• Anacostia High School, Washington, DC
  • Crossland High School, Temple Hills, MD
  • Delaware Department of Education
  • Education Achievement Authority of Michigan
  • Friendship Public Charter School- Collegiate Academy, Washington, DC
  • Maya Angelou Public Charter School (Evans and Shaw campuses), Washington, DC
  • Miller McCoy Academy for Mathematics and Business, New Orleans, LA
  • Montgomery County Public Schools, Rockville, Maryland
  • Newark Public Schools, New Jersey
  • Northwestern High School, Hyattesville, MD
  • Paul Public Charter School, Washington, DC
  • Prince George's County Public Schools
  • Teach for America, Detroit, MI


Concentric Educational Solutions (CES) has worked with schools and school districts across the country including, Michigan, Delaware, District of Columbia, Maryland and New Jersey. These schools represent traditional and charter schools and share similar ethnic, social, and economic demographics. The list of districts and schools include traditional and charter elementary and secondary schools with a specific focus on sub groups such as, Special Education, African American, and English Language Learners. While each of these engagements had specific objectives and outcomes, the overarching goal for each was to integrate student support services and increase academic achievement by increasing the capacity of school based staff.  By using specific and relevant data (qualitative and quantitative) and implementing strategies of prevention and support, the goals of the engagements were met.  Particular emphasis was placed on coaching and facilitating student support team meetings, classroom observations, professional development, and family and home visits.

Newark Public Schools

The breadth of this engagement with Newark Public Schools was to work with a select number of schools (emphasis on Priority and Focus) to develop prevention and intervention strategies that implement an integrated approach to student support services.  Particular attention was paid towards developing the capacity of the student support team to address students identified as tier 1 and tier 2 and to create a comprehensive approach and continuum of care.  In addition, an intentional framework was used to promote and facilitate data collection, analysis, and staff communication and cooperation.     

  • Over 7,000 students enrolled in the 13 target schools

  • Direct service towards students was not the emphasis for the engagement; however, a majority of the student support staff has been provided professional development and support.

  • Data dashboard implementation

CES’s most recent engagement with Newark Public Schools has been one of the most rewarding experiences.  Within only 6 months, CES has been asked to expand its services from the original selection of 3 schools to 13 schools.  This expansion has come at the request of principals who have spoken to colleagues who have praised our work and impact within a limited time frame.

Education Achievement Authority of Michigan (EAA)

CES provided a continuum of services that ranged from moderate to intense school support.  CES’s services targeted three critical areas of school operations:  (i) School Culture and Culture and Behavior Modification Systems (including Discipline Plans aligned with the EAA Code of Conduct); (ii) Mental Health; and (iii) Organizational Development in the areas of student and school culture; effective instructional strategies and behavior modification; School Discipline Plan designs, implementation, and monitoring. Our integrated student support service framework supports capacity building in staff through a comprehensive delivery model.  We succeeded in building capacity through two components of focus: (i) Continuous On-the-Job Coaching and Modeling; and (ii) Professional Development.  CES supported schools with the implementation of a tiered approach to capacity building that leveraged existing supports, rebuilt compromised services, and aligned personnel with outcomes. 

Delaware Department of Education

The scope of services for 6 Turnaround schools in the State of Delaware targeted over 4,000 thousand students in elementary, middle, and high school.  This represented approximately 60 percent of the total population of all the schools combined.  Since the scope of service focused on a school turnaround model and creating functioning systems, the identification of specific number of students served is unclear.  However, our professional development touched over 75 percent of all staff members in the 6 schools and over 90 percent of student support staff.  The engagement with the State of Delaware commenced on March 20, 2013 and went through July 1, 2013.  Due in large part to the professional development that CES provided to the schools, the average daily increased by a median of 9 percent within one academic quarter.  As a means of collecting, analyzing and predicting trends, each school was provided training with implementing and using the student support service data dashboard as an instrument for school turnaround. 

Prince George’s County Public Schools (PGCPS)

CES currently provides the following to assist the district with a transition of uniform, high quality tiered services to schools based on identified need.


  • Review data to identify domains where resources that are essential and supplementary that are provided.
  • Rank use, effectiveness as measured by outcomes.
  • Identify department mandates and resources provided or budgeted.
  • Review strategic plan to identify system priorities.
  • List current universal, intense and target central services to schools, use and outcomes
  • Identify Grant funds use toward tiered supports (Title, Priority, etc)
  • Staffing –locked positions on budgets or central staff deployment resources (position effectiveness review)
  • PD – systemic or site based. Alignment to resource use based on system priorities (review of building improvement plans.
  • Create Comprehensive Support Strategy to effectively engage school communities toward reaching district targets.
  • Expand the functionality of Student Support Team services based on the above items (multi-disciplinary)
  • District wide Training expectations.
  • SST member evaluation/compensation discussion

CES also has a school level project with PGCPS which involves support to six high school leaders and strengthening support services to students by ensuring school teams have a strategy to address challenging behaviors by utilizing a mix of practices that provide authentic student engagement and classroom support. We also provide home visit support to extend school services to families.