attached (Psychological, Academic, Speech/language) This is boiler plate. I’m confused and deeply concerned by Mrs. Wilson’s comment that she had to speak to her LLD teachers and find out what the student body looked like to create the criteria. This is backward! The criteria dictate the student body, not the other way around. The criteria are established so the non-expert will know who is eligible to be placed in the classroom. This is a problem when the existing classroom dictates the criteria and this is what we have in RPS. I have an RPS Walker report that is over 11 years old asking for entrance and exit criteria. That is an embarrassing amount of time and it should have been done. It is clear that we do not have entrance criteria so the district can place many different profiles together, creating a large array of learners in one classroom. The issue with this, you have students that can’t move forward and students that are held back from their true potential and students that just tune out. This results in failure, as seen by sped MCAS scores. It is clear that we don’t have exit criteria because RPS would have to acknowledge that they could not deliver what they promised. If we do not have entrance/exit criteria then I have to question the validity of the programs.
Lauren Bennett
6
School Committee Calendar Topics Please note that this may change depending on availability of presenters and topic material in consultation with the Chair An Asterik* indicates office half hour for this session at 6:30 p.m. All meetings will be in the RMHS Schettini Library unless noted. Date Topic Group Facilitator August 8th 1st Reading of Policy JICH School Committee John Doherty 1st Reading of Policy EBC August 30th New Teacher Introductions New Teachers John Doherty 2nd Reading of Policy JICH School Committee John Doherty 2nd Reading of Policy EBC School Committee John Doherty Summer Update Administration John Doherty FY18 and 19 Capital Plan Update Town Facilities Gail Dowd/Joe Huggins September 20 Special Education Update (Bridge Program Review) Administration Carolyn Wilson PRIDE Survey Presentation Administration John Doherty September 27 RCASA Annual Meeting RCASA TBD October 10 Financial Forum Finance Committee Eric Burkhart October 18 1st Reading of Food Service Policy School Nutrition Department Gail Dowd Administration Kristin Morello MCAS Presentation Administration Christine Kelley Kindergarten Discussion John Doherty November 1 Design Services Adoption Procedure Procurement Gail Dowd 2nd Reading of Food Service Policy School Nutrition Department Kristin Morello Administration School Calendar RMHS John Doherty RMHS Guidance Presentation and Update Administration Kathleen Boynton District and Superintendent’s Goals John Doherty December 6 Late Start Committee Report Learning and Teaching Christine Kelley December 20 Quarterly Personnel Report Human Resources Jen Bove Quarterly Financial Report Finance Gail Dowd Late Start Committee Report Learning and Teaching Christine Kelley FY20 Prebudget Presentation Finance Gail Dowd/John Doherty January 3, 7, FY20 Budget Discussion Administration Gail Dowd/John Doherty 17, 24 FY20 Capital Plan Gail Dowd/Joe Huggins Director of Student Services Search Timeline Doherty February 7 Samantha’s Harvest Donation Community School Committee Curriculum Update Administration Chris Kelley 1st Reading of Policies CBI and BEDG Administration John Doherty Town Meeting Article Approval on Technology Finance Gail Dowd Kindergarten Update Administration Doherty Collaborative Agreement Administration Doherty February 13 Joint Meeting to Fill School Committee Vacancy Select Board/School Committee February 27 Finance Committee FY20 Budget Presentation Gail Dowd/John Doherty (Town Hall) March 28* Quarterly Personnel Report Administration John Doherty Quarterly Financial Report Human Resources Jen Bove Capital Update Finance Gail Dowd Late Start Update Administration Christine Kelley April 11* Elementary Schools Presentation Elementary Principals Joanne King Middle Schools Presentation Middle School Principals Sarah Marchant REF Grants REF/Teachers REF May 9* Superintendent’s Evaluation Process School Committee Elaine Webb 1st Reading Policy JC Administration John Doherty 1st Reading of Policies CBI and BEDG Finance Gail Dowd Declare Surplus Equipment School Committee Elaine Webb School Committee Protocol
NEASC Update May 30 Quarterly Personnel Report Human Resources Jen Bove Quarterly Financial Report Finance Department Gail Dowd 2nd Reading Policy JC Administration John Doherty 2nd Reading of Policies CBI and BEDG Finance Dowd/Doherty/Huggins Capital Update June 2 Graduation (RMHS Field House) June 13* Teacher Recognition Teachers Jennifer Bove Reorganization School Committee John Doherty FY 19 and 20 Budget Administration Gail Dowd June 27 Superintendent Evaluation School Committee Chair or Designee