Formative Assessment Breakthrough Student Assistance Program & Carpe Diem (Alternative to Expulsion)

Formative Assessment
Breakthrough Student Assistance Program &
Carpe Diem (Alternative to Expulsion)
Murrieta Valley Unified School District
Our Mission
To inspire every student to think, to learn, to
achieve, to care.
2
Problem

We remain extremely concerned about the
substantial and persisting investment in reactive and
punitive approaches…as a primary strategy for
addressing the challenges presented by behaviorally
at-risk youth…such approaches are ultimately
doomed to failure…unless they are counterbalanced
with comprehensive prevention efforts…
Walker, H.M., & Shinn, M.R. Structuring School-Based Interventions to Achieve Integrated Primary, Secondary,
and Tertiary Prevention Goals for Safe and Effective Schools. In M. Shinn, H.Walker, & G. Stoner (Eds.),
Interventions for Academic and Behavior Problems: Preventive and Remedial Approaches. Bethesda, MD:
NASP.
3
Expulsion Data
Expulsions
60
50
40
30
20
10
0
2004/2005 2005/2006 2006/2007 2007/2008 2008/2009
4
Binge Drinking
Percentage of Students Who Binge Drank by Grade
25%
20%
15%
10%
5%
0%
Grade 7
Grade 9
Grade Level
5
Grade 11
IOM and SAP Components
Continuum of Services = Comprehensive SAP

Intensive




Targeted




Educational Student Support Groups
Parenting Workshops
Support Groups
Universal







6
Internal Referral Process and Services
Individualized Family Conferences and Family Action Planning
Suicide Prevention and Intervention
School Board Policy
Staff Development
Prevention Lessons
Integration with Other School-based Programs
Cooperation and Collaboration Communitywide
Classroom Curriculum and School-wide Events
Crisis Team Response
RTI Pyramid
7
Who Do We Serve?
Number of Referrals by Grade
60
50
40
30
20
10
0
K
1
2
3
4
5
6
Grade
8
7
8
9
10
11
12
Contributions by Gender
Male and Female
Contribution
Referrals by Gender
35
30
25
20
15
10
5
0
Males
Females
K
1
2
3
4
5
6
Grade
9
7
8
9 10 11 12
Who Participated?
Family Conference Attendance
Referrals
35
30
25
20
15
10
Attended
Did not Attend
5
0
K
1
2
3
4
5
6
Grade
10
7
8
9
10 11 12
Number Served
Family Conferences Conducted
243
250
200
164
150
100
80
50
0
Year 1
Year 2
Program Year
11
Year 3
12
Impact of Breakthrough Program by
Participation in Family Conference
13
Don’t
know
Because of Breakthrough
Yes
No
I have better relationships with my teachers or other adults
at school.
Participated in Family Conference
Did NOT participate in FC
67%
41%
14%
28%
19%
31%
I have a better relationship with my parents.
Participated in Family Conference
Did NOT participate in FC
64%
40%
27%
35%
9%
25%
I am learning a lot of new things and Skills.
Participated in Family Conference
Did NOT participate in FC
55%
35%
36%
39%
9%
26%
Impact of Breakthrough Program by
Participation in Family Conference
14
Don’t know
Because of Breakthrough
Yes
No
I am less likely to drink alcohol or use other drugs.
Participated in Family Conference
Did NOT participate in FC
59%
47%
23%
23%
18%
30%
My Behaviors are not causing me as many problems.
Participated in Family Conference
Did NOT participate in FC
68%
58%
18%
28%
14%
14%
I am doing better at school.
Participated in Family Conference
Did NOT participate in FC
68%
53%
23%
26%
9%
21%
15
40 Developmental Assets
16
Category:
External Assets
% who had asset
Support
61%
Empowerment
31%
Boundaries & Expectations
66%
Constructive Use of Time
38%
Average of External Assets
52%
40 Developmental Assets
Empowerment
Community values youth
25%
Youth as resources
11%
Service to others
9%
Safety
80%
Average 31%
17
40 Developmental Assets
18
Category:
Internal Assets
% who had
asset
Commitment to Learning
38%
Positive Values
48%
Social Competence
60%
Positive Identity
49%
Average 49%
40 Developmental Assets
Commitment to Learning
Achievement Motivation
48%
School Engagement
36%
Homework
34%
Bonding to School
39%
Reading for Pleasure
34%
Average 38%
19
Referral Sources











20
Self-referral
Concerned school staff, parents, peers, coaches
Suspended students
Gifted and Talented Programs
Student Study Team
School Attendance Review Board and similar programs
Parenting Programs
Juvenile Probation
Child Protective Services
County programs including ATOD Tx. wanting support for
children of clients in treatment
YAT/YAB
Carpe Diem
Carpe Diem Placements by
Grade
30
25
20
15
10
5
0
5
7
8
9
10
Grade Level
21
11
12
Carpe Diem
Gender
50
40
30
20
10
0
Males
22
Females
Carpe Diem: Best Practices for
Keeping Students Engaged in School







Individualized academic instruction
Positive classroom management (level system)
Informal interactions and low pupil-teacher ratio
Instruction in interpersonal, self-control, and social skills
Service learning
Flexibility
Parent involvement
Tobin, T. & Sprague, J. Alternative Educational Programs: Accommodating Tertiary Level, AtRisk Students. In M. Shinn, H. Walker, & G. Stoner (Eds.), Interventions for Academic and
Behavior Problems: Preventive and Remedial Approaches. Bethesda, MD: NASP.
23
Carpe Diem

52 students were eligible to return
–
–
–
–
24
42 did return (10 moved out of district)
There has been an average GPA increase of one
full point for returning students at end of 1st
semester of return.
Parents comment that students are more focused
and eager to learn.
Fewer discipline problems upon return.
Need for Alternatives



25
Financial cost of incarceration of juveniles and rehabilitation of
adolescents and adults.
If dropout prevention programs were widely used at all levels
and cost comparisons were based on all programs that
taxpayers support, “The benefits of dropout prevention would
exceed the costs by a ratio of 9:1” (Altenbaugh, Engel & Martin,
1995, p.170)
Even if students don’t graduate, every year of schooling is
valuable: “Each added year of secondary education reduces
the probability of public welfare dependency in adulthood by
35% (National Research Council, 1993).
Murrieta Valley Unified School District
Inspire every student to think, to learn,
to achieve, to care.
26