1. Safe and Supportive Environments Conference March 23, 2018
From fighting fires to sowing the field: Innovations in deploying student support staff
Safe and Supportive Environments Conference
March 23, 2018

2. OUTLINE Outline 01 Welcome & Framing 02
Innovative Approaches: Salem and Southbridge
OUTLINE 03
Group Discussion and Considerations

3. 01 Welcome & Farming
Welcome & Framing 01

4. What’s in a role… Changing roles/jobs… New roles/jobs…
Brainstorm jobs that have changed over the last year OR new jobs that did not exist years ago: Librarian, tech industry, social media content
New roles/jobs…

5. Student Support Role/Structure Variables
Resources ($$)
Student needs
I don’t really like this slide…
School and district structures
Staff needs

6. 02 Innovative Approaches: Salem and Southbridge
Insert slides here.

7. Reimagining Student Support for the Whole Child
Salem Public Schools
Reimagining Student Support for the Whole Child

8. “What if we don’t change at all … and something magical just happens?”

9. Student ready to Learn & thrive

10. City Connects

11. Before CCNX

12. Shifting Resources, Shifting Mindsets
Informal talks with Teachers’ Union
Formal meetings with SACs to educate about City Connects
Established working group to re-write job descriptions
Posted the newly created positions
Held conversations to allow existing personnel the time and attention to consider individual options and avoid grievances
Gained support from School Committee to establish new leadership position
Worked within the footprint of the budget to think differently
Mindsets
Resource Rich – Coordination Poor
Information sessions held with leadership team to explain the framework, emphasizing the research based, data-driven, and outcome oriented practice
Ongoing top-down support and direction from Superintendents, Community Partners and Mayor’s Children’s Cabinet
Weekly structured PD and team building among Coordinators to help build capacity
Coordinator evaluation goals aligned with Salem City Connects Practice
Individual coaching sessions every other week to target specific school and Coordinator needs
Mid-Year Data updates with opportunities for Principal feedback
Consistent formal and informal conversations with previously “siloed” departments (ELL, Teaching and Learning)
Ongoing Relationship Building and Growth Mindset for all adults

13. No thanks! We are too Busy

14. Rethinking Student Support
Integrated Tier I
Level 5 (middle of our second year)
2100 students
52.8% Latino (predominately from Puerto Rico )
41.8% White
78% High Needs
67% Economically disadvantaged
Higher than state average percentage of students with disabilities and English Language Learners
Students aren’t coming to school. Halfway through the year 50% of our high school students had more than 5 absences, heading fast towards a chronic absentee designation
We have staff who work hard every day, come with the best of intentions and truly believe they are making the best choices for their students each day. But what happens when the demographics change over time. Students in front of them have different ethnic backgrounds and the community struggles with poverty? Of course, we all know each student can learn, but what happens when teaching practices that were effective, in the past, our no longer effective?

15. New Instructional Paradigm5%
15%
80%
Highest Levels of Intervention with more capable others
Advanced Individualized Behavioral Intervention Plans, collaboration with outside agencies
Individualized Instruction with focus on addressing discrete skill deficits that impact access to general curriculum
Intensive individualized strategies support students
High Quality Core Curriculum
Guaranteed & Viable
Integrated technology
Shared common experiences
Quality Curriculum-Based Assessments
Instruction Best Practices for students including EL and SWD
Data Based School wide best practices for:
Establishing positive behavior among all students
Providing equity and access to all learners
Ensure a safe learning environment for all students
Dr. Jeffrey Villar
Believes in a combined Multi Tiered System of Support which reflects the “whole child” - Moving towards this vision
Creating a strong tier I is about changing the adults behaviors and building their capacity.
Example TLC classroom.
High Quality Instructional Environment

16. PBIS

17. Next Steps
LAYERING IN THE CLASSROOM AROUND CULTURALY RESPONSIVE PROGRAMMING
Ongoing PD around Trauma, Psychological First Aid, Safety cares
Identify SEL curriculum and resources – Create a “chill Space” in each room
Strengthen PBIS district Wide – Data – Data - Data
Community Partners including City Connects (thank you Salem!)
Foundational work to continue to rally around the system verus the person.

18. 03 Q & A
Q & A 03

19. Look fors / Consideration
Is there a system for connecting to resources outside of school? Who does this?
Are student support staff leveraged to help classroom teachers build capacity for SEL?
Are student support personnel integrated on school and district leadership team?
Do student support staff have the capacity, and expectations, to support tier 1, whole school initiatives?
I wonder if we should add one about “Is there clarity around people’s roles and responsibilities?” – based off what Ellen said?

20. Spotlight On: MTSS Blueprint Redesign & Toolkit
Update & Redesign of the MTSS Blueprint
Produce Toolkit of Resources to Support Implementation
Build ESE Capacity to Support Districts

21. Thank You
THANK YOU!
Rebecca Shor, Director, Systems for Student Success
Andrea Ricotta, Targeted Assistance, Systems for Student Success
75 Pleasant Street, Malden, MA 02148