Student Support Network Van Buren Public Schools District Turnaround Network 2016-2017

Vision of the High Quality Intense Student Support Network Today, we are revisiting the vision of High Quality Student Support that was introduced at a staff meeting earlier in the school year. You decide whether you want to provide copies of the document or just use the highlighted excerpts on the next slide

Highlights from the Vision of High Quality Intense Student Support Network “…Van Buren Public Schools embraces the opportunity to engage with every student to maximize both his/her academic and social learning.” “ The student support network establishes a delivery system that responds to the unique and individual academic and non-academic needs of each student.” “Using Joseph Murphy’s work with pastoral care as a guide, Van Buren Public School’s student support network ensures that the norms of pastoral care positively impact every student for whom we as a district have the privilege of serving.” Some highlights from the document include… What stands out to you? Key phrases show that student support is tied to academics.

ARRAY OF STUDENT SUPPORT This is an array of student supports currently in place in the district. The document is an attempt to compile the available supports and programs so stakeholders know what supports are available and understand how to access needed interventions. (The back side of the array has a flow chart for staff). This array can be found on the district webpage under office of instruction, student supports tab

Supports Already in Place Various supports, policies and programs are already in place: PBiS MTSS Policies to support safety Programs & Assistance provided by social worker, counselors, other support staff Health Curriculum Our goal is to better utilize, modify and evaluate current programs and strategies to work for all students The building already has supports in place. The goal is to create a systematic process and procedures to maximize their use to reach every student. Do our parents know the supports available and how to get support? Do our students? Staff? Share examples from your own building: calling home when students are absent for more than two days, anti bullying, Okay to Say, Second Step, etc

EXPLORING THE NORMS OF PASTORAL CARE FOR STUDENTS

Culture Professional community for teachers Community of pastoral care for students Community of engagement for parents Dr. Joseph Murphy is the Associate Dean at Vanderbilt’s Peabody College of Education. In reading about his work, I found this quote, “Seeds of change will never grow in toxic soil. School culture matters.” This slide illustrates how a community of care is weaved into the culture of a building. It requires ongoing engagement and interaction between staff, parents and students. All three elements are important, but today’s focus is on the orange circle- Pastoral care for students

Unacknowledged Realities The key person in the learning equation is the student Adolescents learn more from peers than they do from teachers

INTERMEDIATE OUTCOMES NORMS Social Integration Sense of Self Engagement Social Learning END OUTCOMES INTERMEDIATE OUTCOMES Learning Dispositions Academic Learning Care Support Safety Membership Our goal is to build upon our current system of supports to better identify the unique needs of every student in the four areas: care, support, safety and membership. In turn students will develop a better sense of self, be able to work from a learning mindset, and be better equipped to relate to peers. The end outcome is REAL, ACTIVE engagement in class leading to high levels of learning- both academic and social. Figure 4.1: Communities of Pastoral Care for Students

Norm of Pastoral Care Care Support Safety Membership From Murphy, J. & Torre, D. (2014). Creating productive culture: Communities for students, teachers, and parents. Thousand Oaks, CA: Corwin Press. Joseph Murphy is a

DNA of Norm of Care Working to the Best of their Ability Challenging Students Knowing Students Well Valuing Students Taking Interest and Investing in Students Being Accessible Seeing Through the Eyes of Students Establishing Trustworthiness Treating Students with Respect Providing Recognition

DNA of Norm of Support Providing Assistance Offering Encouragement Providing Safety Nets Mentoring Advocacy Personalization

DNA of Norm of Safety Physical Condition of the School Shared Development and Ownership Personalization Prevention Systematic Action Positive

DNA of Norm of Membership Ownership Involvement Accomplishment

RESEARCH IS CLEAR: A NETWORK OF STUDENT SUPPORT IMPROVES LEARNING SO… HOW DO WE MAKE IT HAPPEN?

Student Support at Classroom Level Pastoral Care: Develop collective capacity in your classroom with relationship building and trust Utilize the Student Support Template: Observe Students and Ask Questions about their Social, Emotional, Health, and Nutritional Needs

Student Support at the Building Level Array of Support: Comprehensive list of programs to be used by staff, MTSS Team posted on website System of Delivery: Adequate systems and personnel are in place to support the needs of individual students

Discussion Points How do you recognize needs of students? Social Emotional Safety Nutrition What tools, training, support might help?

Next Steps Today: Brainstorm to list actions and ideas that can be used building wide, using the provided template This week: Implement pastoral care practices in your classroom to engage your students First Week of April: BTN review of staffs’ suggestions to create School-wide Student Support Template April 25th: School-wide systems of support are in place and teachers consistently use the template to identify specific student needs and provide support Ongoing: BTN will monitor staffs’ use of Student Support Template, review effectiveness of supports and hold student focus groups to evaluate and, if needed, make modifications to systems quickly read through timeline and if time allows complete #1- Today. Share the template with groups

Reflections As you go about your week : Consider the way you begin and end each class. Does it build relationships? How? What do you need to better meet your students non-academic needs? Consider your words when speaking with a difficult student. How might you honor the student's needs even when (s)he isn't being respectful? Do you recognize your own triggers? Collect the templates to review when creating the building-wide document with BTN. Ask staff to reflect as they go about the day.