SAFE & SUPPORTIVE LEARNING ENVIRONMENTS Maximizing Student - - PowerPoint PPT Presentation

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SAFE & SUPPORTIVE LEARNING ENVIRONMENTS Maximizing Student - - PowerPoint PPT Presentation

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SAFE & SUPPORTIVE LEARNING ENVIRONMENTS Maximizing Student Growth in Every Interaction LCAP Goal 4: Positive School Environment, Climate, and Culture, with Equity at the Core and Support for the Whole Child March 13, 2018 1 High

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SAFE & SUPPORTIVE LEARNING ENVIRONMENTS

Maximizing Student Growth in Every Interaction LCAP Goal 4: Positive School Environment, Climate, and Culture, with Equity at the Core and Support for the Whole Child March 13, 2018

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High Reliability Systems

  • 1. LCAP Goals and Alignment
  • a. Goal 4: Positive School Environment,

Climate, and Culture

  • b. Equity at the Core
  • c. Support for the Whole Child

LCAP

Marzano Research. Level 1 Bruce Bivins, Area 1 Superintendent

  • Dr. Lamont Jackson, Area 2 Superintendent
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Data

*Perception vs. Reality

CALIFORNIA HEALTHY SCHOOL SURVEY

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SCHOOL CLIMATE

TEACHING & LEARNING RELATIONSHIPS SAFETY

ENVIRONMENT

SCHOOL CLIMATE

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COUNSELING & GUIDANCE

Unlocking the Genius One Strength at a Time: Maximizing Student Growth in Every Interaction

  • Dr. Noemi Villegas, Program Manager
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Enhancing Cultures

  • f Collective Care
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SYSTEMS OF CARE

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1.

SCHOOL COUNSELING PURPOSE

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PURPOSE

AMERICAN SCHOOL COUNSELING ASSOCIATION Ethical Standards 2016

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School counselors collaborate with administration, teachers, staff and decision makers to create a culture of post-secondary readiness across the system. Vision: Uncompromised commitment to ensuring students have access to school counseling services that support their educational journey, academic achievement and college readiness.

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ENHANCE and NURTURE

Underst erstanding ing trend ends s and pattern terns s to bette ter r serve rve our childre ren and youth th

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2.

STUDENT STORIES OUR WHY

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Grounding our work through student voice….

STUDENTS’ VOICE GROUNDS OUR WORK

“People should feel safe in their environment and it’s a problem when they don’t.” ASB Student

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“I want to be able to open up to someone when I have something to talk about.” Social Justice Club Student. “I’d like to learn more about my options after high school.” Equity Ambassador Student School counselors design and deliver comprehensive school counseling programs that promote student achievement. These programs are comprehensive in scope, preve ventiv tive e in design and develo elopme mental tal in

  • nature. “
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3.

GOALS

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GOALS

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ASSESS and EVALUATE

▪ Struct ructures, ures, Programs and Services that promote students’ academic outcomes, INCLUDING Soci cial & Emotional

  • tional Wellbei

lbeing ng within school counseling practices ▪ Refra ramin ming g and nd Enhan hancing ng School Counseling Program Strengths ▪ Ide dentify ntify system of supports and develop steps to fill existing gaps in collaboration with stakeholders

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COMPREHENSIVE

SCHOOL COUNSELING PROGRAM

Systematic Integrated Data-Driven

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DELIVERY MODEL FRAMEWORK

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SYSTEMIC

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ASCA Model

American School Counselor Association

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IMTSS Goal: Increase the Sphere of Success for ALL students Programs & Services ALL STUDE DENTS NTS

Tier 1. Unive vers rsal al Suppo ports ts

SOME ME

Additi itional nal Supports rts Tier 2. Systems s of Support rt

FEW

Intensi nsifie ied d Suppo ports ts Tier r 3. Systems of Suppo port

SDUSD SD IMT MTSS SS School hool Counse unseli ling ng Fra ramew mewor

  • rk

Support Strategies for SEL, College & Career Readiness & Academic Success

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INTEGRATED

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ACADEM DEMIC C and SOCIO-EMOTIONAL EMOTIONAL INTEGRATION GRATION Comprehensive school counseling programs, driven by student ent data and based on standar ards ds in: Academic Career and College Readiness Social/Emotional Development Core Counseling Competencies for Student Success

  • ASCA. Mindsets and Behaviors

Developing Grade Level Core Competencies

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INTEGRATED

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Thrive vely y Unlocki cking the Genius us in Every Child Develop

  • pin

ing g Student ent Compe petencie tencies Profile e and Strength ths

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DATA DRIVEN

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How are students different as a result of what school counselors do?

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DATA DRIVEN SAMPLES

HOW ARE STUDENTS DIFFERENT AS A RESULT OF WHAT SCHOOL COUNSELORS DO? SYSTEMS TEMS OF PREVENTIO TION. . EARLY ACADEMIC MIC STAR ART

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EL ELEM EMEN ENTA TARY RY COUNS NSEL ELING ING

Elementary Counselors continue to promote STRENGTH of Tier r 1, Tier r 2 and Tier r 3 approaches by enhancing students’ readiness to learn, engage and lead.

  • Ex. Learning how to be

members of the school community, enhancing a culture of collective commitment to a Positive School Climate.

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DATA DRIVEN SAMPLES

HOW ARE STUDENTS DIFFERENT AS A RESULT OF WHAT SCHOOL COUNSELORS DO?

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STU TUDE DENT NT LEA EADER ERSHIP SHIP

Through a campaign PROMOT OTING ING EQUIT ITY AND DIVERSI RSITY TY two full clusters Hoover and Crawford have designed activities to support and champion Positive School Climate in Elementary, Middle & High School Empowering over 690 Student Leadership

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DATA DRIVEN SAMPLES

HOW ARE STUDENTS DIFFERENT AS A RESULT OF WHAT SCHOOL COUNSELORS DO? BEYOND COUNSELING IMTSS SYSTEM INTEGRATION

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INT NTEG EGRATIO ATION

Interv rvent ention

  • n Counselo

selors rs at Hoover HS have been able to offer over 282 Restorative Justice Practices, behavior mediation circles, student/student, teacher/student conflict resolution in topics including respect, empathy and community building.

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5.

SERVICES and HIGHLIGHTS

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CAL-SCHLS DATA & POSITIVE SCHOOL CLIMATE POSITIVE SCHOOL CULTURE FAIR CAMP LEAD. LEADERSHIP EMPOWERMENT TOWARD SCHOOL CLIMATE HERE AND NOW PROGRAMMING CSEC AWARENESS & CURRICULUM REACH HIGHER CAMPAIGN EXPO UNLOCKING THE GENIUS ROTARY CAMP ENTERPRISE

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6.

NEXT STEPS

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Vision for School Counseling Sustainability

  • 1. Further development,

alignment and Integration of Student Competencies

  • 2. Refinement of Strategic

Vision

  • 3. Increased clarity about the

role of School Counselors

  • 4. Continue to enhance Data

Integration and Alignment of Counseling Services for all students

  • 5. IMTSS Integration: SEL,

Academic and CC Readiness

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Our next steps will continue to be guided by the further development of student voice, input of families, governance collaboration, community agency participation and

  • pportunities for feedback from our

colleagues.

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POSITIVE SCHOOL CULTURE

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  • 1. Continue to enhance the importance of

Cultures tures of Care as Foundational to Learning

  • 2. Continue to provide Training and PD

providing schools with tools and opportunities to devel velop

  • p strong
  • nger

er conne nect ctions

  • ns with and

among educators, students and staff

  • 3. Continue to emp

mphasize hasize the e imp mportanc

  • rtance of

Positive School Culture and Social cial Emoti

  • tiona
  • nal

Lea earning ning through School Counseling Programming from PK-12 grade

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Connecting with larger system of academic supports, behavioral supports and social emotional learning systems and programs to collectively champion the success

  • f ALL students.
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CHILDREN AND YOUTH IN TRANSITION

Jennifer Coronel, Program Manager

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Children and Youth in Transition

The Office of Children and Youth in Transition supports the continuity of education of students in transition including: students in foster care, students experiencing homelessness, students who are military dependents, students who are refugees, and students returning from the juvenile justice system . ​The office serves approximately 25,000 students each year.

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GOALS

Program Goals

1

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GOALS

  • Build and maintain professional relationships

with all stakeholders to benefit students and families.

  • Promote equitable access and educational
  • pportunity to students in transition.
  • Provide appropriate resource connections to

students and their families experiencing transitions.

  • Build capacity throughout the district by

providing education to schools and staff on the unique needs of the students and families we serve.

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OUR STUDENTS

It’s hard to keep up with assignments when you are moving around from place to place. Female, 15 I want adults to know what I’m going through and why. If you’re trying to help me, It’s important to know what my living conditions are and what it’s like being homeless. Male, 15 Teachers need to be sympathetic to our problems. We need to be able to talk to them. Female, 13 You should know we might be a little depressed, not have many friends and not able to focus on work because we might move schools again or something else might happen. Male, 16

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OUR STUDENTS

We need motivation. Female, 16 It’s important to know that it’s hard to move all the time and leave friends and teachers that were helpful to me. Male, 13 I think one thing that is important about homeless students is to understand their situation and be more flexible in regards to grades, attendance, and discipline. Based on my experiences, I was a B and C student before I was homeless. Then I became homeless and my grades went to D’s and F’s. My attendance was spotty, and my attitude was poor. Male, 17

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SUPPORTS

2

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Tier r 3: I Intens nsiv ive Indiv ividual idual Intervent rventio ions ns

  • 1:1 Mentoring-What Works Clearinghouse Model
  • Proactive Placements
  • Community/Agency Linkages

Tier r 2: Cali libr brat ated d Resourc urces

  • Early Warning System Monitoring/Case Management
  • Cross Departmental and Community Coordination to make

internal/external referrals as identified through monitoring

  • Resources for Basic Needs/Food Clothing Pantry

Tier r 1: Universal al Support rts

  • Trauma Informed Care Practices/MindUp Professional

Development and site action planning

  • Site trainings on at-risk youth laws/entitlements
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  • 1. Trauma and the

Brain

  • 2. The Trauma

Informed Classroom

  • 3. Self-Care for the

Educator

  • 4. MindUp Curriculum

Implementation

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DATA

3

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Children and Youth in Transition - Tier 3 Data

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Children and Youth in Transition - Tier 2 Data

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Children and Youth in Transition - Tier 1 Data

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HIGHLIGHTS

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NEXT STEPS

  • Check and Connect - 11th and 12th grade focus on high school

graduation and post-secondary transition

  • Trauma Informed Care County Collaborative
  • Resilience Professional Development
  • Representation of foster/homeless youth in student voice

initiatives

  • Strengthening collaboration with local homeless shelters

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SCHOOL POLICE SERVICES

Chief Michael Marquez Captain Joe Florentino

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Relationship

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Comprehensive School Safety Plan (CSSP)

CSSP is updated annually by SSC, in consultation with School Police Services. The Plan contains:

  • Assessment of school crime
  • Strategies/programs that maintain high level of safety

and compliance with existing laws

  • Child abuse reporting procedures
  • Disaster procedures and crisis response, i.e., Earthquake,

Lockdowns, etc.

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Relationship

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Comprehensive School Safety Plan (CSSP)

  • Suspension/Expulsion procedures
  • Teacher notification of dangerous pupil procedures
  • Discrimination and Harassment policy, bullying

prevention

  • Schoolwide dress code
  • Procedures for safe ingress & egress
  • Safe and orderly environment conducive to learning
  • Rules and procedures on school discipline
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Relationship

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▪ Coffee With a Cop ▪ True Blue Buddies ▪ Police Interaction With Youth ▪ Classroom Safety Presentations ▪ Police Officer on campus - Proactive and Reliable

FOSTERING RELATIONSHIPS WITH SCHOOL POLICE

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Relationship Building

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Relationship Building

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PHYSICAL ENVIRONMENT Since 2013 over $49.7 million of Facilities Bond and Maintenance Funding has been expended on on-going Safety and Security maintenance/repairs and to make site security improvements:

  • Perimeter Fencing
  • Locks and gates
  • Visitor access control - school office

reconfiguration

  • Staff

f will accelera erate te $15M in a additional nal physical al safet ety improvem ement ents s (2018 and 2019)

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PHYSICAL ENVIRONMENT

  • Notification systems

○ Public address and intercom systems ○ Site radios ○ VoIP / e911

  • Remote access security cameras

○

Now more than 1,300 district-wide

  • Police dispatch and communication

system

  • Pending BOE approval, move to

Options Based Response

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ONE SCHOOLS’ JOURNEY

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Ke Kear arny High gh Edu duca cationa ional C l Comp

  • mplex

ex

Ana a Dia iaz z Booz, z, Princip ncipal Office icer Jeff f Carter rter Jose e Sanchez, nchez, Counsel nselor

  • r
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KEARNY HIGH

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KEARNY HIGH

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OPTIONS BASED RESPONSE

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Our district currently utilizes lockdown as a single response to an active threat and/or violent incident at a school site and support facility. This proposal is a recommended shift to an Options Based Response, a method of Barricade/Evade/Defend, which has been endorsed by the San Diego County Office

  • f Education and the San Diego County

Police Chiefs’ and Sheriff’s Association.

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PROPOSED ACTION

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The recommendation is to adopt an Options Based Response to an active threat and/or violent incident at a school site or support facility. This recommendation also includes starting a train-the-trainer model of capacity building on the Options Based Response approach, starting with principals and additional leaders.