We Can Do Better – Palo Alto“We Can Do Better – Palo Alto” is a recently formed group of Palo Alto parents and community members advocating for improving our children's social and emotional well being by proposing positive changes to the school district policies aimed at reducing student academic stress.

Our proposed changes mirror those in section P8 (“Supportive School Environments”) of the Project Safety Net Plan, published in July 2010 by PAUSD and the City of Palo Alto. The proposed changes represent the best thinking from academics and educators about how to help children thrive emotionally and academically in our schools.

We know that by working together with the school district we can greatly reduce unnecessary stress and develop healthier, more successful children with similar or improved academic outcomes.

Contact: info@wecandobetterpaloalto.org http://wecandobetterpaloalto.org/

Tonight’s Agenda Kathy Sharp (Gunn, JLS, Palo Verde)/ Patrick Grogan (Walter Hayes, Jordan)

Overview of We Can Do Better Palo Alto

Overview of Project Safety Net Section P-8

P-8 progress to date/Next steps

Ken Dauber, (Gunn, Terman, JLS, Barron Park, Nixon), Wynn Hausser (Barron Park, Terman, Gunn)

Presentation on Counseling Darren Neuman (Walter Hayes, Jordan)

Presentation on Homework

Patrick Grogan - Closing Remarks/Introduce discussion groups

We Can Do Better – Palo Alto“We Can Do Better – Palo Alto” is a recently formed group of Palo Alto parents and community members advocating for improving our children's social and emotional well being by proposing positive changes to the school district policies aimed at reducing student academic stress.

Our proposed changes mirror those in section P8 (“Supportive School Environments”) of the Project Safety Net Plan, published in July 2010 by PAUSD and the City of Palo Alto. The proposed changes represent the best thinking from academics and educators about how to help children thrive emotionally and academically in our schools.

We know that by working together with the school district we can greatly reduce unnecessary stress and develop healthier, more successful children with similar or improved academic outcomes.

Contact: info@wecandobetterpaloalto.org http://wecandobetterpaloalto.org/

Project Safety Net

P-8 Supportive School Environment

Project Safety Net In response to the five teen suicides the community has experienced

between May 2009 and January 2010, the City of Palo Alto and Palo Alto Unified School District (PAUSD), along with many community partners came together to develop short and long term plans to address this crisis.

Project Safety Net’s mission is to develop and implement an effective, comprehensive, community-based mental health plan for overall youth well-being in Palo Alto.

The plan includes Education (E), Prevention (P) and Intervention (I) strategies that together provide a Safety Net for youth and teens in Palo Alto, and defines our community’s teen suicide prevention efforts.

http://www.psnpaloalto.com/

Project Safety Net - Section Prevention 8 Supportive School Environment

P-8 efforts support the belief that all elements of the educational system, including core principles, curriculum, policies, training, strategic plans, hiring and other practices must align in the development of a supportive school environment.

Recommended Next Steps Study, discuss and implement additional environmental strategies that

create a more supportive school and learning environment, such as finals prior to winter break, revised test and project calendars, revised homework policies addressing purpose and volume, academic integrity concerns, tutorials and advisories, and social and emotional skill development.

Provide students with a greater “voice” in campus decision-making, more community building activities on their campuses and opportunities to connect with campus adults as well as with other students.

Apply positive strategies across all schools in the district. This would allow for a common language, economies of scale, cross training and sharing of what works.

Give careful consideration to the implementation of suggestions from the Youth Forum.

Minimal Real Action To Date on P-8 GUNN

Gunn High School re-engaged with Challenge Success in the 2009-2010 school year and conducted the Challenge Success survey this year (albeit with only a few hundred of its students). A Gunn High School team of students, staff and parents attended the Challenge Success conference in the Fall of 2009.

Creative teaching methods, more in-class writing and more time for connections between teacher and students.

Gunn High School has held meetings with various groups to help students develop resilience (Project Cornerstone, Project Happiness). Project Happiness’s curriculum is being used in Focus on Success classes.

Dr. Fred Luskin (a Gunn parent and Stanford Professor) addressed all seniors on October 14th on the topic of happiness and what makes students happy and resilient in the face of pressure. Students were involved in student-led small group discussions following his presentation.

Students have organized peer support groups and taken action to build community spirit [ROCK (Reach Out Connect Know), “Talk to Me” T-shirts, Anti-suicide Facebook groups]. ROCK has presented its ideas to staff and students to publicize its existence and purpose.

Dr. Fred Ginsberg conducted an assembly in March, 2010 for students on building and maintaining resilience. In assemblies and one-on-one encounters students have been supporting each other and have been encouraged to seek help from school staff or another adult if they are concerned about a friend.

PALY Palo Alto High School (PAHS) recently approved a consistent later start time for students as well as a

modified Block schedule for 2010-11. As a result PAHS students will enjoy a few more minutes of sleep each day and the new block scheduling will reduce the number of classes, tests and assignments due to no more than three or four on any given day. Longer classes also allow for more creative teaching methods, more in-class writing and more time for connections between teacher and students.

PAUSD Memorandum of Understanding with PSN –Jan 11, 2011

Align PAUSD focus goals to Project Safety Net

Provide a senior level position in PAUSD to support the implementation of PSN strategies

Allocate funds up to $5000 from SERV grant for the construction of a website

Implement the 41 Developmental Assets and philosophy in the school district

Plan, coordinate, and communicate the administration of Project Cornerstone student survey

Communicate PAUSD and county results to the greater community

Begin training up to 90% of all secondary school district staff to be Gatekeepers using Question, Persuade, Refer (QPR)

Maintain and communicate the comprehensive crisis protocol

Continue to fund up to $10,000 and enhance counseling opportunities through existing 3-6 Session Providers

We must ensure that this MOU is addressed as part of the upcoming PAUSD school year 2011/12 strategic planning off-site in June

The Counseling Gap

We Can Do Better Palo AltoMay 17, 2011

% of parents dissatisfied with...

Paly Gunn

Counseling services (2008) 21% 39%

Counseling services (2010) 17% 33%

Availability of counselors (2008) 14% 32%

Quality of counselors (2008) 20% 39%

Did not receive effective college counseling (2008) 25% 48%

Did not receive effective college counseling (2010) 19% 40%

Availability of academic counseling (2010) 14% 32%

Quality of academic counseling (2010) 19% 34%

Availability of psychological counseling (2010) 9% 14%

Quality of psychological counseling (2010) 10% 16%

Source: PAUSD 2008 and 2010 strategic plan surveys

% of students dissatisfied with...

Paly Gunn

Support from college/guidance counselors (2008) 28% 41%

Quality of counseling services (2008) 22% 38%

Availability of counselors (2008) 16% 39%

Did not receive effective college counseling (2008) 22% 33%

Source: PAUSD 2008 and 2010 strategic plan surveys

2008-2009 Comparison of WASC data from Gunn and Paly

Paly Gunn

Percentage of students who disagree that “a counselor/advisor is available to help me select courses and plan for the future.”

7.5% 14%

Percentage of parents who disagree that "a counselor is available to help my child select classes and provide guidance in planning for the future.”

13% 32%

Percentage of parents who disagree that "there are effective procedures in place to support communication with teachers."

13% 21%

Source: 2008-2009 WASC self-study reports, Palo Alto High School and Gunn High School

2008-2009 WASC survey at Gunn

Students who would support addition of a teacher-advisor and an advisory period 78%Students who don't look forward to school each day 31%

Students who don't "know who to talk to to get information about college applications and scholarships. "

33%

Students who don't "know who to talk to to access support services such as personal counseling."

45%

Source: 2008-2009 WASC self-study report, Gunn High School

Counseling at Paly and Gunn

Paly• 45 Teacher Advisors (TAs) are

front-line counselors• TAs meet students in small

groups (25) 1-3 times per month• Advisory is mandatory• Students have same TA for 3

years (10-12)• Freshmen meet with TA every

week• 3 guidance counselors focus on

psychological counseling and referral

• 2 college/1 career staff

Gunn• 6 guidance counselors provide

all counseling services• includes psychological, college,

course scheduling, special education, 504 plans etc.

• 1/300 counselor/student ratio• Counselors meet students 1-3

times per year• 1 college/career staff

Scholarly Research Supports Advisory

Wasley and Lear (2001) argue that a faculty advisory systemis “the single most important design element" for personalization and student connectedness.

A Columbia Teacher's College study (Tocci, Hochman & Allen 2005) concludes that advisory is a core element of most  "well-regarded school reform models" and that "advisory is a key mechanism for ensuring that each student will be knownwell” (Sizer, 1984) by at least one adult in the school.

According to Burkhardt (1999) an "advisory system is a simple method that ensures that no secondary school student (middle school, junior high school, or high school) becomes anonymous” (Goldberg, 1997)

Homework

(Stress, Workload & Solutions)

We Can Do Better Palo AltoMay 17, 2011

Stress – Middle School Survey

PAUSD Strategic Plan Survey 2008 Middle School Parent Response

Stress – High School Survey

PAUSD Strategic Plan Survey 2008 HS Student Response

Stress – City Survey

Palo Alto Youth Council 2010 Survey

Homework LoadingMiddle School

PAUSD Strategic Plan Survey 2010 Middle School Parent Response

Homework LoadingHigh School

PAUSD Strategic Plan Survey 2008 HS Student Response

Data Summary Homework is a cause of stress

(2005 – 2010 surveys)

Homework workload is very heavy: Middle School: 8 – 11 hrs/week or more ~ 40+ hr workweek for many kids

High School: 13 – 19 hrs/week or more ~ 50 hr workweek for many kids

Data Summary

Modifications to Homework is the #1 Student request for change

Solutions

Comprehensive Analysis of Homework: “Rethinking Homework” by Cathy Vatterott

Need to engage District, Sites & Teachers to identify solutions (P-8)

Improve Academics for Many Students

Solutions Quality vs Quantity

less time, more learning

Differentiation focus on learning for all

Decriminalization improve environment & relationships

Support Strategies lots of good strategies available

Take-Home:

Need to engage District, Sites & Teachers to identify solutions (P-8)

Read this book, recommend to friends:

“Rethinking Homework” by Cathy Vatterott

Thank You

Please visit our website:WeCanDoBetterPaloAlto.org

Meeting CloseKey take-aways: Thank you for coming out and participating tonight!!

What does initial success looks like?:

P-8 task force appointed by the District to begin implementation of recommendations by the end of the 2010/2011 school year

Reminders: Complete your sign-up/interest cards. You will receive a follow -up email

with actions you can take immediately and next steps for We Can Do Better Palo Alto

Next meeting: Tuesday, June 21, 2011

Meeting Close-Out: Break into small groups for further discussion with Ambassadors and have

refreshments Ambassadors will wear name tags