Transformation is a journey. These are some of the adventures we can have together along the way to developing and sustaining the positive and supportive school community you envision.

colorful binoculars.jpg

Diagnostic, 360* data collection

Schools need data that is timely, relevant, and readily accessible and so we begin with the development of diagnostic data collection instruments, such as surveys and focus group protocols, that are tailored to a school’s unique context. Once data are collected, we support a process of collaborative analysis and synthesis, which involves a broad range of stakeholders, including students. By returning schools’ own data to them, schools are better able to understand their needs and opportunities, and to strategize for results.



learning, skill development, coaching and reflective consultation

PSVI staff and consultants draw on our diverse training, content expertise and experience, along with the expertise of our community partners and individuals within the participating schools and districts, to tailor the format and content of our educational programs in a manner best suited to the context. PSVI’s educational programming has variously addressed the foundations of CST: social and emotional learning; using data to improve school climate; the impact of bias on school climate and bullying; the importance of youth development in effectively preventing bullying; the power of youth voice; policy and practice for positive school climate; and effectively engaging school stakeholders. Augmenting these foundational offerings, PSVI has developed subject-specific trainings that were developed to address schools’ specific needs, such as racial and ethnic identity formation, bullying and peer conflict, teaching with poverty in mind, and school discipline and restorative practices.


trees in a circle.jpg

team building

Healthy relationships take time and intention to build, and they are critical to successfully engaging in school transformation efforts. Schools that have entrusted us to support the time-intensive process of relationship building have achieved stronger relationships. In turn, these relationship have served as foundational building blocks for sustainable efforts to understand the strengths they have, the challenges, they face, and the interventions necessary to improve school climate.