Products & Services
CLS supports districts and school sites with meeting the behavioral, social-emotional and mental health needs of ALL students through consultation, program development, PBIS data management, and professional development.
Many students with a history of challenging behaviors have a set of lived experiences that have hindered their social, emotional, and behavioral development. They simply haven’t had the opportunities to master the necessary thinking and problem-solving skills our education system requires.
With an increase in the visibility of school violence, the topic of bullying prevention is gaining momentum as a national priority in education. Bullying is a serious challenge that every educator needs to be prepared to address. Students who are bullied often lose interest in school, have trouble concentrating, do poorly academically, and frequently stay home from school; some students even drop out to avoid the traumatic experiences of being bullied.
Research has long established that punishment and consequences alone will not result in long-term changes in student behavior. Utilizing models taken from the juvenile justice system, CLS has developed a set of practices that guide students and staff through a process of restoration.
Educators have known for years that the climate of the school can either inhibit or enhance a student’s ability to learn. Stakeholders are looking for a positive school environment that is safe and supportive, a campus in which students and staff have positive social relationships with mutual respect, and a climate in which students are engaged, positive, productive, and make responsible decisions.
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), Social and Emotional Learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
One of the most challenging elements of a comprehensive Positive Behavior Interventions and Supports (PBIS) system is building the structures for Tier 2 and 3 supports. The CLS consulting team has extensive experience working with school districts to develop systems for screening and identifying students, establishing criteria for entering and exiting interventions, monitoring progress, and documenting fidelity.
Student Engagement and Positive School Climate are more important than ever, especially in California, where both are specified as LCAP Priorities. According to the National Resource Center for Youth Development, "All young people need supports and opportunities to make a successful transition to adulthood."
In 1990, Search Institute released a framework of 40 Developmental Assets which continues to influence the work adults do with youth everyday. Although there are many assets that are seen as building blocks for healthy development, this “Top 40” list of skills, experiences, relationships and behaviors are the ones that research showed have the most impact on helping youth grow up to be healthy, caring, and responsible adults.