Beyond the Classroom: Strategies to Support the Social and Emotional Needs of StudentsSpring Title I Statewide ConferenceMay 15, 2014

Presented by Jennifer Alexander, Ed.D. Administrator of Student Interventions

Stefan Czaporowski, C.A.G.S. Westfield Vocational Technical High School Principal

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Social and Emotional Learning Social and emotional learning may be considered a process

where students and adults alike gain the knowledge, skills and insights to appropriately:

Recognize and manage their own emotions Set and achieve positive goals Demonstrate caring and concern for others Establish and maintain positive relationships Make responsible decisions Handle interpersonal situations effectively

Collaborative for Authentic, Social and Emotional Learning (CASEL) 2008 report

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Core Competencies

Five core competencies that serve as the basis for understanding social and emotional development:

self-awareness self-management social awareness relationship skills responsible decision-

making

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At-Risk Factors

“Students with social and emotional competency weaknesses are considered at risk on several levels and often come to the attention of teachers and administrators when they disrupt the learning environment, demonstrate signs of mental health difficulties with depression and anxiety disorders being two common examples, or show signs of injurious behavior such as being at potentially suicidal.” (Young, N., Alexander, J., 2014)

(Young. N., Michael, C., Betwixt and Between, 2014)

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Disengaged Students

Klem and Connell (2004) suggest that between 40 and 60 percent of students, representing urban, suburban and rural schools, become disengaged from the learning process and that this does not even account for the increasingly large number of students who simply drop out.

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Dropout Epidemic

There is a high school dropout epidemic in America. Each year, almost one third of all public high school students – and nearly one half of all blacks, Hispanics, and Native Americans – fail to graduate from public high school with their class. (Milliken, 2007, xxi)

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National Burden Each youth who

drops out of school and later moves into a life of crime or drugs is costing the nation somewhere between $1.7 and $2.3 million (Milliken, 2007, pp. xxii-xxiii).

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Dropout Rates and Crime There is also a correlation

between high school dropouts and crime. Someone who didn’t graduate is more than eight times likely to be in jail or prison as a person with at least a high school diploma. Half of all prison inmates are dropouts. In fact, on any given day, more young male dropouts are in prison than at a job. (Milliken, 2007)

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Impact on Education

Education quality directly affects individual earnings, and dropouts are much more likely than their peers who graduate to be unemployed, living in poverty, receiving public relief, in prison on death row, unhealthy, or single parents.

A Nation Accountable

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It All Starts with Relationships

Programs don’t change kids-relationships do. Every child needs one adult who’s irrationally committed to his or her future.

(Milliken, 2007)

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Social and Emotional Support

Highland Elementary School Before School Program Pilot

Staff- School Adjustment counselors

Services begin in October and conclude in May

Students meet with the adjustment counselor three mornings a week

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Social Emotional Curriculum

Zones of Regulation Levels of Friendship Talk About Michelle Garcia Winner’s

work on social thinking and social behavior

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Impact

Improved student behavior during the school day Development of student goals Skills to develop friendship and social cues Strategies to identify and process emotions Strategies to develop social skills At-home folder for parental support involvement

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Be Great Graduate Program

Boys and Girls Club grant 50 students at South Middle School and North

Middle School receive mentoring services Homework support Motivation, encouragement, goal setting

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Selection Criteria Students are selected

based on at-risk factors and grant criteria

School guidance counselors identify students

Each student is assigned a mentor

Mentors- teachers and staff counselors at the Boys and Girls Club

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Program Components

The students meet with the mentor one hour a week at the Boys and Girls Club

Monthly student progress reports are provided to the Boys and Girls Club: attendance, grades, and discipline

Student Centered- mentoring may consist of academics and/or student interests

Relationship Building

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WVTHS Mentorship Program

Student mentoring at Westfield Vocational Technical High School is defined as a one-to-one relationship between a youth and an adult that occurs over a prolonged period of time. Students typically meet with their adult mentor once a week during the school year.

The goal of the Student Mentoring Program is to improve student attendance and performance and to increase student retention.

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DemographicsTitle % of school % of district % of state

FL not Eng 18.3 10.9 17.8

ELL 3.8 4.5 7.9

Low-Income 48.1 39.8 38.3

Disabilities 24.0 17.0 17.0

Free Lunch 40.2 34.9 33.6

Reduced Lunch 7.9 4.9 4.7

High Needs 60.0 48.9 48.8

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Benefits

Students benefit by receiving the support and guidance of a caring adult receiving assistance with academic endeavors experiencing greater self-esteem and motivation to

succeed receiving encouragement to stay in school and graduate, receiving encouragement to avoid the use of drugs and

alcohol improving interpersonal relationships, such as with

teachers and family receiving assistance in choosing a career path.

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Who are our Mentors? Retired Special Education Teacher Retired WVTHS Guidance Counselor Graduate Student majoring in Counseling Retired Guidance Counselor Retired ATF Agent Retired Principal/Reading Specialist Retired Police Officer Graduate Student majoring in Substance Abuse Counseling Retired Math Teacher Retired Police Detective Current Principal/Administrator of Student Interventions

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How a Student Gets a Mentor… Direct referral to Principal/Guidance Counselor Parent/Student request Teacher/Adjustment Counselor request Building Support Team 125 students are receiving mentoring services

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Student Feedback

“My mentor motivates me to get my academic work done and gives me life advice. She’s awesome.” – Grade 11

“I requested a mentor for math help and I got one. He is really cool. He helps me with math and more.” – Grade 9

“The mentoring Program at WVTHS has benefitted me mentally and academically. My mentor is my friend and has helped me throughout the school year with every problem I’ve thrown at them.” – Grade 11

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Student Feedback

“If I didn’t have the chance to work with my mentor, I would have given up on school. She helped me realize that I am smarter than I think. She even helps me with issues outside of school. She’s a really great person and she really helped me a lot.” – Grade 11

“I am a junior. Last year I did not have a mentor. This year I do. I felt lost and clueless without her. My mentor helped me figure out which college to go to and put me on the right track to get accepted. My mentor also helped me fix my bad reputation. I don’t know where I would be without her.” – Grade 11

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Staff Feedback “Our mentoring program has had a wonderful impact on our school.

Not only have the mentors made a tremendous difference in our students success, but this program has significantly helped us, Student Services, to be more effective educators, by allowing guidance and teachers to be much more pro-active with other segments of our populace. WVTHS mentors are putting their time and energy into our more needy population, allowing us the time to prepare our more school-ready and school focused population for career and college readiness. The benefits are quite evident as seen in our decreased drop out rates, increased academic achievement, increased COOP and internship placement, increased college acceptance, and decreased discipline issues. It has also made a positive addition to our already remarkable school climate.” Guidance Counselor

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Staff Feedback

This year, the mentors have been crucial in helping the students not only get organized, complete assignments, and succeed academically; they have also served as positive role models. Our mentors often provide the much needed push and encouragement to motivate students who may otherwise become disengaged, and they provide emotional support the students crave.

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MCAS ELA2009 2010 2011 2012 2013

Advanced 2 3 4 11 15

Proficient 50 53 49 70 69

Needs Improvement

38 43 37 18 14

Warning 10 1 10 1 2

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MCAS MATH2009 2010 2011 2012 2013

Advanced 16 17 14 24 26

Proficient 33 35 26 38 40

Needs Improvement

35 36 44 31 29

Warning 16 12 17 7 5

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Supporting Data

Student Retention

2009 2010 2011* 2012 201313.5% 17.6% 10.5% 9.7% 0%

Drop Out Data Cohorts Female (% dropped)

Class of: Started Grade 9 Started Grade 122006 173 96

2008 154 85

2011* 146 107

2012 127 94

2013 135 95

2014 146 117

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Post Secondary Plans

*The number of students attending a Post Secondary School has nearly doubled since 2009.

Plan % of school % of district % of state

4 yr College 8 46 58

2 yr College 46 36 22

Other PS 5 3 2

Work 31 9 7

Military 7 3 2

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Thank you!Questions and Comments