Annual Report to Board of Education Director of Student & Community Engagement, September 2014

People who only know me outside of BoE/Bexley would describe me as… One piece of feedback I’ve received related to my “authentic self” is (that I was/am)… People who know me well are able to bring out the best in me, such as… People who only know me from BoE/Bexley would describe me as…

People who know me authentically think more positively of me (68%+, 20%-) People who don’t know me authentically think more negatively of me (35%+, 41%-) People who know me best get the BEST out of me If educators struggle to navigate code switching, identity and esteem as adults, how can we expect our students to manage these same issues WITHOUT social-emotional support and expect them to perform excellently?

 10 Things We KNOW (Now) out of 10 of our students is culturally diverse (and that # WILL increase) 2. Over 200 of our students live below the poverty line 3. At least 180 of our students have a documented disability 4. Nearly 90% of our students are engaged in some extra/co-curricular activity Only 18% of those students are culturally diverse 5. Just ½ of our students believe they can resist drugs, alcohol and sex 6. Significant differences showed up between the developmental assets of white BCSD students as compared to culturally diverse BCSD students 7. Over 200 of our students have an IEP 8. Minimum of 13 BCSD families experienced extreme trauma in 2013 – Only 5% of BCSD employees are culturally diverse Nearly ½ of them are custodial staff 1. 2 culturally diverse BCSD teachers on the secondary level in 2013 – 2014

 Peer pressure transitions from playground dares in ES to drugs, alcohol and sex by MS  Bullying presents itself as exclusion, rumors/gossip and coarse language  Social media is not an issue until MS, specifically Twitter and Snap Chat  A population at great risk of risky behavior due to poor coping skills are GATE students  Mental health issues showing up as lack of coping skills and home dysfunction  Students prefer to be actively engaged with adults via interests vs. passive space sharing  Students have concerns about teachers’ competence, attentiveness and awareness about student, playground and classroom safety and safe space creation  MS/HS student behavior and Bexley “outsider” events have heightened ES student stranger danger  Students are aware of adults protecting them from consequences and edgy, accurate information  Students are trying to create and enforce their own safe spaces instead of entrusting adults

 What We DON’T Know  How many students attempt suicide  How many students are cutting  How many students actually drink and/or use drugs  How many students have been sexually assaulted  How many students are currently in recovery from an addiction  The WHYs… We have not yet had THESE conversations uncensored and openly WITH students …so how can we create INFORMED solutions for their problems?

Safe, Welcoming and Inclusive Community Mental Health (including trauma) Empathy, Compassion (and Neuroscience) Implicit Bias

 Challenges to expect IF we choose to respond to the real issues  Messy processes and uncomfortable dialogue  Negative adult feedback to leadership and BoE re: subject matter  Decrease in disciplinary sanctions (e.g. suspensions)  Slow progress to gain trust of youth and young adults  Hindsight information on matters that may irreparable  Unpleasant feedback/awareness about ourselves and colleagues  …And RESPECT, TRUST, RELATIONSHIPS & COLLABORATION

Safe, welcoming and inclusive community Differentiated & Pro- Social Learning Options Mental Health (including trauma) B3 System of Care Empathy, Compassion and Neuroscience Professional Development Implicit Bias Culturally Responsive Initiatives

 Elementary Prevention Program  Cool Parent Network  Pre/Teen Learning Community  Weekly Teen Recovery Meeting  School-based mental health professional

 YGB Experiential Learning Program  Weekly Spoken Word Open Mic  Improvisation Club  Hip Hop Institute (Club)*

 Cultural heritage and history month initiatives  Hispanic Heritage Month  Black History Month  Women’s Herstory Month  Jewish American Heritage Month  LGBT Pride Month  World Cafés and other forms of dialogue sessions

 Pono Learning Community  Staff In-Service  Faculty and Staff Safe Space Development  School Climate Committee  Family and Civic Engagement Committee

People who only know me outside of BoE/Bexley would describe me as… One piece of feedback I’ve received related to my “authentic self” is (that I was/am)… People who know me well are able to bring out the best in me, such as… People who only know me from BoE/Bexley would describe me as…

SAFE, WELCOMING AND INCLUSIVE COMMUNITY efforts showing up by seeking student stories for BoE meetings Consider student MENTAL HEALTH (INCLUDING TRAUMA) when shaping district engagement, curriculum and policies BoE representation at trainings and/or conversations about EMPATHY AND COMPASSION Regular IMPLICIT BIAS “unpacking”, even in BoE meetings

“Feelings of worth can flourish only in an atmosphere where individual differences are appreciated, mistakes are tolerated, communication is open, and rules are flexible - the kind of atmosphere that is found in a nurturing family.” – Virginia Satir, American Psychologist and Educator