Fix School Discipline Toolkit for Educators - Page 11

BUILDING A HEALTHY SCHOOL SUPPORTING STRONG RELATIONSHIPS 5% of students 15% of students 100% of students TERTIARY PREVENTION: Individualized support for high–risk students SECONDARY PREVENTION: Group supports for students with higher needs. PRIMARY PREVENTION: A broad support system for all students that teaches positive relationships and coping skills. FOUNDATIONAL SUPPORTS: based on data and to reinforce positive behavior. Additionally, in each class the teacher provides direct instruction about the five social-emotional skills from a SEL curriculum, Second Step. Finally, every student participates in a community building RP circle at least once a week. When students have a conflict, they spend at least five lunches together, participating in restorative circles and other activities. Flip to the Leataata Floyd highlight for more information. Vallejo City Unified School District is committed to a community school approach. It is implementing SWPBIS and incorporating community building and harm repairing RJ circles and trauma-sensitive strategies for students with higher needs in Tier II and III. Under SWPBIS, on all campuses, there are three school-wide rules and data is regularly collected and analyzed to enable administrators and teachers to make decisions about how to best serve all students, including those who are struggling. Students who engage in conflict participate in Restorative Justice circles to repair any harm that was done. The District has partnered with Kaiser Permanente to provide trauma-informed care to students struggling with violence and poverty in their homes and communities. Flip to the Vallejo City Unified highlight for more information. • • • • 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. • Comprehensive early warning system that includes academic and nonacademic domains. • Trauma informed and responsive practices. • Restorative, collaborative, culture and healing informed intervention strategies. • On campus mental health counseling school/community. • • • • Prevention oriented social and emotional learning curriculum for all students. Community building practices, like daily or weekly circles, with all students. Partnering to bring youth development organizations on campus. Cutting edge parent engagement. • • • • • 100% commitment to and belief in change from leadership and staff. Holding all kids and all adults equally accountable. 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. Important Information: Strategies to Address Bullying Bullying has been prevalent on school campuses for a long time but its prevalence and effects have gained national attention in the past few years. Generally, bullying occurs when one person uses power or strength to intimidate, harm or ridicule someone else. It can include physical aggression such as hitting and shoving, and verbal aggression, such as name-calling . Research shows that bullying is often aimed at specific vulnerable or minority groups, especially children with disabilities, African American youth, and LGBTQ youth. Bullying can occur face-to-face or through digital media such as text messages, social media, and websites. website that provides helpful information and resources on bullying prevention and remedies. Read “Two Wrongs Don’t Make a Right: Why Zero Tolerance is Not the Solution to Bullying,” Advancement Project, the Alliance for Educational Justice, and GayStraight Alliance Network, available at http://www.gsanetwork.org/files/ aboutus/APJ-005_D5-FINALsmall. pdf Visit NoBully.org, an organization that has developed a non-punitive and innovative solution that is grounded in the new research on empathy and transformative action. The No Bully System® guides K–12 school leaders and teachers Research shows that zero-tolerance through a series of evidence-based policies that have been extended interventions for preventing and to bullying and harassment are not responding to bullying. When effective