Annual Student Behavior & Interventions Review

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• Board Policy 7:190 • Review of current interventions

“Keeping Kids in Class“ philosophy• Review of 2017-2108 out-of-school student data

Level data• Vaping overview• Highlight role of 360 Youth Services

History Referral data in middle school pilot Success stories

Purpose/Objectives

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Multi-tiered system of support – Universal

• Positive Behavior Intervention & Supports(PBIS)

• Building a positive climate/culture

• Intentionally foster relationships with students & parents

• Establish classroom climate with class meetings & increased student engagement

• Create a positive environment with intrinsic and extrinsic rewards

• Increased professional development for principals and staff

• Restorative justice, Understanding Implicit bias, De-escalation training

• SRO collaboration/ partnership

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Universal

• Creative responses/alternatives to suspension

• Utilize a “keep kids in class” philosophy

• Components of restorative justice

• Increased parental contact

• Proactive communications

• Re-entry meetings

• Continued family counseling and supports offered

• Collaboration with 360 Youth Services & other community resources

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Multi-tiered system of support – TargetedTargeted

• District/Grade/House level review of discipline

• Assistant Superintendent, Principals, Assistant Principals, and Deans discuss the following:

• Review of behavior scenarios

• Focus on equity across all student groups

• Analyze trends for potential bias

• Review of individual student infractions

• Analyze infractions for potential bias

• Consultation with district administration regarding incidence anomalies

• Review of student supports

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Multi-tiered system of support – EvaluationEvaluation

P.A. 99-456 Possible Reasons for Out of School Suspension (OSS)

Threat to

school

safety

Disruption to

other students’

learning

opportunities

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2017-2018 out-of-school suspension (OSS) data

District Overall – 28,454 student enrollment

1.1% of students (313 students) received an OSS

• Elementary: 0.2% of students (19 students) received an OSS

• Middle: 0.9% of students (63 students)received an OSS

• High: 2.5% of students (237 students) received an OSS

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28,454 student enrollment

6-year Suspension Data - Elementary School

38

3

11

13

20

33

1

11

52

14

23

2

15

1 14

26

0

11

5

1

9

23

0

8 7

1

7

19

1

9

2 25

0

5

10

15

20

25

30

35

40

Total Suspensions Asian Black/AfricanAmerican

Hispanic or Latino Two or More Races White

Out of School Suspensions - # of Students with Suspensions

2013 2014 2015 2016 2017 2018* *as of April 30th

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OSS Elementary Infractions

Physical Aggression

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Interventions• Parent Re-entry meetings

• Self-Regulation Instruction

• Check-In/Check –Out(CICO)

• Problem-Solving

6-year Suspension Data - Middle School

*as of April 30th

10

174

5

74

2615

53

116

7

38

228

41

136

16

52

16 12

40

68

727

123

19

82

4

33

9 7

28

64

516 9 8

25

0

20

40

60

80

100

120

140

160

180

200

Total Suspensions Asian Black/AfricanAmerican

Hispanic or Latino Two or More Races White

Out of School Suspensions - # of Students with Suspensions

2013 2014 2015 2016 2017 2018*

OSS Middle School Infractions

Physical Aggression

Reckless Conduct

Vaping/Tobacco

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Interventions• Parent Re-entry meetings

• 360 Youth Referral

• Self-Regulation Instruction

• Team Support

• Risk Education

• Social Emotional Learning (SEL) Activities in ISS

6-year Suspension Data - High School

*as of April 30th

12

512

34

177

8025

195

428

25

146

7221

163

330

22

11647

16

127

232

19

106

29 1266

180

11

7224 8

63

237

1673 47

14

86

0

100

200

300

400

500

600

Total Suspensions Asian Black/AfricanAmerican

Hispanic or Latino Two or More Races White

Out of School Suspensions - # of Students with Suspensions

2013 2014 2015 2016 2017 2018*

OSS High School Infractions

Physical Aggression

Gross Insubordination

Drugs

Disorderly Conduct

Vaping/Tobacco

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Interventions• Parent Re-entry meetings

• 360 Youth Referral

• Parental & Student Education about Vaping

• Restorative Justice Circles

• Mentor Assignment

• Social Emotional Learning (SEL) Activities in ISS

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Vaping and E-

CigarettesMatt Cassity, Alliance Project Coordinator

Community Alliance for Prevention

360 Youth Services

mcassity@360youthservices.org

CommunityAllianceforPrevention.org

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ENDS: Battery-powered heating devices that create an aerosol the user inhales

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Traditional devices

Known as: vapes, vaporizers, vape pens, hookah pens,

e-cigarettes, or ecigs

Sold under brand names such as JUUL, Blu and Halo

Scientific studies have identified hundreds of chemicals in the vapor of mainstream smoke (inhaled by the person using) or in the secondhand or sidestream, many of which are harmful to the body.

• Propylene Glycol: Linked to soft tissue (lung, throat, and eye) irritation.

• Diacetyl: Linked to an irreversible lung disease, referred to as “popcorn lung”.

• Glycerol: Headaches, dizziness, bloating, nausea, vomiting, thirst & diarrhea.

• Vegetable Glycerin: Linked to organ damage.

• Benzoic Acid: Degrades the central nervous system when inhaled.

• Nicotine: This highly addictive chemical changes the way that synapses form in the brain. It increases risk of cardiovascular and respiratory illness, decreasing system function.

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Exposure to harmful substances

Source: GASP of Colorado (Group to Alleviate Smoking Pollution) www.gaspforair.org

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Perceptions and Concerns• “Everybody’s doing it” • They are safer than conventional cigarettes. • Less scared of trying e-cigarettes because it is just

“water vapor”. • Teens who start with e-cigarettes are seven times

more likely to smoke traditional cigarettes.• E-cigarette use is highly correlated with use of

other substances. Users can substitute other substances into devices such as cannabis.

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FDA RegulationsIn May 2016, the FDA finalized a rule extending its authority to regulate all tobacco products, including e-cigarettes:

• Legal age restrictions• Health warnings on packaging• Manufacturing regulations

However they do not regulate other aspects, such as product flavorings and advertising, which are often marketed to youth.

Working Together to Meet Emerging Student Needs

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Complex challenges

Community Changes: Demographic shifts

Growing Up Today: New stressors

Expectation Shifts: Reliance on schools

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Innovative solutions

Stronger Together: Partnering to create access

Leveraging Strengths: Complimentary support

Incredible Outcomes: Student success!

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How the program works differently from high school…

Referral Process: Principal, Assistant Principals, Counselors, School Services Coordinator, or Social Worker

Screening & Assessments: Youth Assessment Survey Instrument, Strengths & Difficulties Questionnaire, Satisfaction Surveys

Individualized Plans: Based on the screening and assessment; more parent involvement; increased minimum of sessions

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Referral Reasons Track – Middle School Pilot

14%

86%

Altenative toSuspension (4)

SocialEmotionalSupport (25)

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Specific Referral – Middle School Pilot

14%

14%

7%65%

Peer Conflict (4)

Aggression (4)

BoundaryViolations (2)

Social Emotional(19)

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Student Profile – Middle School Pilot

Grade: Students ranged in age from 11-14; majority 8th

graders (16) followed by 7th graders (9)

Sessions Provided: Students received between 1-28 sessions of support, with an average of 9 sessions attended per student.

Total Student Support: 260 sessions

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Outcomes - Social Emotional Support

76%

4%

8%

4% 8%Positive Change (76%)

No Change (4%)

Unsuccesful Completion ofSessions (8)%)

Negative Change (8%)

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School based services from 360 Youth Services helped us provide a needed services to kids that we would have been unable to

provide without the collaborative partnership. When I think about our most chronic and severe behavioral incidents in schools, most stem from students' inabilities to manage their emotions in a

productive manner. Throughout this school year, I observed students, who were receiving school-based services from 360 Youth Services, learning skills and tools to effectively manage

their emotions so they could better attend to learning.

- Jennifer Nonnemacher, Principal Fischer Middle School

Future Focus

• Expanding the use of 360 Youth Services• Into all Middle Schools(Currently all High Schools)

• Continued focus on building positive relationship with ALL students

• Implementation of Collaborative for Academic, Social, & Emotional Learning(CASEL) Plan

• Increasing our partnership with parents

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Questions?

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