EVSC GAIN_website

FUTURES START HERE

DISTRICT SIZE • 22,500 in PreK - Grade 12 EVSC’s nationally • 670 students in Early Learning renowned, comprehensive programs framework for student success. • 40 schools • 25,000 student • 3rd largest district in SPECIALIZED devices Indiana PROGRAMS • All students have access • 7 Innovative High School Programs to take-home devices • Medical Professions Academy; Early College High • Interactive whiteboards in School; Shepard Leadership & Law Academy; JROTC; all classrooms Virtual Academy; New Tech Institute High School • Enhanced audio features • Regional Career & Tech Center in classrooms • 300+ Industry certifications earned each year • 3,200+ college credits earned each year #WeAreEVSC ATHLETICS • 2,500 high school athletes • 19 state sanctioned varsity sports • Athletic opportunities in grades 6-12 with many schools offering opportunities for grade 5 ACHIEVEMENTS • National leader in the use of data • Instrumental music offered to students •26 Advanced • 3 STEM certified schools in grades 3 -12 Placement • $36M in scholarships offered to students • 2,700 students in instrumental music courses offered • OptIN - state model for work-based programs •78 Dual Credit • Theatre, visual arts, choir, band and courses offered learning orchestra offered, including honors band, orchestra, jazz band and 02 choir.

TABLE OF CONTENTS 02 ABOUT US 04 WHY GAIN? 08 IMPORTANCE OF GAIN 10 GAIN IMPLEMENTATION PHASES 16 GAIN BENEFITS 18 GAIN IN THE CLASSROOM 032

WHY DO WE NEED GAIN? Walk in to any school in the nation and you fundamental way in which we need to educate will see students hard at work and teachers students.” focused on helping each student be successful. So what is missing? Why, according to recent According to Phelps, understanding how studies from the National Association of the brain works and develops is vital to Education Progress, do U.S. students continue transforming education and ensuring success to struggle? And, why according to the for every student. Advances in the field of National Center for Education Statistics, do neuroscience have benefited education American students continually fall short when because it has led to a better understanding compared with their international peers? of connections in the brain that contribute to learning and development. “Students today have different developmental experiences than they did 10, 20, or 30 years Phelps explains that to see the transformational ago,” said Susan Phelps, EVSC Chief Officer of growth we want in our students, we must start Neuroeducation. “For example, children today by combining what we are learning from the tend to spend less time outside in unstructured field of neuroscience with how to develop the play and more time with technology. While skills needed to be successful, including the that’s not necessarily a bad thing, it does importance of safe, positive and connected impact the way students’ brains develop and relationships; the role of critical cognitive this can affect their readiness for learning. skills; and ensuring opportunities throughout Education as a whole has yet to take this each day for problem solving, innovation, and “into consideration when we think about the engaging in complex thinking. “To ensure every We simply can’t continue to refine decades-old practices and expect the breakthrough results we all want so much. - Susan Phelps, Chief Officer of Neuroeducation 041

student has the opportunity to maximize Gaps in Current their own potential and ultimately be Educational successful in life, education must broaden Frameworks its understanding of the skills needed and how to develop those skills. We simply can’t Developmental Skill continue to refine decades-old practices and Progression expect the breakthrough results we all want Existing frameworks generally so much.” highlight essential skills, but To see this transformational growth, it is are not sequenced to reflect important for schools to be able to create developmental progression. a systemic approach to making sure every They do not grow or change as student, in every classroom, in every school students learn and grow. can reach their full potential. Root Cause Analysis According to Phelps, educators are doing Because frameworks lack a exceptional work, yet education as a whole developmental progression lacks a universal approach to learning that is aligned to how the brain grounded in human and brain development. develops, the field of This is key. Existing models or frameworks education cannot coalesce generally highlight essential skills, but do not around a universal theory reflect how those skills are developed. There of development that lends is no single approach that systematizes or itself to root cause analysis operationalizes this progression with respect when students struggle to whole child development. In addition, with a specific skill, either most educational solutions are singular, such academically, socially or as a new curriculum, new leadership training, emotionally. or new interventions, etc. However, these Stress Load one-off solutions can never fully impact Stress load is not considered student outcomes because ALL aspects as an essential component to of youth development are not taken into learning and skill development. account. This is the whole child development In order for higher learning to approach that goes beyond adding just take place, stress load must be another content area to be taught. managed. 052

Knowing all this, the EVSC - unable to find a viable solution to meet all these areas - decided to create its own framework. GAIN - Growth in Academics through Innovation and Neuroeducation - is the EVSC’s evidence- informed approach to ensure each student has the opportunity to achieve their maximum potential. Through GAIN, we can ensure that our high school graduates leave us with the knowledge, skills and abilities to be successful at work, at home and in the community. “In the EVSC, we strive for students to not only have the highest level of academic knowledge, but also the self-regulation skills needed to collaborate, problem solve, think critically and creatively, and be reliable, responsible and kind to others,” said EVSC Superintendent David Smith. “This is ensuring that every student has the opportunity to develop to their full potential. We do this through GAIN.” 601

702

WHY IS GAIN IMPORTANT? The district began researching neuroeducation “We spend billions of dollars in the United and its impact on student outcomes in 2014. States on curriculum - and there is no doubt Since then, plans and systems have been good curriculum matters, yet children are not developed, modified, refocused and redefined being exposed enough to the precursor skills to provide the best possible outcomes for all that set them up to learn well, effectively and students. thoroughly,” said Lynne Kenney, PsyD, pediatric psychologist at Wellington-Alexander Center “Looking back, we were working extremely for the Treatment of Dyslexia in Scottsdale, hard to increase student success, but we just Arizona. weren’t seeing the substantial gains across the board that we wanted,” Smith said. “We Ensuring that students’ brains are in a position certainly were seeing gains in some areas and to retain information, remember what they were proud of our work, but we knew we could have been taught and put that knowledge do more.” into action is central to GAIN and increasing outcomes for students. Because of the EVSC’s focus on continuous improvement, the district began looking deeper “Sometimes we think that if kids aren’t doing into neuroscience and how the brain functions well in math and reading that we have to give and combining that knowledge to improve them more math, more reading,” explains Dr. student outcomes. “ Bruce Wexler, professor emeritus of and senior Sometimes we think that if kids aren’t doing well in math and reading that we have to give them more math, more reading But we say to them ‘You can’t pour water into a jar when the lid is closed.’ You have to give them the cognitive skills to open the lid so the content goes in. - Bruxe Wexler, professor emeritus, Yale University 801

We want to develop children who are critical, creative, passionate, highly motivated thinkers. “- Lynne Kenney, PsyD, Pediatric Psychologist research scientist in psychiatry at Yale School of “That’s why GAIN is so important. Not only Medicine. “But we say to them ‘You can’t pour do we know we have to be intentional about water into a jar when the lid is closed.’ You have learning how the brain develops and grows, to give them the cognitive skills to open the lid so we also have to operationalize that knowledge the content goes in.” so we can bring it into all of our classrooms One of the ways we prepare students’ brains to successfully and with fidelity,” Phelps learn is ensuring students have the cognitive said. “Understanding that we must lay the skills, also known as executive functioning skills, groundwork in order for optimal learning to necessary for optimal learning such as attention, take place, versus just offering more math or self control and memory. more reading, is central to GAIN.” According to Dr. Benjamin Bunney, professor emeritus of psychiatry at Yale School of Medicine, For more information about GAIN and executive functioning skills are the primary skills to hear from neuroeducation experts necessary to prepare children for learning. “It from across the country regarding the turns out that it isn’t actually IQ that tells you importance of neuroscience in education, if a child is going to be successful, it is the way scan the QR code below. they have mastered executive functioning skills in terms of life success.” Taking into account the skills that students need to have for optimal learning to take place, and then operationalizing that into a system that can be implemented into every classroom is the very essence of GAIN. 902

GAIN IMPLEMENTATION Successful implementation and integration of “As our knowledge progressed, we had to start GAIN starts with a shift in knowledge, mindsets thinking of how best to implement GAIN across and competencies of every adult responsible all of our classrooms and what groundwork for educating students. When that shift had to be established for this shift to happen,” happens and the practices are implemented, Phelps said. students feel safe emotionally, socially, To implement GAIN, the EVSC developed three cognitively and physically. This helps them main phases that align with brain development engage in cognitively complex thinking, take and work together, not independently, to academic risks, innovate, and collaborate with ensure students have the opportunity to others. This is when learning and development maximize their skills. happens. This is what prepares students for every stage of life. Phase I: Conditions for Transformation The first phase of GAIN lays the groundwork for future success. Conditions for Transformation represents the transformational change that needs to happen at the systems level, as well as changing the mindsets and knowledge base of educators. Included in this phase are two areas: Neuroscience for Transformation: Conditions for Teaching: In this area, leaders incorporate neuroscience This area focuses on broadening the of change to improve the effectiveness of knowledge base of educators and developing change and impact student outcomes. The the capacity to incorporate change at the neuroscience of change explains that human student, classroom, school and district brains are inherently wired to resist change, level. The expanded knowledge base will whether good or bad. The neuroscience of help educators at all levels incorporate key change helps organizations drive change that aspects of human and brain development is aligned with how the brain works so it is with their current skill set so that learning and more readily accepted. Change is hard, but it development for all youth is maximized. is even harder when the process isn’t aligned with how the brain works. 1001

A TRANSFORMATION FRAMEWORK 1012

GAIN IMPLEMENTATION Phase II - Conditions for Learning Relationships Safe and Connected Culturally Inclusive Phase II represents the systems and practices that balance the central nervous system so that Student Voice learning and development can happen at the Family Engagement highest level possible. This phase readies the brain for learning. Within this phase, educators modify Student Wellness systems and practices by introducing curriculum and utilizing instructional practices that ensure Environments Classroom Design students are calm, alert and ready to learn. The and a Balanced systems and practices in this phase ensures the Sensory central nervous system is balanced so students Environment and staff have the fuel needed for learning, problem solving and persisting on cognitively Schedules Classroom Choreography complex tasks. Systems Refueling “For optimal learning to take place, the brain first needs to have fuel or energy to focus and do the Group Plans work, and stress load must be balanced,” said Continuum of Behavior Phelps. “Neuroscience tells us that when stress Responses, Behavior Data load is too high, learning is more difficult, and for Systems and Self-Regulation some may not happen at all. Stress load interferes with memory formation, self-control, focused Process Checklist attention and problem solving for both social and academic challenges.” Teapcrhaecrti&cessta Adult Wellness and The Conditions for Learning includes RESST - Self-Regulation, GAIN Relationships, Environments, Schedules, Systems, Instructional Practices, and and Teacher and staff practices. Together, these Learning and Behavior Cycle systems and practices ensure stress load is balanced so learning and development can be maximized. 1021

“RESST focuses on creating relationships recognize when stress load is getting too high and environments in which students can and how to lower stress load so learning and thrive,” explained Phelps. “It sets aside time problem solving can happen. In this phase, for refueling, or allowing students to recharge students will practice and develop their self and be ready for learning to take place, as well awareness and self-regulation skills so they can as being intentional about creating positive refuel and return to a calm, focused state that relationships with students and staff and allows learning and development to thrive.” allowing time for play.” RESST also helps adults and students to To see a short video about GAIN and to maintain a balanced stress load throughout the hear from EVSC teachers and principals day since research shows us that maintaining about how they are utilizing GAIN in the this balance positively impacts student’s classroom, scan the QR code below. learning, development and health. “One of the requirements for optimal learning to take place is that students know how to manage their stress load,” said Phelps. “Every person is balancing stress load throughout the day and it is important to both learn to 1032

GAIN IMPLEMENTATION PHASE III: Learning & Development Phase III includes three areas that are closely linked, but each is dependent upon the other to ensure optimal outcomes for students. Executive Functioning Skills: The primary executive functioning skills are Experts agree that executive functioning skills working memory, focused attention, self- are the foundations for future success. control and cognitive flexibility. Executive “There has been much research in the past functioning skills are the precursors to learning decade or so on how children learn and what’s and are better predictors of student success important for them to be able to learn,” said Dr. than reading or math scores or even IQ. It is Bunney. “As it turns out, a lot of that research vital to develop and strengthen these skills shows that executive functioning skills are the intentionally as part of a universal curriculum. primary skills necessary to prepare children for “Being intentional about creating opportunities learning.” for students to not only develop these Put another way, Dr. Wexler explains that executive functioning skills but also to practice “executive functions prime the brain of a them on a daily basis is so incredibly important student so they are able to learn and absorb to ensure student success,” said Phelps. the information being taught.” 1041

Knowledge and Understanding: Because of the importance of The second area within Learning & GAIN, it serves as a central point Development involves the use of high- in the EVSC’s current Continuous quality curriculum to develop depth of Improvement Plan. Included in the knowledge in all content areas, including plan is our “Theory of Change - reading, math, science, history and self- Better Together the GAIN Way” regulation. which includes the following ideas: “With executive functioning skills in place If we base our actions and practices to prime the brain for optimal learning, on how students learn and how we use curriculum that intentionally the brain develops to give us a aligns with how the brain develops and basis to hold one another to high that creates opportunities for students to expectations, and have experiences beyond the traditional If we provide experiences that classroom. This helps them develop engage students in relevant and deeper engagement and a love for meaningful ways, and learning,” explains Phelps. If we focus on the growth of each Skill Development: and every student and school, and Skill Development is the culmination of If we invest in and expand the learning. At this stage, students are able capacity of our leaders, staff and to use their executive functioning skills, schools, and content knowledge and self-regulation If we ensure we work together with skills to absorb academic knowledge others to problem solve through and solve complex problems, think complex challenges along the way, critically, communicate effectively and be Then every student will have access innovative. to opportunities to achieve and will “This is the core of the world in which be empowered to thrive in life. we live today,” said Phelps. “Knowledge and information will advance quickly 1052 and students will need to be able to continuously expand their knowledge and use their 21st century skills to contribute positively to their community, workplace and family. GAIN sets the stage for them to do just that.”

GAIN BENEFITS Through GAIN, all of our stakeholders benefit, from our students, to our teachers and school staff and even our families. “The whole child is developed when we integrate all the elements of GAIN throughout a child’s education. This intentional focus and alignment provides students with the biological, cognitive, emotional and physical foundations needed to be successful throughout every stage of life,” Phelps said. GAIN Benefits for Students: GAIN Benefits for Families: • Helps students build confidence in their • Helps improve parent/child relationships as own abilities discipline and acting out at school become • Makes learning more enjoyable less prevalent • Optimizes students’ ability to absorb • Helps families support self-regulation skills knowledge and build skills at home and at school • Works with and for each child based on • Improves parent relationship with teachers their individual progress and administrators • Helps students see the classroom as a safe, “non-threatening environment Having self-regulation skills are key to life. So one thing we really work on here is ensuring that students can be college career and life ready. We know now that maybe not every student is going to college. Maybe they’re exploring a different type of employment option. But, if they are life ready, then they’ll be able to function in any setting and having those self-regulation skills are key. We have students coming to school who don’t have executive functioning skills for a variety of reasons but our focus is supporting them and helping them explore unique options in order for them to reach their unique potentials. - Julie Underwood, Principal, Delaware Elementary School 1061

GAIN Benefits for School Staff: GAIN Benefits in the Classroom: • Provides a clear framework for how to • Provides a calmer classroom environment • Helps teachers respond to students who approach teaching • Fully integrates to ensure continuity of act out with calmer responses that focus on self-regulation practices through school and district • Reduces classroom distraction caused by leadership transitions negative student behaviors • Improves ability to work with each student • Fosters a supportive culture for staff and based on their individual learning needs and administrators brain development • Reduces stress load and provides a positive • Removes pressure to meet unachievable environment standardized curriculum goals • Brings continuity across the school system • Reduces burnout and improves job to whole child teaching and development satisfaction GAIN Benefits for our Community: • Ensures students are gaining the skills needed to be successful in today’s workforce • Creates shared goals and common language within the community • Develops a community that understands stress load and impacts on behavior and knows how to manage those emotions 1072

GAIN in the CLASSROOM If you walk into any EVSC classroom, there “People often ask me how are our classrooms will be parts of GAIN that you can see, and are different. While our classrooms are parts you cannot. You will see students up different, it’s the mindsets, beliefs and systems and moving around, you will see students that are truly different,” explained Phelps. working together to solve problems, you will “Being intentional about staying consistent see teachers facilitating student learning rather with developing lessons that take into account than being the center of instruction. You might brain development, being intentional about see students practicing techniques to refuel teaching techniques to manage stress load, and return to a calm, focused state for learning being intentional about giving students the to continue. opportunity to develop and practice executive What you may not see is the background work functioning skills, being intentional about that it took to get to that point. This includes engaging every student in cognitively complex extensive professional development for staff, tasks and then putting all that together to and making changes at the foundational level ensure that it is happening in every classroom of how we think and what we do as a district. so that all our students are successful. That’s how the EVSC is different.” 1081

As educators, obviously we are here for academic outcomes. GAIN allows us to look at all the other factors that have to be in place in order for our students to achieve increased academic outcomes. Being “able to identify, recognize and be aware of those things that impact a student’s ability to learn, puts us in a position where we can have better conversations about how to support all our students. - Ryan Merriwether, Principal, North Junior High School In EVSC classrooms, GAIN allows teachers to For additional information on prime the brain so learning and development GAIN, visit EVSCschools.com/GAIN can be maximized. Once the brain is primed, our or scan the QR code below. teachers can present more advanced, complex curriculum because students have the skills necessary to persist through complex tasks, problem solve, think critically and collaborate effectively. These experiences provide students with the opportunity to excel later in life because they have the neurodevelopmental foundations to use their knowledge for more complex thinking, problem solving and collaboration as they grow older, enter the workforce and become productive members of our community. “GAIN can take years to implement because the groundwork has to exist before any higher order learning can take place,” Smith said. “GAIN allows our students to create the foundations they will need for future success. That’s why we say, futures start here.” 19

EVSC Superintendent David B. Smith, Ed.D. EVSC Board of School Trustees Mr. Chris Kiefer, President Rev. Terry Gamblin, Vice President Mrs. Karen Ragland, Secretary Mrs. Ann Ennis Mr. Andrew C. Guarino Mr. David Hollingsworth Ms. Amy S. Word