CES provides a continuum of services that range from moderate to intense school support. Our services target four critical areas of school operations: School Culture and Climate, Special Education, Student Support, and Organizational Leadership Development.
School Culture and Climate
CES believes that school culture and climate is the center for school functioning. School culture should integrate preventive and intervention supports and services. The aim of school culture is to work interdependently and seamlessly with the academic component of a school and/or system of schools so that academic achievement can occur. The following areas are concentrations of our school culture and climate support:
- Home Visit Framework
- START Program (Attendance and Truancy)
- Accountable Discipline (Transforming Power)
- Restorative Justice
- Response to Intervention (Multi-Tiered Support Systems)
- Parental Engagement
- Positive Behavioral Interventions and Supports (PBIS)
- Minority Male Initiative
CES believes that all children, including children with disabilities, deserve access to a quality education. Ensuring that students with disabilities receive a quality education is not only a federal mandate, but a moral commitment. Nearly 6.5 million children and youth receive special education and related services nationally, and more students with disabilities are attending traditional public and charter schools along with their non-disabled peers. In practice, effective special education requires the integration of federal and state education laws and regulations, policy, and school philosophy. The rules and regulations require school leaders and staff to have knowledge offederal and state special education laws andadequate resources to deliver services by qualified staff who can fulfill the individual child’s needs. CES will lead schools in delivering quality and effective special education services to students by providing guidance on special education service provisions. Our services will address the following critical areas:
- Child Find and eligibility determination
- Continuum of services
- Aligned assessments and standards to Individualized Education Programs (IEPs)
- Response to intervention/instruction
- Accountable Discipline
CES provides a continuum of mental health and other support services for students and their families to promote healthy social, emotional and academic functioning. Services include but are not limited to: direct services, group counseling and mediation, one-on-one counseling with an emphasis on Trauma Focused – Cognitive Behavioral Therapy (TF-CBT). The CES model is comprised of a group of comprehensive services geared toward the overall well-being of all students attending a school. CES looks beyond traditional approaches to working with young people, and recognizes the need for different disciplines to collaborate in promoting wellness and thus, student growth.
Organizational Leadership Development
CES provides organizational leadership and alignment by assessing existing systems and structures in schools and developing their capacity to effectively promote academic achievement for all students. Organizational leadership consists of providing all staff members, teachers, and administrators with coaching and professional development to ensure collegiality, teamwork, cohesiveness, and sustainability. Using Systems Thinking as a discipline to frame organizational leadership, CES engages all stakeholders in an organization to critically examine high leverage points for change while identifying entry points for analysis and improvement.
To support and lead schools in providing effective programming and service delivery to students, CES offers the following professional institutes:
Urban Principal Academy
The purpose of the Urban Principal Academy is to strengthen the capacity of aspiring and current school leaders. Concentric will lead a two-part Principal Academy that will take a comprehensive approach to school leadership by using the Concentric theory of action framework. The Academy will focus on eight macro themes that will help and support the following:
- Instructional Game Changer
- Organizational Architect
- Self- Aware Leader
- Culturally Relevant Advocate.
- Strategic Decision Maker
- Visionary Force
- Relationship Builder
- Human Resource Manage
The purpose of the Dean’s Academy is to strengthen the capacity of staff to define, implement, and assess strong school culture. Concentric will lead a two-part Academy that will take a comprehensive approach to school culture and climate by using the Concentric theory of action framework. The academy will focus on five macro themes that will support the following:
- Reimagine and redefine school culture as a proactive practice for creating an environment where students can thrive rather than a deficit-based approach to student misbehavior.
- Create systems, policies, and procedures that align to the school’s instructional vision, are consistent, and that support and engage the entire staff and community.
- Support teachers in building relationships with students by holding both teachers and students to high expectations and fostering a sense of urgency.
- Promote student social and emotional growth by exploring alternatives to suspension and developing a close partnership with student support teams and community-based social services.
- Align student support services as a means of creating a functional multi-tiered support system to foster student growth and achievement.
Professional Development Sessions
To support and lead schools in providing effective programming and service delivery to students, CES offers the following professional development sessions:
Organizational Leadership: Systems Thinking
Utilizing the discipline of system thinking, this workshop provides school based teams with tools to use in defining, developing, aligning, engaging, and measuring a schools readiness to be a learning organization. The goal of this workshop is to support participants in developing deliberate and targeted systems that are interdependent and collaborative. Participants in this workshop will leave knowing the following: traits of a learning organization, how to assess if their school has a learning disability, organizational configuration, strategic, tactical and operational planning, and capacity building.
Creating and Implementing Effective Student Support Teams: The Power of the Core Team
All students need support! This workshop provides participants with an understanding and rationale on how to build and sustain student support teams (SST) and how to use the SST process to create baseline indicators that address all students. Using a multi-tier system of supports (MTSS) approach, the workshop uses a data dashboard as the primary driver to align Tier 1 and 2 supports. In addition, this workshop aligns school based interventions and external supports with academic, behavior, and attendance trends.
Mental Health: The School-Wide Model
The Concentric Mental Health Framework augments the work of school psychologists, social workers, counselors, school nurses and teachers, requiring a concerted effort to integrate the services of care for students within the system, structures, and functioning of a school. Participants will learn how to incorporate the efforts of school staff in addressing students’ behavioral issues, placing a strong emphasis on prevention programming, classroom and school-wide health promotion, and school climate enhancing activities. The Concentric Mental Health Framework uses trauma sensitivity as a means of assessing a schools’ readiness to be an institution of care and support.
Special Education Compliance: From Paper to Practice
Compliance with complex special education reporting requirements is an issue for every school, large or small. In practice, effective special education necessitates the integration of federal and state special education laws, regulations and school philosophy, while providing a continuum of services to meet the diverse needs of students with disabilities. In this workshop, participants will learn the laws and regulations that apply to educating students with disabilities as well as establishing procedures to ensure appropriate service delivery. Through engaging activities and actual case studies, participants will determine an effective service delivery model that meets the needs of their students. Best practices for improving the academic and behavioral outcomes for students with disabilities will be discussed.
School Culture and Climate Framework: Transforming Power
Participants will learn how to develop a comprehensive school culture and climate framework that focuses on accountable discipline, increasing attendance, improving parental engagement, and improving student readiness. The goal of this professional development is to give participants explicit “look-fors” and tools to set school culture through a multi-faceted and integrated approach.