1 Action Steps to Implement Recommendations for Reducing Suspension and Expulsion in California Schools Education Development Center, Inc. with funding from The California Endowment EDC May 2011
2 1 INTRODUCTION In 2010, with funding from The California Endowment, Education Development Center, Inc. (EDC), conducted a review and analysis of California schools current approaches to and promising practices for reducing suspensions and expulsions. In particular, the review examined the role of students mental health needs and schools suspension and expulsion policies and practices. The analysis included a review of the domestic and international literature on suspension and expulsion, an online survey exploring the suspension and expulsion policies and practices of 18 California school districts, and in-depth interviews with multidisciplinary community teams in 3 of the 18 school districts. Using the findings of the year-long review and analysis, and with input from the project s Advisory Board (comprising leaders in education, mental health, and juvenile justice from across California), EDC developed a set of eight recommendations for policymakers and practitioners: 1. Schools and mental health, juvenile justice, and law enforcement agencies must collaborate to improve outcomes for youth, especially those at risk for suspension or expulsion. 2. Schools and mental health, juvenile justice, and law enforcement agencies must employ improved information-sharing and data collection systems to identify, serve, and communicate about at-risk students. 3. State standards are needed to guide schools practices related to promoting students mental health, identifying students who need mental health services, and assisting students to access services. 4. School districts should focus on implementing, adapting, and evaluating evidence-based interventions to decrease suspension and expulsion. 5. School districts must have policies that require programs and services for at-risk youth. 6. School districts must consistently apply suspension and expulsion policies so that existing racial and ethnic disparities are not perpetuated. 7. School districts must identify effective strategies to engage and collaborate with parents. 8. School districts and their community partners should provide support to enable expelled students to rejoin the school community. Copyright 2011 by Education Development Center, Inc. All rights reserved.
3 2 Underlying each of the eight recommendations is the understanding that schools must focus more resources on prevention and providing services in early childhood in order to prevent problems from emerging later on. There are many different approaches to meeting these recommendations. This document translates the recommendations into concrete, user-friendly action steps for practitioners and policymakers, suggesting strategies derived from EDC s experience working with schools and their community partners to promote child and adolescent mental health and academic success and to prevent negative outcomes for youth. These strategies will need to be adapted to respond to the realities of each community, the participating organizations, and the youth and families being served. ACTION STEPS TO IMPLEMENT THE EIGHT RECOMMENDATIONS Recommendation 1: Schools and mental health, juvenile justice, and law enforcement agencies must collaborate to improve outcomes for youth, especially those at risk for suspension or expulsion. Close collaboration is essential between schools and mental health, juvenile justice, and law enforcement agencies, both to prevent risk behaviors among school-age youth and to intervene when such behaviors emerge. Assembling a community coalition is frequently one of the first steps in prevention and intervention initiatives that target youth. An alternative strategy is to work with one or more existing coalitions whose mission incorporates issues such as child and adolescent mental health or dropout prevention. Schools and community partners often find they can unite around themes such as building successful and resilient students in our community. The welfare of students is a shared responsibility. The health of students and their families is the responsibility of the entire community of which the school is a part.... By working together, [schools and communities] leverage their resources and identify new resources. Centers for Disease Control and Prevention, 2003, p. 22
4 3 Action Steps 1 Convene representatives from the community s schools and mental health, juvenile justice, and law enforcement agencies. Invite one or more decision-makers from each sector to a meeting. Seek out individuals who have a cando attitude. In the invitation to the meeting, describe the importance of collaborating to better serve the community s youth. At the first meeting, have the group do the following: > > Discuss policy and programmatic concerns related to youth at risk of being suspended or expelled. > > Select a coordinator for the collaboration. Following the initial meeting and during the next few meetings, keep the momentum going. Create a decision-making structure that provides leadership roles for everyone. Work together to create a vision statement for the collaboration that articulates the group s dreams and hopes for what the collaboration will become. Consider the following questions (adapted from Devaney, O Brien, Resnik, Keister, & Weissberg, 2006): > > What is our definition of a successful youth? What qualities and skills do we want the youth in our community to have? > > What are our core values as a collaboration, and how will they be represented in our efforts? > > What kind of culture and climate do we envision for our community s youth 10 years from now? > > What assets, issues, and needs do we want this collaboration to address? Develop a mission statement that describes why the collaboration exists. Consider the following questions to guide the discussion (adapted from Foundation Center, n.d.): > > Why are we here (or why do we exist)? > > What are we doing? > > What is the expected outcome of our work? 1 This section was adapted from Education Development Center, Inc. (2011). Realizing the promise of the whole-school approach to children s mental health: A practical guide for schools. Retrieved from
5 4 Keep in Mind Make sure that the collaboration s vision and mission are positively stated, clear, and only a few sentences long. Identify needs related to youth who are at risk of being suspended or expelled. Work together to identify existing policies, programs, and services that target youth who have been or are at risk of being suspended or expelled. Identify barriers, gaps in service, policies, and programs needed to better identify and serve youth who have been or are at risk of being suspended or expelled. Invite other stakeholders (e.g., students, parents, business leaders, other youth-serving organizations) to provide input to the list of needs. Based on the identified needs, develop goals, objectives, outcomes, action steps, and a timeline for the work of the collaboration. Create a matrix to outline action steps, the responsible parties, and a timeline for completing strategies to achieve each objective. When conflicts and turf issues arise, handle them openly by working through the problem together, always keeping the collaboration s mission, vision, and goals in mind. Keep in Mind Goals are visionary statements. For each need, develop one sentence about how things would look if the need were met. Objectives are specific, measurable action statements that describe how a goal will be achieved. Outcomes describe what will happen or change after the objectives are met.
6 5 Recommendation 2: Schools and mental health, juvenile justice, and law enforcement agencies must employ improved information-sharing and data collection systems to identify, serve, and communicate about at-risk students. Identifying at-risk students as early as possible and connecting them to appropriate services and programs is central to achieving optimal outcomes for youth. A comprehensive and accurate data system can help districts understand the degree to which students are experiencing behavioral and mental health problems and other issues that increase their risk for suspension and expulsion. It is essential that schools and partner agencies share information and data appropriately to better serve children and families. Action Steps 2 Working through the collaboration described in Recommendation 1, identify the needs, challenges, and desired outcomes of the data- and information-sharing effort. Review each agency s understanding of relevant federal and state laws to come to a shared understanding of information-sharing regulations. Determine key decision points at which it would be helpful to share information or data about at-risk students. Consider the following questions: > > What are each organization s policies and procedures related to sharing information and/or data about students or cases? > > What information is currently collected in each organization s databases? > > What are the key decision points at which it would be helpful to share data or information? What would be the purpose of sharing information at each point? > > How would the information be used? > > What information would be disclosed by each agency? > > With which agency or agencies would the information be shared? > > What are the supports and barriers to transmitting case information electronically or sharing it in hard copy? > > Would any changes in policy or practice be needed to reduce barriers? 2 This section was adapted from the Juvenile Law Center and the Child Welfare League of America (2008). Models for change information sharing toolkit: Accelerating progress toward a more rational, fair, effective and developmentally appropriate juvenile justice system. Retrieved from publications/282
7 6 Identify laws and policies that apply at each decision point. It may be helpful to develop a matrix of the relevant laws and policies to clarify when information may or may not be shared. Identify desired outcomes for the information-sharing effort. Develop and implement protocols and memoranda of understanding (MOUs) for the information-sharing effort. Review existing databases at each organization to determine if modifications can be made to facilitate information/data sharing. Once the parameters of the information-sharing effort have been defined, develop any needed protocols and tools (e.g., authorization to release forms, case management tools). Create MOUs to solidify information-sharing agreements among partners. Develop processes and procedures for youth and their parents. > > Ensure that agency staff are aware of their legal responsibilities to youth and their parents/caregivers regarding the collection and sharing of information. > > Develop policies and protocols to educate youth and their parents/caregivers about the information that is being collected and their rights. Seek approval from partner agencies and their legal counsels for new tools and changes in policies or practices. The collaboration may need to establish a work group to identify strategies for resolving such issues as privacy protection, public safety concerns regarding information-sharing, revisions to relevant policies and procedures, and educating staff, youth, and parents/caregivers about the informationsharing policies.
8 Recommendation 3: State standards are needed to guide schools practices related to promoting students mental health, identifying students who need mental health services, and assisting students to access services. 7 The development of such state standards must be a highly inclusive process that engages stakeholders at the community, county, and state levels. Implementation of the standards should be supported with tools and resources as well as professional development and technical assistance for school staff. Research clearly demonstrates that children s healthy social and emotional development is an essential underpinning to school readiness, academic success, and overall well-being. Prevention and early intervention efforts have been shown to improve school readiness, health status and academic achievement, and to reduce the need for more costly mental health treatment, grade retention, special education services and welfare dependency. Illinois Children s Mental Health Task Force, 2003, p. 9 Action Steps Work with local, county, and state stakeholders to create a statewide task force on children s mental health. Invite a broad spectrum of individuals from diverse backgrounds and professions to join the task force. Where possible, review local and statewide data on risk factors for children s mental, emotional, and behavioral disorders, as well as assessments of what schools and other agencies currently do to address students mental health needs. Develop broad recommendations related to making the children s mental health system is more comprehensive, coordinated, and responsive. Consider recommendations in the following areas (adapted from the Illinois Children s Mental Health Task Force, 2003): > > Developing infrastructure > > Creating and strengthening promotion, prevention, early intervention, and treatment polices, programs, and services for all children
9 > > Developing a children s mental health system with shared accountability among state agencies and programs > > Investing fiscal resources > > Building a qualified and trained workforce to serve children and families > > Increasing public education and awareness of children s mental health issues > > Investing in research Make sure that recommendations related to statewide standards for students social and emotional learning (SEL) address both incorporating SEL standards into state learning standards and providing technical assistance to schools to implement SEL standards. 8 Clearly define each recommendation in terms of who will be served (e.g., all children, children from birth to age 6), what will be accomplished, and by whom. Create a final report that summarizes key statistics and presents the task force s vision and recommendations for children s mental health. Create a statewide plan for implementing the recommendations. Establish working groups to identify short- and long-term strategies and action steps for each recommendation. Develop a preliminary plan summarizing the recommendations and proposed strategies and action steps. Incorporate stakeholder input into the plan: > > Hold public forums across the state to gather comments on the preliminary plan. > > Invite an array of stakeholders, such as youth, parents/caregivers, educators, health and mental health providers, members of faith-based communities, and representatives of youth-serving agencies, to provide input to the plan. > > Revise the plan based on this input. Have the statewide task force present the final plan to the governor. Follow up with the governor within two weeks.
10 9 Recommended Resources Children s Mental Health: An Urgent Priority for Illinois, Illinois Children s Mental Health Task Force (April 2003). Available at Illinois Children s Mental Health Partnership [Website]. Available at Strategic Plan for Building a Comprehensive Children s Mental Health System in Illinois. Illinois Children s Mental Health Partnership (June 2005). Available at Recommendation 4: School districts should focus on implementing, adapting, and evaluating evidence-based interventions to decrease suspension and expulsion. Increased use of evidence-based interventions (EBIs) enhances a community s ability to address the risk factors that threaten children s mental health and contribute to suspension and expulsion. Where appropriate EBIs do not exist, educators, their community partners, and researchers should collaborate to develop, implement, and evaluate new interventions. The prevention of even a small percentage of mental and behavior problems will result in substantial cost savings and improved quality of life for children, families, and communities. Conversely, failure to increase needed access to proven programs will continue to exact a heavy personal toll and a heavy financial burden on workplaces; [on] the educational, welfare, and justice systems; and in State and national economies. Substance Abuse and Mental Health Services Administration, 2007, p. 30 Action Steps 3 Review EBIs for preventing or reducing suspension and expulsion and those that focus on supporting youth who have been suspended or expelled. Use existing data (or conduct a needs assessment) to determine which youth risk and protective factors are most closely related to suspension and expulsion in your community. Identify EBIs that focus on those risk and protective factors and are appropriate for the target population s age, gender, race, ethnicity, and developmental needs. 3 This section was adapted from Education Development Center, Inc. (2011). Realizing the promise of the whole-school approach to children s mental health: A practical guide for schools. Retrieved from
11 10 EBIs and Promising Programs to Reduce Suspension and Expulsion The following EBIs and promising programs were identified in EDC s comprehensive review of the literature on suspension and expulsion. (For more information, see the EDC report Suspension and Expulsion Policies and Practices and Related Student Mental Health Issues in California Schools.) Schoolwide Prevention Models: Schoolwide Positive Behavior Support Positive Behavioral Interventions and Supports Restorative Justice Individual Student-Focused Models: Strategies for Success Multiple Pathways to Graduation Transcendental Meditation to Reduce Behavioral Stress School and Community Combined Model: Systems of Care Other promising programs and interventions can be found at the following websites: SAMHSA s National Registry of Evidence-based Programs and Practices: National Center for Mental Health Promotion and Youth Violence Prevention s Evidence-Based Intervention Fact Sheets Review possible EBIs and narrow the field to two or three. Consider the following issues for each EBI: > > Is there evidence that this program has worked in similar schools and communities? > > Are any issues raised in the program that would be in conflict with your community s norms and policies? Does the EBI fit your school or community culture? > > Can you consult with the program developer to determine if minor modifications can be made to make the EBI more responsive to the needs of students, parents/caregivers, school personnel, and community members? > > What training and ongoing support would be needed for staff? > > What is the cost of required materials? > > Can a funding source be identified to pay for training and materials?
12 > > Is external support available to assist during EBI implementation? How much will it cost? > > Does the EBI align with other relevant school and community interventions? 11 Involve key stakeholders (including those who will be implementing the EBIs) in selecting two or three EBIs that meet the identified criteria, and present them to the collaboration (see Recommendation 1) for final selection. Once the final EBI(s) has been selected, identify strategies to support and sustain it. Identify professional development needed for school and/or community agency staff to implement the EBI(s). > > Identify who should participate in training on the EBI. > > Determine whether staff will need training in additional areas not included in the EBI training. Determine how information about the EBI(s) will be communicated to families and other community stakeholders. Explore how existing and new partners can support EBI implementation (e.g., by providing training, funding, or related services). Implement and evaluate the EBI(s). Ensure that the EBI is being implemented with fidelity and having the intended effect. > > Conduct a process evaluation: Was the EBI implemented as planned? Was the target population reached? > > Conduct an outcome evaluation: Did the EBI have the anticipated effect on the target population? What impact did the program have on the system as a whole?
13 Recommendation 5: School districts must have policies that require programs and services for at-risk youth. 12 Without policies that mandate services for at-risk youth, many worthy programs are not sustained over time. Action Steps 4 Identify the policy(ies) needed to support core programs and services. Determine which programs and services are essential to reducing or preventing suspensions and/or expulsions. Identify policies that require a school to implement such programs or services. Review the district s current policies to determine whether one can be modified to require these programs and services or whether a new policy must be developed. Draft and mobilize support for the policy. Work with the collaboration (see Recommendation 1) to develop the policy and a one-sentence summary of it (e.g., Students in the district s middle and high schools must receive classroom instruction in decision-making and conflict resolution). Identify the resources and capacity that will be required to implement the policy (e.g., funding, staff training, materials, space). Clarify how implementation of the policy will be monitored and enforced. Work with the collaboration and other stakeholders to foster support for the policy among school district leaders. Implement the policy, monitor the implementation, and make modifications as necessary. Once the policy has been approved and implemented, monitor its implementation by addressing questions such as the following: > > Is the policy being implemented as intended? If not, why not? > > Does the policy have the desired effect of supporting or requiring programs and services that have been shown to address suspensions and/or expulsions? > > Have there been any unintended consequences? As necessary, collaborate with stakeholders to revise the policy. 4 This section was adapted from Friedman, R. M. (June 2001). A conceptual framework for developing and implementing effective policy in children s mental health. Retrieved from
14 13 Recommendation 6: School districts must consistently apply suspension and expulsion policies so that existing racial and ethnic disparities are not perpetuated. School disciplinary policies must be implemented consistently and equitably. For example, although there is no evidence that African American students act out or are more violent than other students, research shows that they comprise a disproportionate percentage of the students who are suspended or expelled, they receive harsher punishments than white students, and they receive these punishments for less severe offenses. Rates of suspension and expulsion vary widely across schools and school districts... and this variation appears to be due as much to characteristics of schools and school personnel (e.g., disciplinary philosophy, quality of school governance) as to the behavior or attitudes of students. American Psychological Association, 2008, p. 854 Action Steps 5 Review and analyze data related to suspension and expulsion. Examine existing relevant data sets, including attendance records, suspensions, expulsions, and disciplinary referrals. Ensure that all data sets capture students race and ethnicity. Analyze the data to answer questions such as the following (adapted from Guardino, 2007): > > Which behaviors most commonly result in disciplinary referrals, suspensions, and expulsions? > > What are the proportions of enrolled students in the district from each racial and ethnic group? > > What proportion of absences, disciplinary referrals, suspensions, and expulsions are associated with students from each racial and ethnic group? > > Which staff members are associated with the greatest numbers of office referrals, suspensions, and expulsions? > > Are disciplinary referrals, suspensions, and expulsions more common for student behaviors that occur at specific times or locations? 5 This section was adapted from the following sources: American Civil Liberties Union of Northern California (March 2010). Discipline in California schools: Legal requirements and positive school environment. Retrieved from Guardino, D. (2007). Using data for decisions: What you can do to positively impact the disproportionate use of discipline
15 Work with stakeholders to develop strategies to promote equitable implementation of disciplinary policies. 14 Collaborate with others in the school and community to develop, implement, and monitor strategies to increase the consistent and fair application of disciplinary policies across all racial and ethnic groups. Consider the following recommendations (adapted from the ACLU of Northern California, 2010): > > Engage the entire school community students, parents, teachers, school staff, and administrators in creating and assessing school disciplinary policies and practices. > > Make sure that staff focus on prevention by proactively teaching students what constitutes acceptable behavior and emphasizing good behavior rather than punishment. Prevention strategies may include using disciplinary code measures, such as peer mediation and conflict resolution, and classroom management techniques to teach and reinforce appropriate behavior. > > Offer professional development to help school staff create a positive school environment, increase their cultural awareness and competency, and implement non-biased discipline. Professional development may include an annual review of disciplinary policies, alternatives to punitive measures, and resources to assist students struggling with behavioral issues, as well as staff training on cultural competency, fostering school connectedness, and teaching conflict resolution to students. Alternatives to Traditional School Discipline: Positive Behavioral Interventions and Supports Restorative Justice: Peer Mediation: (From the ACLU of Northern California, 2010)
16 15 Recommendation 7: School districts must identify effective strategies to engage and collaborate with parents. As students primary means of support, parents are essential partners with regard to prevention, school discipline, and mental health and other services for students. Engaging parents serves as a preventive measure to avert disciplinary problems and as a vital source of support during disciplinary actions. [Schools and districts should] embrace a philosophy of partnership and be willing to share power with families. Make sure that parents, school staff, and community members understand that the responsibility for a child s educational development is a collaborative enterprise. Henderson & Mapp (as quoted in Ferguson, Jordan, & Baldwin, 2010, p. 9) Action Steps 6 Determine what constitutes meaningful family engagement in your community. Convene a meeting of district and school leaders, as well as family and community representatives, to clarify and refine the district s approach to enhancing family engagement. Strategies to Enhance Family Engagement Foster supportive home environments where parents participate in activities that encourage children s academic achievement and emotional development Exercise shared decision-making in school matters Improve family-school-community communication Coordinate resources and services for families Provide volunteer opportunities for families at school Enable community organizations to use the school s resources and facilities to help meet the needs of students and families (Adapted from Ferguson et al., 2010) 6 This section was adapted from Ferguson et al. (2010). Working systematically in action: Engaging family and community. Retrieved from
17 16 Review existing community practices and best practices related to family engagement. Gather information on current systems and practices in the district and community designed to enhance family engagement. Use SAMHSA s National Registry of Evidence Based Practices and Programs ( to compare parent engagement programs and strategies. Consider available funding sources, such as federal, state, and local programs that require family engagement (e.g., Title I, Title II, and Title VII), as well as school-community partnerships, district discretionary funds, and new fundraising efforts. Work with stakeholders to select one or more family engagement programs or strategies that the district will embrace. Create a family engagement plan. Make sure that the plan includes goals and objectives, strategies, action steps, and a timeline and lead person for each action step. Monitor the plan. Work with stakeholders to answer the following questions: > > What progress has been made toward achieving the desired outcomes? > > What measurable results (quantitative and qualitative) indicate that the strategies used are benefiting students? > > Is there evidence to indicate that the strategies implemented are strengthening family engagement? > > Is there evidence to indicate that the strategies implemented are resulting in improved support systems for students? > > Are these strategies working well in our community? Should we make any modifications?
18 Recommendation 8: School districts and their community partners should provide support to enable expelled students to rejoin the school community. Schools and youth-serving agencies should have case managers who have been trained to work with 17 at-risk youth, including those who have had multiple suspensions or expulsions. Typically, a case manager is best able to identify the supports that a student needs during and after a period of expulsion to make a successful reentry to school. When a student who is involved in the juvenile justice or mental health system is expelled, information should be shared among agencies so the student and his or her family receive needed supports. Action Steps 7 Define the goals of reentry and create a reentry process. Determine the goals of the reentry process. Define the conditions or terms a student must meet before reentry, for example: > > Enrollment in an alternative school during the expulsion period > > Attendance requirements > > Academic performance and behavioral expectations > > Number of counseling hours to be completed > > Number of community service hours to be completed Consider assessing expelled students mental health, academic, and health issues to identify factors contributing to the expulsion. 8 Include parents/caregivers in the reentry process. Meet with parents/caregivers to review the terms of the student s reentry and to identify the family s strengths and concerns. Work with parents/caregivers to create a family plan that identifies goals for the family that align with the goals of the student s reentry plan. 7 This section was adapted from a focus group discussion held at the Pajaro Valley Unified School District (CA), Recommended by the American Academy of Pediatrics (2003).
19 18 Develop a schedule for when school and community agency staff will connect with the student and the parents/caregivers to review progress toward the goals included in the family s and student s reentry plans. Celebrate the completion of each reentry plan. Determine whether partner agencies have programs or services that align with the goals and terms of the reentry process (e.g., mentoring, tutoring, afterschool programming, mental health services). Develop a team to support at-risk students and those reentering their home school after expulsion. The team should include a mental health services provider, the district s attendance coordinator, a case manager, and other partners as needed (e.g., school resource officer, classroom teacher[s], principal, school psychologist). Conduct regular meetings to provide case management for at-risk students and those reentering their home school after expulsion. > > Use school data (e.g., attendance records, discipline referrals) to identify students at risk of suspension or expulsion. > > Create support plans for at-risk students and reentry plans for expelled students. > > Assess the progress of reentering students by reviewing school data and other relevant information. Link reentering students to school and community services (e.g., mental health, afterschool, mentoring, tutoring, career training).
20 19 REFERENCES American Academy of Pediatrics. (2003, November). Policy statement: Out-of-school-suspension and expulsion. Pediatrics, 112(5), Retrieved from content/112/5/1206.full.pdf+html American Civil Liberties Union of Northern California. (2010, March). Discipline in California schools: Legal requirements and positive school environment. Retrieved from discipline_in_california.pdf American Psychological Association. (2008, December). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63(9), Retrieved from Centers for Disease Control and Prevention. (2003). Stories from the field: Lessons learned about building coordinated school health programs. Atlanta, GA: Author. Devaney, E., O Brien, M. U., Resnik, H., Keister, S., & Weissberg, R. P. (2006). Sustainable schoolwide social and emotional learning (SEL) [implementation guide and toolkit]. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. Education Development Center, Inc. (2011). Examining suspension and expulsion policies and practices and related student mental health Issues in California schools. Newton, MA: Author. Education Development Center, Inc. (2011). Realizing the promise of the whole-school approach to children s mental health: A practical guide for schools. Newton, MA: Author. Ferguson, C., Jordan, C., & Baldwin, M. (2010). Working systematically in action: Engaging family and community. Austin, TX: SEDL. Retrieved from Foundation Center [Website]. (n.d.). Retrieved from Friedman, R. M. (2001, June). A conceptual framework for developing and implementing effective policy in children s mental health. Retrieved from Framework.pdf Guardino, D. (2007, February 27). Using data for decisions: What you can do to positively impact the disproportionate use of discipline. Presentation made at the Oregon Positive Behavior Support Conference, Corvallis, Oregon. Retrieved from
21 20 Illinois Children s Mental Health Partnership. (2005, June). Strategic plan for building a comprehensive children s mental health system in Illinois. Retrieved from Illinois Children s Mental Health Partnership [Website]. (n.d.). Retrieved from Illinois Children s Mental Health Task Force. (2003, April). Children s mental health: An urgent priority for Illinois. Retrieved from Juvenile Law Center and Child Welfare League of America. (2008). Models for change information sharing toolkit: Accelerating progress toward a more rational, fair, effective and developmentally appropriate juvenile justice system. Retrieved from The Road to Reentry to PVUSD. (2010). Pajaro Valley Unified School District: Watsonville, CA. Substance Abuse and Mental Health Services Administration, Center for Mental Health Services. (2007). Promotion and prevention in mental health: Strengthening parenting and enhancing child resilience. DHHS Publication No. CMHS-SVP Rockville, MD: U.S. Department of Health and Human Services. Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Prevention. (2009). Identifying and selecting evidence-based interventions for substance abuse prevention: Revised document for the strategic prevention framework state incentive grant program. DHHS Publication No. SMA Rockville, MD: U.S. Department of Health and Human Services.
Suspension and Expulsion Policies and Practices and Related Student Mental Health Issues in California Schools Executive Summary EDC A report prepared by Education Development Center, Inc. with funding
Connecting Social and Emotional Learning with Mental Health Introduction In 1999, the U.S. surgeon general defined mental health as successful functioning that results in productive activities, fulfilling
GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
Safe & Caring Schools Policy Revised 2013 1. Background and Purpose Increased public awareness and concern regarding the societal issues of bullying and violent behaviour among youth prompted the Department
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
SW 629 School Social Worker Interventions Spring/Summer 2015 Beth Sherman, MSW Assistant Clinical Faculty Office: 3784 School of Social Work Office Hours: Mondays 5-6pm and Tuesdays 5-6pm Contact: firstname.lastname@example.org
POLICIES AND PROCEDURES FOR ALTERNATIVE LEARNING PROGRAMS AND SCHOOLS GRADES K-12 Adopted September 2003 Updated August 2014 North Carolina Department of Public Instruction Safe & Healthy Schools Support
RESTORATIVE JUSTICE IN OAKLAND SCHOOLS IMPLEMENTATION AND IMPACTS 2014 AN EFFECTIVE STRATEGY TO REDUCE DISPROPORTIONATE DISCIPLINE, SUSPENSIONS AND IMPROVE ACADEMIC OUTCOMES. EXECUTIVE SUMMARY Need for
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic
The Local Control Funding Formula: Maximizing the New School Funding Formula to Expand Health Supports Created by the California School-Based Health Alliance About California s New School Funding Changes
Michigan State Board of Education Policy on Integrating Mental Health in Schools Historically, the Michigan State Board of Education (SBE) has emphasized the importance of students well-being and its impact
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
Framework: Core Functions, Indicators, and Key Questions The Core Functions and Indicators, which form the structure for the delivery and execution of (Illinois CSI) services, describe the big ideas or
Model for Comprehensive and Integrated School Psychological Services 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support
National Center for Mental Health Promotion and Youth Violence Prevention Positive Behavioral Intervention and Supports Brief Purpose of this Guide School districts around the nation have begun to implement
RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science
California Standards for the School Counseling Profession ORGANIZATION The School Counselor professional Standards are organized into six areas: Engage, Advocate for and Support All Students in Learning;
the Growing Fairness HOST A SCREENING! Growing Fairness is a short documentary film about growing restorative justice in city schools. Often, passionate educators lead these cultural shifts in schools.
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
Oak Park School District School Psychologist Evaluation School Psychologist Evaluation Instrument Domain I: Databased Decision Making and Accountability School psychologists have knowledge of varied models
Ohio Principal Evaluation System Ohio Principal Performance Rating Rubric Principal Performance Rubric The Principal Performance Rating Rubric is intended to be scored holistically. This means that evaluators
Workforce Development Online Workshop Descriptions Behavioral Health Service Delivery Workshops: The Effects of Violence Exposure on Children (1.5 hours) Regretfully, violence against children and youth
SOLUTIONS IN ACTION: A CLOSER LOOK AT SCHOOL-BASED MENTAL HEALTH CARE DELIVERY FRAMEWORKS AND STRATEGIES Mark Sander, PsyD, LP Senior Clinical Psychologist Mental Health Coordinator Hennepin County/Minneapolis
Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...
Florida Core Competencies for Early Care and Education Directors February 2011 Florida Core Competencies for Early Care and Education Directors Table of Contents Introduction 4 Florida Core Competencies
Rubric : WI School Psychologist Diversity in Development and Learning Description: School psychologist has knowledge of individual differences, abilities, disabilities and other diverse student ; principles
GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling
TABLE OF CONTENTS A Message From The Minister.....................2 Background...................................3 Purpose......................................4 Guiding Principles..............................4
YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
Campus Network Planning and Technical Assistance Overview WHAT IS THE PURPOSE OF A NETWORK? Networks are part of the California College Pathways (CCP) Initiative s strategy to expand college and career
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Principals) Principal Practice Rubric Updated July 2015 1 INEFFECTIVE A. DEVELOPS
Regional Family Justice Center Network Concept Paper June 2007 Regional Family Justice Center Network Family violence is an extremely complex issue which manifests itself in varying dynamics within families
TAKING MENTAL HEALTH TO SCHOOL: A POLICY- ORIENTED PAPER ON SCHOOL-BASED MENTAL HEALTH FOR ONTARIO EXECUTIVE SUMMARY FOR POLICY MAKERS Taking mental health to school: A policy-oriented paper on school-based
Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance
Allgood Elementary Guidance and Counseling Services Franchis Cook, School Counselor NCSC, NCC, LPC Why Elementary School Counselors? Elementary school years set the tone for developing the knowledge, attitudes
Eugene School District 4J Professional School Counselor Rubric Using leadership, collaboration and advocacy, the Professional School Counselor plans, delivers, manages and promotes a comprehensive guidance
Research Brief for Schools Social and Emotional Learning The Foundation of Student Success in School, Work, and Life Imagine a school where students Show up eager and ready to learn Feel a sense of connectedness
Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on
Office of Adoption and Child Protection Executive Office of the Governor The Capitol, Suite 2002, Tallahassee, FL 32399-0001 Phone: 850-921-2015 Fax: 850-921-0173 Email: email@example.com
Strategic Leadership Summary: School leadership creates conditions that result in the strategic re-imaging of the school s vision, mission, and goals in the 21 st Century. The leader exhibits the understanding
School Focused Youth Service Supporting the engagement and re-engagement of at risk young people in learning Guidelines 2013 2015 Published by the Communications Division for Student Inclusion and Engagement
Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the education
STOPPING OUT-OF-SCHOOL SUSPENSIONS DECEMBER 2012 www.otlcampaign.org www.stopsuspensions.org OPPORTUNITY ACTION Promoting quality public education for all www.opportunityaction.org Contents STOPPING OUT-OF-SCHOOL
Alabama Standards for Instructional Leaders To realize the mission of enhancing school leadership among principals and administrators in Alabama resulting in improved academic achievement for all students,
Quick Guide For Administrators Based on TIP 52 Clinical Supervision and Professional Development of the Substance Abuse Counselor Contents Why a Quick Guide?...2 What Is a TIP?...3 Benefits and Rationale...4
REQUEST FOR APPLICATION (RFA) 2015-2016 RFA Released: May 11, 2015 Final Date to Submit RFA: June 5, 2015, by 5:00pm No consideration will be available for RFA s received after final date. This is a Request
Kathryn Baron Contributing writer, Education Week Follow Kathryn on Twitter: @TchersPet Partners in Time: Building School-Community Models Expert Presenters: Martin J. Blank, president, Institute for Educational
Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Compass Charter School October 17-18, 2012 1 SCHOOL SUPPORT SYSTEM A Collaborative
COUNSELOR, SOCIAL WORKER, LICENSED MENTAL HEALTH COUNSELOR (LMHC) STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Principal Location: Assigned School(s) FLSA Status: Exempt Bargaining
Case 4:74-cv-00090-DCB Document 1688 Filed 10/01/14 Page 57 of 136 Life Skills Alternative to Suspension Program (LSASP) General Description The Life Skills Alternative to Suspension Program (LSASP) provides
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the
early childhood mental health program San Francisco, CA Overview The Early Childhood Mental Health Program provides highly trained, well-supported mental health consultants to 46 childcare sites for eight
STEPHEN J. KOFFMAN, LCSW firstname.lastname@example.org PROFESSIONAL PROFILE Dedicated to establishing professional relationships, working partnerships and providing effective connections and support to strengthen communities.
1. Title IV, Part B: 21 st Century Community Learning Centers [Goals 1, 2 and 5] Identify the percentage of students participating in 21 st Century Community Learning Centers who meet or exceed the proficient
As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following
The National Center on Addiction and Substance Abuse at Columbia University 2010 1 The National Center on Addiction and Substance Abuse (CASA) at Columbia University The only national organization that
Schools, Disability, Discipline & Arrest Robert D. Fleischner Center for Public Representation Northampton, Massachusetts Problematic Disciplinary Outcomes for Students with Disabilities Removal from regular
Montana School Counseling Program Montana School Counselor Association 2004 www.mtschoolcounselor.org Foreword In June 2001, The Montana Board of Public Education published a revision of the Accreditation
Report on Act 75 of 2013 An Act Relating to Strengthening Vermont s Response to Opioid Addiction and Methamphetamine Abuse Section 13b. The Quality and Effectiveness of Substance Abuse Prevention Education
Connecticut Children s Behavioral Health Plan Prepared pursuant to Public Act 13-178 And Submitted to Connecticut General Assembly October 1, 2014 Submitted by: Joette Katz, Commissioner Connecticut Department
CSI: Minneapolis Presented by Al Flowers 1 P a g e CSI: Minneapolis Community Standards Initiative Vision It is our belief that it is the responsibility of parents and community members to SET COMMUNITY
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:
Standard 1: Purpose and Direction 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide propose for the student success. The system
CASP Position Paper: School-Wide Positive Behavior Intervention and Support (SW-PBIS): A Multi-Tiered System of Supports (MTSS) for Student Wellness January 2014 Jessica Djabrayan, Ed.D., CASP Assessment
Kentucky Department for Behavioral Health, Developmental and Intellectual Disabilities 2013-2018 STRATEGY FOR SUICIDE PREVENTION Goals and Objectives Strategic Direction 1: Healthy and Empowered Individuals,
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
February 2013 A Study of Family Engagement in Redwood City Community Schools Lisa Westrich and Karen Strobel Since 2007, the Redwood City School District (RCSD) and Redwood City 2020 (RWC 2020) have partnered
NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the
1 PSYCHOLOGICAL CONTRIBUTIONS TO THE ERADICATION OF POVERTY The Psychology Coalition at the United Nations, New York Submitted on the occasion of the United Nations International Day for the Eradication
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis
Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses Definition of an Effective School Nurse Effective school nurses are vital members of the education team. They are properly
School Linked Mental Health in MN: Envisioning the Future Where can we go? Mark Sander, PsyD, LP Senior Clinical Psychologist Mental Health Coordinator Hennepin County/Minneapolis Public Schools November
COUNSELOR, INTERVENTION SPECIALIST or SOCIAL WORKER STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Principal Location: Assigned School(s) FLSA Status: Exempt Bargaining Unit: NTEA
L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program
The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry