California Safe and Supportive Schools

Prioritizing School Climate Within the Local Control and Accountability Plan: Creating goals that support student connectedness

Webinar Recording

Prioritizing School Climate Within the Local Control and Accountability Plan: Creating goals that support student connectedness

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WestEd and CDE  discussed the use of LCAP goals to support student connectedness and improved school climate.

  • Each local educational agency (LEA) in California is required to address school climate within their Local Control and Accountability Plan (LCAP). This webinar recording will discuss the importance of developing goals that provide support for any local school climate need(s) within the LCAP. This recording will:
    • Provide examples of school connectedness goals
    • Discuss strategies for well written goal descriptions, “why” statements, metrics, and actions
    • Provide opportunities for participants to indicate the types of local school climate data they are collecting to inform their needs assessment, the actions/strategies they developed to address those needs, and how the impact/effectiveness of actions was determined
    • Provide resources for supporting the development of school climate LCAP goals

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Presenters

Lidia Renteria, Education Programs Consultant, California Department of Education

Lidia Renteria, MEd, serves as an Education Programs Consultant in the Local Agency Systems Support Office (LASSO) at the California Department of Education. In this role, Lidia supports LEAs with the implementation of Local Control and Accountability Plans (LCAPs), local indicators, and family and community engagement. Lidia has 30 years of experience in programs serving children from prekindergarten through 12th grade.

Joshua Strong, Education Administrator, California Department of Education

Joshua has served as the Administrator of LASSO at the California Department of Education (CDE) since March 2016. In this capacity, he and the LASSO team support local educational agencies throughout California in the programmatic implementation of the Local Control Funding Formula, including the LCAP and the Local Indicators on the California School Dashboard. Joshua has also served as the Administrator in the CDE’s System of Support Office and as an Education Program Consultant in both LASSO and the Title I Policy and Program Guidance Office at the CDE. Prior to coming to the CDE, Joshua served as a History/Social Science teacher at both the middle school and high school levels.

The Art of Connecting: Strategies for Authentic Partnerships

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Viewers will learn about building community and relational trust, which are essential for meaningful, lasting change to happen within school communities. This involves creating opportunities for interpersonal connections and shared spaces that center on belonging.  

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Session One Presenters: 

Krystal Wu: Krystal Wu (she/her) serves as Technical Assistance Provider for the California Center for School Climate. Krystal is also a Program Associate with the Resilient and Healthy Schools and Communities team where she delivers technical assistance, designs professional learning, and develops evidence-based resources to cultivate safe and supportive learning environments. With expertise in culturally responsive and sustaining education, co-design, and school climate, Krystal centers the voices and experiences of community members in all of her work, especially those who have been kept furthest from opportunity. She currently leads the Safe and Supportive Learning Environments Deep Dive professional learning courses focused on racial equity and belonging through the California Center for School Climate and the Center to Improve Social and Emotional Learning and School Safety.

Amy Rovai Gregory: As an educator in San Juan Unified School District for the past 22 years, Amy Rovai Gregory has worked in a wide-range of roles—from classroom teacher, instructional coach, English Learner specialist, district TOSA for professional learning, vice principal, principal, to now serving as the director for the district’s family engagement and partnership development team. Amy has a passion for building relationships with students, families, colleagues and community by creating effective and innovative practices around culturally responsive, equity-driven outreach that is centered on ways to help reduce barriers and increase access, opportunities, and outcomes for those whom she serves. Amy has had the honor of being recognized as an Administrator of the Year, ACSA Silver Star, Paul Harris Fellow, and has received recognition for her educational leadership, community service, and family and community engagement initiatives in several publications and national conferences.

 

 

Strategies to Enhance Life Satisfaction for Students and Educators

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Start the school year by discovering the wellness strategies and tools that work best for you and others in your community to increase life satisfaction. This webinar recording explores a wide range of tools to support physical, emotional, and mental well-being in a variety of formats.

The California Center for School Climate (CCSC), CalSCHLS, and the University of California, Santa Barbara (UCSB) provided an overview of resources that viewers can use to support students or themselves.

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Presenters: 

Laura Buckner is a Technical Assistance Specialist with WestEd’s Resilient and Healthy Schools and Communities team. Laura’s work centers on sharing information that is timely, relevant, and useful to education leaders as they seek to improve systems to address the whole-person and whole-community needs of their stakeholders. She does this by translating research to practice, supporting implementation of evidence-based practices in education, and designing learning opportunities that help practitioners align their goals with their activities. Prior to joining WestEd, Laura worked with community-based organizations, partnering successfully with schools and school districts to provide mentorship and mental health services to students in grades K–12. She holds a joint MBA/MA in educational leadership from Mills College in Oakland, California. 

Michael Furlong, PhD is a research professor and Distinguished Professor Emeritus of School Psychology at the University of California, Santa Barbara (2021/22 UCSB Edward A. Dickson Emeritus Professorship). He received the 2022 School Mental Health Research Award and provides consultation and support to the California Department of Education and WestEd related to CHKS. A co-editor of the Handbook of Positive Psychology in Schools (2009, 2014, 2022), he collaborates with colleagues on Project Covitality, supporting schools’ efforts to foster all students’ social–emotional development.

Erin Dowdy, PhD is a professor in the department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara. She is a licensed psychologist and a nationally certified school psychologist. Her research career and scholarly publications have focused on universal assessment for social and emotional health and risk. She is focused on equitable screening practices. Dr. Dowdy has a record of past success at disseminating research in peer-reviewed journals and at professional conferences. Her research and collaborative work with schools, state, and community agencies has been funded by various agencies.  

Tom Hanson serves as a Senior Advisor for the California Center for School Climate. Tom is a Senior Managing Director at WestEd. He has extensive experience in developing and validating survey instruments designed to measure school climate and other outcomes. He is the Director of the California School Climate, Health, & Learning Survey (CalSCHLS), a comprehensive youth risk-behavior and resilience data-collection service available to all California local education agencies. He has served as a principal investigator of multiple large-scale randomized controlled trials and has been lead methodologist for several studies examining the impacts of education interventions.

Participatory Systems Change for Equity: Centering Community Wisdom and Collective Action to Transform Child-, Youth-, and Family-Serving Systems

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Drawing on community organizing, liberatory design, and participatory methods, Participatory Systems Change for Equity is an approach to systems transformation that centers the expertise of those most impacted by child-, youth-, and family-serving systems to make sense of and interrupt inequitable system conditions. View this recording to learn about the Participatory Systems Change for Equity framework and how this framework can help your school, district, county, state, or other community-serving agency reimagine how it transforms systems in partnership with communities to promote equity, opportunity, and well-being.

Watch the session recording:

View the recording transcript.

View the session resources and slides in this Linktree.

Presenters:

Natalie Walrond (she/her) serves as a Senior Advisor for the California Center for School Climate. Natalie serves as the director for the Resilient and Healthy Schools and Communities content area at WestEd. She also serves as Director of the national Center to Improve Social and Emotional Learning and School Safety housed at WestEd. The Center works nationally to build state and local capacity to integrate evidence-based approaches to social and emotional development and school safety with academic teaching and learning, school climate, and all the ways that children and youth experience school. Natalie speaks and writes on social and emotional well-being, education excellence, alignment and coherence, and equity. Natalie brings to her work over 25 years of experience in K–12 education, finance, and strategy, for both for-profit and nonprofit organizations.

Amber Valdez, EdD (she/her) is a Senior Program Associate II with WestEd’s Resilient and Healthy Schools and Communities team where she supports local, regional, and state agencies and organizations to design and transform complex systems for equity. Her expertise includes complex systems change, transformational leadership, participatory change approaches, cross-sector collaboration, continuous improvement/improvement science, and human-centered/liberatory design. Valdez brings experience working with public and private sector systems, including education, health, and community development agencies, nonprofit and for-profit organizations, and foundations. Before coming to WestEd, Valdez led a consulting business supporting youth-, family-, and community-serving agencies and organizations with strategic planning, resource development, and community partnerships. She also served as a nonprofit leader supporting school and district administrators with resource development, community schools design, family engagement, and educational leadership.

Rebeca Cerna (she/her/ella) serves as the Director for the California Center for School Climate. As an Area Director at WestEd, Rebeca supports districts, schools, and community partners in centering equity and improving educational, prevention, and health outcomes. Rebeca’s areas of expertise include health and wellness, school culture/climate, partner voice, data use, and cross-sector collaboration. She has extensive experience in working with communities that have been challenged by infrastructure deficiencies and in lifting the voices of all community members. Rebeca has also worked with diverse settings, including rural and urban communities, recent and mixed-status immigrant communities, and alternative education.

Shazia Hashmi (she/her) serves as a Technical Assistance Provider for the California Center for School Climate. As a Program Associate at WestEd, Shazia translates and applies research on equitable, developmentally appropriate strategies to support state education agencies, district leaders, and educators in serving communities. She supports research and technical assistance projects that focus on improving practices in social–emotional learning, school climate, and community engagement. She currently works with The California Endowment’s School Health Data Team to create supportive, engaging learning environments for students using school climate data. She also serves as a technical assistance provider for the National Center to Improve Social Emotional Learning and School Safety.

 

Participatory Systems Change for Equity: Centering Community Wisdom and Collective Action to Transform Child-, Youth-, and Family-Serving Systems

by

Drawing on community organizing, liberatory design, and participatory methods, Participatory Systems Change for Equity is an approach to systems transformation that centers the expertise of those most impacted by child-, youth-, and family-serving systems to make sense of and interrupt inequitable system conditions. Watch this webinar recording to learn about the Participatory Systems Change for Equity framework and how this framework can help your school, district, county, state, or other community-serving agency reimagine how it transforms systems in partnership with communities to promote equity, opportunity, and well-being.

Watch the session recording:

View the recording transcript.

View the session resources and slides in this Linktree.

Presenters:

Natalie Walrond (she/her) serves as a Senior Advisor for the California Center for School Climate. Natalie serves as the director for the Resilient and Healthy Schools and Communities content area at WestEd. She also serves as Director of the national Center to Improve Social and Emotional Learning and School Safety housed at WestEd. The Center works nationally to build state and local capacity to integrate evidence-based approaches to social and emotional development and school safety with academic teaching and learning, school climate, and all the ways that children and youth experience school. Natalie speaks and writes on social and emotional well-being, education excellence, alignment and coherence, and equity. Natalie brings to her work over 25 years of experience in K–12 education, finance, and strategy, for both for-profit and nonprofit organizations.

Amber Valdez, EdD (she/her) is a Senior Program Associate II with WestEd’s Resilient and Healthy Schools and Communities team where she supports local, regional, and state agencies and organizations to design and transform complex systems for equity. Her expertise includes complex systems change, transformational leadership, participatory change approaches, cross-sector collaboration, continuous improvement/improvement science, and human-centered/liberatory design. Valdez brings experience working with public and private sector systems, including education, health, and community development agencies, nonprofit and for-profit organizations, and foundations. Before coming to WestEd, Valdez led a consulting business supporting youth-, family-, and community-serving agencies and organizations with strategic planning, resource development, and community partnerships. She also served as a nonprofit leader supporting school and district administrators with resource development, community schools design, family engagement, and educational leadership.

Rebeca Cerna (she/her/ella) serves as the Director for the California Center for School Climate. As an Area Director at WestEd, Rebeca supports districts, schools, and community partners in centering equity and improving educational, prevention, and health outcomes. Rebeca’s areas of expertise include health and wellness, school culture/climate, partner voice, data use, and cross-sector collaboration. She has extensive experience in working with communities that have been challenged by infrastructure deficiencies and in lifting the voices of all community members. Rebeca has also worked with diverse settings, including rural and urban communities, recent and mixed-status immigrant communities, and alternative education.

Shazia Hashmi (she/her) serves as a Technical Assistance Provider for the California Center for School Climate. As a Program Associate at WestEd, Shazia translates and applies research on equitable, developmentally appropriate strategies to support state education agencies, district leaders, and educators in serving communities. She supports research and technical assistance projects that focus on improving practices in social–emotional learning, school climate, and community engagement. She currently works with The California Endowment’s School Health Data Team to create supportive, engaging learning environments for students using school climate data. She also serves as a technical assistance provider for the National Center to Improve Social Emotional Learning and School Safety.

 

Perspectives on student mental well-being: Life satisfaction data from the California Healthy Kids Survey

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Student mental health is not just addressing emotional distress but also improving life satisfaction of students. Examining data related to life satisfaction and emotional distress provides context for understanding and supporting the student mental health. This webinar recording examined new life satisfaction and emotional distress items from the California Healthy Kids Survey (CHKS). Using survey results from over half a million students from the 2021-22 school year, researchers from the University of California, Santa Barbara discussed the importance of assessing student well-being and guiding participants on how to interpret these items.

Watch the webinar recording:

View the recording transcript.

View the session resources and slides.

Presenters:

Michael Furlong, PhD is a research professor and Distinguished Professor Emeritus of School Psychology at the University of California, Santa Barbara (2021/22 UCSB Edward A. Dickson Emeritus Professorship). He received the 2022 School Mental Health Research Award and provides consultation and support to the California Department of Education and WestEd related to CHKS. A co-editor of the Handbook of Positive Psychology in Schools (2009, 2014, 2022), he collaborates with colleagues on Project Covitality, supporting schools’ efforts to foster all students’ social–emotional development.

Erin Dowdy, PhD is a professor in the department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara. She is a licensed psychologist and a nationally certified school psychologist. Her research career and scholarly publications have focused on universal assessment for social and emotional health and risk. She is focused on equitable screening practices. Dr. Dowdy has a record of past success at disseminating research in peer-reviewed journals and at professional conferences. Her research and collaborative work with schools, state, and community agencies has been funded by various agencies.