1. No category

3/30/2015
SOCIAL EMOTIONAL LEARNING:
WHO, WHAT, & HOW TO HELP ALL
STUDENTS LEARN &THRIVE
WHY WE WANT TO FIX SCHOOL
DISCIPLINE

California 2013-14
 503,101 total suspensions
 37% for “willful defiance”
 6,611 expelled students
 279,383 students suspended

Disproportionate discipline
 African-American students
Vallejo City Unified School District:
Dr. Alana J. Shackelford, Director of Partnerships & Community Engagement
Dr. Michelle Jordan-Faucett, Principal,
Franklin Middle School

Rosalind Reid, Academic Support Provider

Jonathan Tennison, School Psychologist

Public Counsel:
6.2% of total enrollment
16.4% of studs. suspend./15% of
studs. expelled
Two-year declines:

Laura Faer, Statewide Education Rights Director ([email protected])
www.fixschooldiscipline.org


Suspensions down 25% over two years
 15% decline this year
Expulsion is down 20% this year
49,987 fewer students suspended!
http://data1.cde.ca.gov/dataquest/Expulsion/ExpReports/StateExp.aspx?cYear=2009-10&cChoice=ExpData1&Pageno=1; data released January 14, 2015
SUSPENSION RATES AMONG SECONDARY SCHOOL
STUDENTS BY RACE, DISABILITY, AND GENDER, 09-10
WIDESPREAD USE OF SUSPENSION IS
RELATIVELY RECENT PHENOMENON
California
Percent of students suspended one or more times in 09-10
African
American
Students
36%
Male secondary
Male students
secondary
with
students
disabilities
with disabilities
Secondary Secondary
students with
students
disabilities
with disabilities
30%
Secondary students
Secondary students
22%
National risk of suspension for
all students, 1973-2010
National risk of suspension by
race of student, 1973-2010
Percent of students
suspended one or
more times during
the year
Percent of students
suspended one or
more times during
the year
17.0%
African
Americans
15.0%
All students
Latino
Students
Male secondary students with disabilities
23%
Secondary students with disabilities
Secondary students
10.0%
18%
7.4%
All
6.9%
students
12%
6.8%7.0%
6.0%
5.0%*
3.7%
White
Students
Male secondary students with disabilities
Secondary students with disabilities
Secondary students
Latinos
5.0%
Whites
3.1%
18%
4.8%5.0%
4.0%
2.7%
14%
‘73
7%
‘89
‘06
Year
‘10
‘73
‘89
‘06
‘10
Year
Source: All the data were reported by the U.S. Department of Education’s Office for Civil Rights; Losen, D. and Gillespie, J., Opportunities Suspended: The Disparate Impact
of Disciplinary Exclusion from School, The Center for Civil Rights Remedies, Civil Right Project UCLA, August 2012; *Preliminary estimate based on disaggregated numbers.
Source: Dan Losen and Tia Elena Martinez, 2013.
Source: CRDC, 2009-2010
1
3/30/2015
INCREASE IN THE USE OF SUSPENSION TRACKS THE
RACE DISPARITIES: LARGER FOR “WILLFUL DEFIANCE”
SUBJECTIVE VS. REQUIRED CATEGORIES
RISE OF MASS INCARCERATION
National risk of suspension by
race of student, 1973-2010
Percent of students
suspended one or
more times during
the year
17.0%
African
Americans
15.0%
10.0%
6.8%7.0%
6.0%
Latinos
5.0%
Whites
3.1%
4.8%5.0%
4.0%
2.7%
‘73
‘89
‘06
‘10
Year
Source: All the data were reported by the U.S. Department of Education’s Office for Civil Rights; Losen, D. and Gillespie, J., Opportunities Suspended: The Disparate Impact
of Disciplinary Exclusion from School, The Center for Civil Rights Remedies, Civil Right Project UCLA, August 2012; *Preliminary estimate based on disaggregated numbers.
ARE THESE NUMBERS & DISPARITIES A BAD THING? DEPENDS ON
THE EVIDENCE OF THE EFFECTIVENESS OF OUT-OF-SCHOOL
SUSPENSION (SLIDE COURTESY OF: TIA ELENA MARTINEZ, THE CENTER FOR CIVIL RIGHTS REMEDIES, THE CIVIL RIGHTS
PROJECT,2013.)
Impact of
Susp. on
student
suspended
Impact of
Susp. on
nonsuspended
students
and staff
Is OOS helping
misbehaving students to
change their behavior in
ways that enable them to
stay in school longer,
learn more, and
graduate at higher rates?
Is OOS making schools
safer and more
productive for the nonsuspended students thus
enabling them to stay in
school longer, learn
more, and graduate at
higher rates?
Increases risk of dropping out
2x as likely to repeat a grade
SUSPENSIONS AND EXPULSIONS MAKE
MATTERS WORSE

3x as likely to have contact with
the juvenile justice system
Frequency of “repeat” offenders
States with higher suspension
rates have lower NAEP scores
Higher suspending schools have
below average test scores
compared to scores in
demographically similar schools
The best predictor of safety is the
quality of relationships inside the
school building.

High rates of out-of-school
suspensions correlate with lower
achievement scores, even after
controlling for race and poverty.
Suspended or expelled students
 6 times more likely to repeat
a grade
 5 times more likely to
dropout
 3 times more likely to have
contact with juvenile justice
system
Sources: Fabelo, T., Thompson, M.D., Plotkin, M., Carmichael, D., Marchbanks, M.P., & Booth, E.A. (2011). Breaking schools’ rules: A statewide study of
how school discipline relates to students’ success and juvenile justice involvement. New York: Council of State Governments Justice Center.; Rausch, M. and
Skiba, R. (2006), The Academic Cost of Discipline: The Relationship Between Suspension/Expulsion and School Achievement, Center for Evaluation and
Education Policy, Indiana University.
2
3/30/2015
ALTERNATIVES ARE A WIN-WIN EDUCATION
SOLUTION & REQUIRED

Keep schools safe while holding students
accountable

Increase academic achievement for the entire school

Increase school funding because attendance rates
increase
DAVIDSON MIDDLE SCHOOL
SUSPENSIONS DROP, SCHOOL WIDE API
CLIMBS…
Pre-reform

Result in greater teacher stability

Improve overall school climate and satisfaction

Required: less burdensome alternative when
disproportionality present
Pre-reform
Alternative: Restorative
Justice + Peer Courts
…INCREASE IN API STEEPEST FOR LATINO, LOW
INCOME, AND ELL STUDENTS
Post-reform
San Rafael City District
Source: CDE, 2012
Post-reform
OUSD: ACADEMIC OUTCOMES RJ VS. NON-RJ
SCHOOLS
Outcome
RJ Sites
Non-RJ Sites
Graduation Rates (HS)
60% increase
v. 7% increase
SRI Reading Level GR 9
128% increase
v. 11% increase
Chronic Absence (MS)
62% reduction
v. 24% increase
Dropout Rates
56% reduction
v. 17% reduction
3
3/30/2015
LEGAL REQUIREMENT: “OTHER MEANS OF
CORRECTION”
 Suspension,
including supervised
suspension, can only be imposed
when all other means of correction fail
to bring about proper conduct, or if the
student has committed a “zero tolerance offense”
(defined further below), or presents a danger to
people.
Cal. Ed. Code § 48900.5
AB 420 – EFFECTIVE JANUARY 1, 2015!
grades K-3, no suspensions in and out
of school for 48900(k), disruption and willful
defiance.
LEGAL REQ.: OTHER MEANS OF CORRECTION

A conference with parent/guardian and pupil

School counseling, psychologist, social worker, or other school support service personnel

Study, guidance, and other intervention teams that assess the behavior and develop and
implement individual plans to address it in partnership with pupil and parent/guardian

A comprehensive psychosocial or psychoeducational assessment, including to develop IEP
or Section 504 plan

Program for teaching pro-social behavior or anger management.

Restorative justice

Positive behavior support with tiered interventions

After-school programs on campus that address specific behavioral issues or expose pupil to
positive activities
US DEPT. OF ED. AND JUSTICE JOINT GUIDANCE
RE: SCHOOL DISCIPLINE – ALL STUDENTS
 For
 No
“In short, racial discrimination in
school discipline is a real problem.”
expulsions for 48900(k), all grades!
4
3/30/2015
USDOE /DOJ JOINT GUIDANCE –
DISPARATE IMPACT

Ask:

Has the disciplinary policy resulted in an adverse impact
on students of a particular race as compared with students
of other races? Yes or No (end)

E.g., higher sanctions, more severe penalties, removal to
alternative setting (statistical evidence)

Is the discipline policy necessary to meet an important
goal? Yes or No (end, violation).

Are there comparably effective alternative
policies/practices to meet stated educational goal with less
of a burden or adverse impact (or proffered justification
pretext)? Yes (violation)
VALLEJO CITY UNIFIED SCHOOL DISTRICT:
WORKSHOP PRESENTERS
Dr. Ramona E. Bishop –
Superintendent of Vallejo City Unified School District
Dr. Alana J. Shackelford –
Director of Partnerships & Community Engagement
Dr. Michelle Jordan-Faucett –
Principal of Franklin Middle School
Rosalind Reid –
Academic Support Provider Vallejo High School
Jonathan Tennison –
School Psychologist Jesse Bethel High School
TODAY’S PRESENTATION WILL...

Describe how Vallejo City Unified School District is
establishing Social Emotional Learning using the
following strategies:
Local Control Accountability Plan
Full Service Community Schools
 Integrated Intervention System
 Student Success Team Process


5
3/30/2015
RESULTS FOR CHILDREN, FAMILIES, AND
COMMUNITY
VALLEJO FULL SERVICE COMMUNITY SCHOOL
DISTRICT: GOALS
1.
Improve student achievement
 Create
rigorous learning environment
and align social-emotional resources
 Improve student attendance
 Provide
2.
Children are ready to enter
school
Students are healthy:
physically, socially, and
emotionally
Students graduate ready
for college, careers, and
citizenship
Families are increasingly
involved in their children’s
education
Schools are engaged with
families and communities
Communities are desirable
places to live
Students live and learn in
a safe, supportive, and
stable environment
Creating a Positive School Culture
 Reduce
student referrals, suspensions,
expulsions
 Increase school safety
3.
Involve parents and the community in
educational process of our students
4 Year Comparison Referrals
4 Year Comparison Suspensions
80,000
8,000
71,243
7,191
70,000
7,000
60,000
6,000
50,000
5,000
40,000
36,122
4,710
4,000
3,663
3,334
30,000
3,000
19,549
20,000
14,295
2,000
10,000
1,000
0
Referrals
2010 - 11
71,243
2011 - 12
36,122
2012 - 13
19,549
2013 - 14
14,295
0
Suspensions
2010 - 11
7,191
2011 - 12
4,710
2012 - 13
3,663
2013 - 14
3,334
6
3/30/2015
7,000
4 Year Comparison Expulsions
100
6,219
91
6,000
90
80
5,000
70
4,000
60
49
50
46
43
3,000
2,623
40
30
2,000
1,418
20
0
Expulsions
2010 - 11
91
2011 - 12
49
2012 - 13
46
8
2013 - 14
43
0
2013-Dec.19, 2013 Last Year
2014- Nov. 30, 2014 This Year
•
•
short term
outcomes
•
•
Increase graduation rate
Increase number of students entering post secondary institutions
Immediate on-site social/emotional support services
for students in order to improve academically,
behaviorally, and daily attendance
Improved communication with stakeholders providing
support services for students and improved data
management system
Enhanced systemic approach in creating positive
school cultures
•
•
Increase number of students participating in WorkBased Learning opportunities
Eliminate the achievement gap
Suspensions
1,418
891
Expulsions
5
8
FIVE PRINCIPLES
OF
•
•
Increase in social/emotional services- •
-counseling, social worker, PYJI
Liaison
•
Increase in nutrition education and
resources
Warm hand-off referrals to outside partnering agencies •
Improved student and community health and well being
•
through free health and dental services, health
education, increased physical activity, consumption of
•
water, and access to fruits and vegetables
•
Improved operational capacity case management system
Informed VCUSD faculty and staff
in Trauma Informed Care and
Restorative Justice Practices
•
Increase services offered at schools
•
by hiring Counselors, Social Workers,
PYJI Liaison, NEOP-Administrator,
•
Coordinator and Assistant
Building and purchasing of AERIES.
Net Case Management system
Trauma Informed Care and Restorative
Justice Professional Development for all
VCUSD employees
•
•
Elementary & Secondary Counseling •
Grant
Positive Youth Justice Initiative (PYJI) •
Grant
Kaiser Trauma Informed Care Grant
Alliance for a Healthier Generation
Technical Support
Nutrition Education & Obestiy
Prevention (NEOP) Grant
Increase student voice and choice through the FSCS
Youth Leadership Teams at each site
Improved parent participation through the FSCS Site
Collaboratives at each site
Improved parent voice and choice through Parent
University course offerings
COMMUNITY-BASED PARTNERSHIPS
Improved neighborhood support linkages •
Access to health & dental services for all
and service to families
VCUSD students
Increased support programming for high •
Access to fruits and vegetables in dessert
school students
areas
GENERAL FUND
Improved school site support service delivery for students and their families
•
•
•
COMMUNITY-BASED PARTNERSHIPS
Family Resource Centers (4)
•
Mental Health Clinicians
Substance Abuse Programs
•
Weekly fresh produce delivered at
School-based Health Teen Clinic
specific FSCS sites
•
GENERAL FUND
FSCS site support for developing and maintaining community partnerships
•
•
•
•
COMMUNITY-BASED PARTNERSHIPS
Fighting Back Partnerships
•
Solano County Office of Education
Youth & Family Service
•
Contra Costa Food Bank
Kaiser Permanente/Sutter Health
•
Vallejo-Faith Based Organization
Solano County Social Services
•
GENERAL FUND
Academic Support Provider at each FSCS
GRANTS
•
Increase attendance
Increase parent and community engagement
Decrease referrals, suspensions, and expulsions
•
GRANTS
•
•
•
•
1.
•
•
GRANTS
outputs
Referrals
6,219
2,623
FULL SERVICE COMMUNITY SCHOOLS
•
activities
Logic Model + theory of change
To create a full service community school district that works collaboratively to ensure all youth and families have support to reach their
fullest potential: academically, socially, emotionally, and have access to integrated services.
long term
outcomes
MISSION
Full Service Community Schools District:
current
resources
891
1,000
10
2.
3.
4.
5.
A core instructional program with qualified teachers, a
challenging curriculum, and high standards for students
Teaching where learning motivates and involves
students on all levels
Address the basic physical, mental, and emotional
health needs of our students and their families.
Our parents, families, and school staff share mutual
respect and cooperate effectively.
Community involvement, together with school efforts,
promotes a safe, supportive and respectful school
climate
7
3/30/2015
FSCS:
SCHOOL SITE COLLABORATIVE
Principal
&
FSCS Coordinator
FULL SERVICE COMMUNITY SCHOOLS:
RESOURCES & SUPPORT SERVICES
Family Resource Centers
Academic Support Providers
 Counselors
 Social Workers
 Mental Health Clinicians
 Substance Abuse and Prevention Programs
 UC College Liaisons
 PYJI Liaisons
 Supper Program
 Food Bank Pantries


School Nurse/School
Psychologist/Counselor/County
Mental Health
Student & Parent Leader
Business
Teacher
College
Non-Profit Organization
VALLEJO CITY UNIFIED SCHOOL DISTRICT:
LOCAL CONTROL ACCOUNTABILITY PLAN
Local Control Accountability
Plan (LCAP) priorities
LCAP Actions & Services

Behavior
Objectives
(2)


Structural/Relational
Objectives
(3)

To oversee actions within Vallejo’s Local
Control Accountability Plan (LCAP) that
relate to creating positive school cultures:

Academic
Objectives
(3)
VALLEJO CITY UNIFIED SCHOOL DISTRICT:
LCAP ACTIONS & STRATEGIES
LCAP Priority 3 Parent Involvement:
Seek parent input in decision making,
promotion of parent participation in
programs for unduplicated pupils and
special need subgroups.
LCAP Priority 5 Pupil Engagement:
school attendance rates, chronic
absenteeism rates, middle school dropout
rates, high school dropout rates, high
school graduations rates.
LCAP Priority 6 School Climate: pupil
suspension rates, pupil expulsion rates,
student surveys, parents and teachers input
on the sense of safety and school
connectedness.






Ensure all faculty and staff receive
Professional Development in
Positive Behavior Intervention and
Supports (PBIS), Restorative Justice
(RJ), and Trauma Informed Care
(TIC)
Hire an Academic Support Provider
for each school site
FSCS funds to support academic,
social, mental, physical and
educational services
Youth Justice Program (Youth Court
or Restoration)
Expand the Positive Youth Justice
Initiative (PYJI)
Address disproportionate
suspensions
Support for Wall-to-Wall Academies

Positive Student Incentive
Program

Site Safety Officer Support
Program

Elementary & Middle School
Activities

Student Club Funds

Facilities Support Funds

English Learners academic
Support

English Learners Parent
Engagement Support through the
hire of Bilingual Liaisons

Foster Youth Support Program

Attendance Support Program
8
3/30/2015
WALL-TO-WALL ACADEMIES
Vallejo High School
Jesse Bethel High School
Health & Fitness
Academy
 Hospitality Academy
 Engineering Academy
 Visual & Performing
Arts Academy
 Biotech Academy

Maslow’s Hierarchy
of Needs
Green Academy
International Finance
Academy
 Multimedia Academy
 Law Academy
 Biomedical Academy
 Culinary Academy


Click on the link below for Wall to Wall Academy Video
http://www.vallejo.k12.ca.us/
VALLEJO CITY UNIFIED SCHOOL DISTRICT:
INTEGRATED INTERVENTION SYSTEM
Tier III:1-5%
Intensive Intervention
Tier II: 5-15% Strategic
Interventions for some students
who need more support in
addition to the core
Tier I: 80-90%
Core Curriculum & Universal Interventions
Maslow, A.H. 1943. Psychological Review, 50(4), 370–96.
Positive Behavior Intervention and
Support
• Collaborative effort to define expected behaviors in different
spaces within the school, based on data review (design teams)
• Communication with all stakeholders as to what the expected
behaviors are (matrix)
• All staff members comprehend the expected behaviors and
teach students what they are, how they look, and the impact on
the school environment when implemented well
• All staff members give positive verbal reinforcement/awards/
rewards for students when they adhere to the expected
behaviors
• Clear relevant consequences when expected behaviors are not
adhered to by students
• Clear communication with parents when students adhere to
expected behaviors and opportunities for them to reinforce the
positives at home (Principal’s Call)
(Bishop, 2015)
9
3/30/2015
THE 7 CORE BELIEFS
RESTORATIVE JUSTICE IN SCHOOLS
Institution
Community


Values


1st Party Ownership

Reason for Emotion (How are
you affected by what has
happened?)

Stories (Empowering the
storyteller)

Inclusion

Restorative Justice (Repair)
Rules
3rd Party Decision
Making
 Reason
 Facts
 Exclusion from
Institution
 Punishment
1.
The true self in everyone is good, wise and powerful.
2.
The world is profoundly interconnected.
3.
All human beings have a deep desire to be in a good relationship.
4.
All humans have gifts and everyone is needed for what they bring.
5.
Everything we need to make positive change is already here.
6.
Human beings are holistic.
7.
We need practices to build habits of living from the core self.
38
Whole school Approach
(Brenda Morrison 2005)
LITTLE BOOK OF RESTORATIVE DISCIPLINE
Re-Build
Relationships
Restorative Justice promotes values and principles that
use inclusive, collaborative approaches for being in
community. These approaches validate the experiences
and needs of everyone within the community, particularly
those who have been marginalized, oppressed or harmed.
These approaches allow us to act and respond in ways
that are healing rather than alienating or coercive.
Few
Restorative group
conferencing, Circle to
repair harm
Some
Repair Relationships
Lorraine Stutzman Amstutz and Judy H. Mullet, 2005
The Little Book of Restorative Discipline (p15)
Early Intervention:
mediation, restorative
chats, classroom
circles
All
Pgs. 5-7
Re-Affirm Relationships
Prevention & skill
building;
community
building
(See page 8 & 9)
39
10
3/30/2015
KEY PRINCIPLES OF
TRAUMA INFORMED CARE PRACTICES
WHAT IS TRAUMA?
1.
“Trauma” is used to describe
experiences or situations that are
emotionally painful and distressing, and
that overwhelm people’s ability to cope,
leaving them powerless.
2.
3.
4.
5.
6.
7.
8.
9.
(The Center for Nonviolence and Social Justice, 2008)
10.
Safety
Trust & transparency
Client-centered
Empowerment model
Allows for “voice and choice”
Peer support and self-help resources
Strengths based approach
Communicates meaning & purpose
Recognizes cultural, historical, and gender issues
Embraces change
http://www.samhsa.gov/traumajustice/traumadefinition/approach.aspx
VCUSD
Trauma Screening Protocol
11
3/30/2015
UNDERSTANDING
INTERVENTIONS & SERVICES
1.
Community
2.
Healthcare Warm handoff
3.
School CBITS, culture change
4.
Home
TIC Resources
Parents, family members
VCUSD: INTEGRATED INTERVENTION
SYSTEM
TIER III:
1-5%
PRINCIPLE I: WE ARE

Classroom Action:
 Seeing the Individual and Seeing
the Group

Explanation of Tool:
 Students need to be noticed and
respected as individuals and as a
group in class
 Students are seen for all their
individualities and groups in which
they can classify themselves; age,
race, class, ethnicity, city, sexuality,
traditional or non-traditional families
TIER II:
5-15%
TIER I:
80-90%
Principle I – We are community members
responsible for each other.
Principle II – When harmony in the classroom shifts,
actions to get back on track.
Principle III – We’ve tried the strategies for Principle
1 and 2 and there is still a greater need to be
addressed.
COMMUNITY MEMBERS
RESPONSIBLE FOR EACH OTHER

When to use it:
 The more this “seeing” of the
student is practiced, youth stay
connected and feel they belong
 Seeing a student means each
student is acknowledged for what
they bring to the group

Utilizing this tool will:

Help students feel valued and they
can relax to absorb new knowledge
presented by the teacher and
contribute what they know to the class

Students will feel welcome in school
and the class, and will understand
how to relate to the their teacher and
classmates in a way that strengthens
relationships

How you will know if it works:

Students are happy to be in class and
school

They act responsibly and contribute to
academic discussions and are
involved in healthy social-emotional
interactions

If problems occur they feel free to
express themselves in ways that does
not disrupt or harm the classroom
schedule, individuals, or class as a
whole
12
3/30/2015
HOW WE CAN FIX SCHOOL
DISCIPLINE TOOLKIT
BUILDING A HEALTHY SCHOOL SUPPORTING STRONG
RELATIONSHIPS
5% of
students
Tertiary
Prevention:
Individualized
support for high-risk
students
• Targeted, restorative, wraparound strategies, with family and community
as partners
• Comprehensive individualized success plan
• On campus mental health counseling by school or community based
therapists
• Connecting to external resource providers
Step by Step Guide


•
Comprehensive early warning system that includes
academic and non-academic domains
Trauma informed and responsive practices
Restorative, collaborative, culture and healing informed
intervention strategies
•
On campus mental health counseling (school/comm)
•
Prevention oriented social and
emotional learning curriculum for all
100% of
students
students
•
Community building practices, like daily
Primary Prevention:
or weekly circles, with all students
A broad support system for all students that teaches
•
Partnering to bring youth
positive relationships and coping skills
development organization(s) on campus
•
Cutting edge parent engagement
•
Implicit bias and stereotype threat
training for all staff to create a culture of
• 100% commitment to and belief in change from leadership
belongingand staff
• Holding all kids and all adults equally accountable
Foundational Supports:
• Regular school climate survey for students, staff, and parents/caregivers
• Real time data collection and regular review with staff
• Positive behavior support framework for organizing school structure
15% of
students

Secondary Prevention:
Group supports for students with
higher needs
•
•


FREE Downloads


Overview of alternatives
Tools and samples for
implementing alternative
discipline strategies
Firsthand implementation
experiences from educators
and community members
www.FixSchoolDiscipline.org/
toolkit
Email for hard copies

[email protected]
13