School and Youth Development Consolidated Plan GUIDING PRINCIPLES

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1 School and Youth Development Consolidated Plan GUIDING PRINCIPLES Guidelines for a model School and Youth Development Consolidated Plan Child Abuse & Neglect Prevention and Intervention Plan Liaison and Team The school has identified a Designated Liaison (such as a Guidance Counselor or Social Worker) who has attended the annual Designated Liaison Training and has experience with child protective and foster care matters. The Designated Liaison serves as a resource to all staff members, who are required to personally report any cases of suspected child abuse or maltreatment to the State Central Register. The school has identified the school's Child Abuse/Neglect Prevention & Intervention Team, including all required contact information. Staff Training Parent Outreach Student Education Local Agencies The school has created mandatory trainings (including dates/times) on child abuse and neglect for all school staff, pedagogical and non pedagogical, to ensure that all staff members understand Chancellor's Regulation A 750 and their role in reporting any cases of suspected child abuse or maltreatment. All staff members received the Blue Card (Highlights of Chancellor's Regulation A 750) and the Blue Card is prominently posted in the school in visible areas. The school has identified more intensive activities and trainings (including dates/times) for the Child Abuse/Neglect Team, to build capacity across a range of issues related to child safety and wellness and to address topics specific to the school community. The school has planned activities and outreach efforts for parental involvement and support of child abuse prevention and intervention throughout the school year. The Parent Coordinator and the Parent Teacher Association (PTA) are involved in developing and implementing the child abuse prevention training component for parents. The school has planned a series of regular activities to educate students about child abuse and/or neglect, to let students know about the importance of talking to an adult if someone has hurt them, and to support students in feeling safe in and out of school. The school has identified local agencies (including a list of agencies and contact people) and demonstrated that it has developed relationships with these organizations to support students, parents and staff regarding issues of child abuse prevention and intervention. 1

2 Student to Student Sexual Harassment Plan Liaison Plan for Staff Plan for Students The school has identified at least one liaison who is a full time staff member at the school to whom reports of student to student sexual harassment may be made and who has demonstrated expertise in preventing and addressing sexual harassment, including a history of training and/or experience. This staff member is easily accessible to students, and serves as a resource for staff and students to address issues related to sexual harassment, dating violence, and connected issues. The school has created a specific, detailed plan for training staff on Chancellor's Reg. A 831 (including distribution of brochures) and on issues related to preventing and addressing sexual harassment and (where applicable) dating violence. The plan includes topics that will be discussed, the materials and/or facilitators that will be used, and demonstrates evidence of consultation with internal staff members with expertise in this area and/or external experts on sexual harassment. The plan includes reference to follow up opportunities or resources for current and/or new staff. The school has created a specific, detailed plan for training students on Chancellor's Reg. A 831 and on issues related to preventing and addressing sexual harassment, including the distribution of brochures, interactive discussions, and opportunities for follow up. The plan includes topics that will be discussed, the materials and/or facilitators that will be used, and demonstrates evidence of consultation with internal staff members with expertise in this area and/or external experts on sexual harassment and, where applicable, dating violence. Reg. A 831 is posted in a visible location where parents and students will see it. 2

3 "Respect for All" Plan Liaison Staff Training Student Training The school has identified at least one liaison who is a full time staff member at the school and has demonstrated expertise in preventing and addressing bias based harassment, including a history of training and/or experience. This staff member is easily accessible to students, and serves as a resource for staff and students to implement school wide initiatives that promote respect for the full range of students' identities (as outlined in A 832) and/or address bias based harassment. The liaison has attended the two day training on Respect for All or will attend these sessions this school year. The school s plan to review A 832 with staff and its plan to provide staff with training addresses biased based harassment, intimidation and bullying as delineated in A 832, includes topics that will be discussed, the materials and/or facilitators that will be used, and demonstrates evidence of consultation with internal staff members with expertise in this area and/or external partners with demonstrated expertise in addressing diversity or bias based harassment in schools. The plan clearly delineates the relationship between promoting respect for diversity and creating and sustaining a positive and supportive school climate and culture. The plan includes ongoing opportunities for professional development for current and/or new staff, and cites resources that can be used by staff to promote respect for diversity as a component of their regular professional practice. The school has created a training plan to review A 832 with students and to provide students with training that addresses biased based harassment, intimidation and bullying as delineated in A 832. The plan includes topics that will be discussed, the materials and/or facilitators that will be used, and demonstrates evidence of consultation with internal staff members with expertise in this area and/or external partners with demonstrated expertise in addressing diversity or bias based harassment in schools. The plan clearly delineates the relationship between promoting respect for diversity and creating and sustaining a positive and supportive school climate and culture. The plan includes ongoing opportunities for students to engage in school wide initiatives that promote respect for the range of identities identified in A 832 among students and between students and staff. 3

4 Suicide Prevention and Crisis Intervention Plan Crisis Team and Meeting Schedule The school has identified a crisis intervention team chair and a suicide prevention designated liaison, along with a cross functional team of staff members with training and/or experience in preventing, addressing, and responding to crisis and/or sudden traumatic loss. The team includes members who can address and/or promptly refer students to appropriate support and/or intervention in the event of suspected suicidal ideation and/or behavior. The school has described its plan for both regular and adhoc meetings of the crisis team, and has listed specific dates and topics for these meetings and for presentation to the entire school community. The school has distributed to all staff the Suicide Reference Guide, available in Chancellor s Reg. A 755, and ensured that the Guide, the list of Crisis Team members and intervention procedures are prominently posted. Prevention & Intervention Protocols The school has created clear and detailed step by step protocols in accordance with Chancellor s Regulation A 755, including identification of specific, supporting staff members, to provide intervention and support services to students who exhibit suicidal ideation and/or risk behaviors. The school has clearly identified its step bystep procedures for providing intervention and support services to the entire student body (or directly and indirectly affected students) immediately following a crisis. Informing Parents and Students The school has created a clear and specific plan to inform students and parents of its protocols during and following crisis situations, including outreach materials and methods, a timeline, and procedures for requesting and accessing additional information. Linkages & Community Partners The school has identified local agencies (including a list of agencies and contact people) to support the crisis intervention team and has developed (or identified a plan to develop) relationships with these organizations to support students, parents and staff regarding crisis intervention and suicide prevention. 4

5 Attendance Improvement Plan Attendance Improvement Goals and Objectives The school has established realistic targets and goals for attendance improvement, based on monthly and annual attendance data from prior school years. The goals include specific objectives (activities and plans) with measurable outcomes (and has identified formative and summative assessments, with according timeframes, to measure these outcomes) designed to improve individual student s attendance and the attendance rate of the school as a whole, with a specific focus on students who are chronically absent. Staffing The school has identified an attendance coordinator; one or more individuals at the school responsible for attendance follow up; the name and title of the staff person responsible for organizing and implementing follow up for 407 cases; the name and title of the person who enters comment and resolution codes for 407s; the name and title of the person who approves and signs 407s that are closed at the school level; and the names and titles of members of a cross functional attendance committee; including the principal, AP(s), teachers, supervisors, support personnel, students, community members, and parents. The school has identified dates when this attendance committee will meet, along with topics for these meetings. Outreach Efforts, Parent & Community Involvement The school has identified activities to encourage improved student attendance among all students, explained in detail how it will coordinate outreach efforts among support staff, clearly delineated the exact protocols and procedures that it uses to resolve 407 cases (including implementation and documentation), and described the school's step by step process for reaching out to (and documenting outreach to) both students and parents, beginning with the first day of a student's absence. Chronically Absent Students The school has clearly described a robust and ongoing plan to address the attendance of students who have been identified as "chronically absent," including detailed description and timeline for programs, activities, and specific outreach efforts to both students and their families to address the needs of this population, to reduce absenteeism and to improve attendance. 5

6 Students in Temporary Housing Program Plan Personnel The school has identified a staff member (including all required contact information) who disseminates the Residency Questionnaire and enters/updates residency information for students in ATS (such as the Pupil Accounting Secretary). The school has identified a staff member to serve as the STH Liaison who tracks and monitors the progress of the STH population and provides them with appropriate services (such as a Guidance Counselor or Social Worker). Residency Questionnaire The school has outlined a specific plan for identifying students living in temporary housing, including: 1) distributing the Residency Questionnaire, accompanied by the McKinney Vento Act Guide for Parents and Youth, to all newly enrolled students (by October 31st) and to those students who change their addresses; 2) ensuring that all students on register have a designated housing category code in ATS, and 3) identifying a plan for completing regular updates to ATS throughout the school year when students change addresses or are newly enrolled. Services The school has identified specific and appropriate services to meet the particular needs of the STH population with Title I set aside funds (not applicable for D75 schools) which aligns with information provided on Appendix 9 of the School Comprehensive Educational Plan (CEP). Posters The school has posted and identified the locations of English and Spanish McKinney Vento posters which inform parents and students of their rights under the McKinney Vento Homeless Assistance Act. Posters are displayed in visible locations where parents and students will see them. 6

7 Military and Post Secondary Education Opt Out Plan Staff Member Access Procedures The school has identified a member of the school staff to coordinate the program who understands issues related to opting out of military recruitment and/or outreach from post secondary education institutions and prospective employers, and who is easily accessible to students. This staff member also ensures that opt out information and letters have been sent to parents and students by the second week in October and the opt out information is entered into ATS by the last week in October. The school has outlined a specific set of consistent, step by step procedures that all military recruiters, post secondary educational institutions, and prospective employers will use to contact the school and to conduct outreach to students. Plan for Ensuring Student Understanding The school has outlined a specific plan and timeline for ensuring that all students understand their opt out rights regarding the sharing of their contact information with military recruiters, post secondary educational institutions, and prospective employers. Plan for Distribution of Opt Out Forms The school has outlined a specific plan for distributing opt out forms to students, including how it will ensure that any students enrolling during the school year and/or students who choose to opt out later in the school year can access opt out forms. The school includes their plan for entering opt out information into ATS. 7