DOCSLIB.ORG

Fall ODE/COSA Special Education Administrator's Conference Session

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Fall ODE/COSA Special Education Administrator's Conference Session 9/22/2015 Fall ODE/COSA Special Education Administrator’s Conference School Discipline: Leading for Equity Through Policy and Practice October 2, 2015 John Inglish, JD Education Specialist, Oregon Department of Education Session Objectives • Review Federal & State Guidance: – Legal & Regulatory – Policy & Practice • Dialogue on best practices, with particular focus on issues unique to charter schools – Data tools – Building/classroom practices Disclaimer‐The content in this presentation is for informational purposes only. Nothing in this presentation constitutes legal advice. You should contact designated district/school legal counsel for legal advice specific to any factual situation 1 9/22/2015 Legal Overview State law Board Federal Policy Law Why? Why change the way we do behavior management in schools? 2 9/22/2015 History of disciplinary inequity A national view Source: U.S. Department of Education‐Office for Civil Rights; 1972‐3 data is OCR data, but taken from Children’s Defense Fund, School Suspensions; Are They Helping Children? Cambridge, MA: Washington Research Project, 1975. Figure 2. Impact by race and disability of the use of out‐of‐school suspensions, 2009‐2010 Source: Losen & Gillespie, Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School (2012). (Data from CRDC 09/10 SY). 6 3 9/22/2015 Discipline Gap: Framing the Issue “One of the most consistent findings of modern education research is the strong positive relationship between time engaged in academic learning and student achievement (Brophy, 1988; Fisher et al., 1981; Greenwood,Horton, & Utley, 2002). The school disciplinary practices used most widely throughout the United States may be contributing to lowered academic performance among the group of students in greatest need of improvement.” Source: The Achievement Gap and the Discipline Gap : Two Sides of the Same Coin? Anne Gregory, Russell J. Skiba and Pedro A. Noguera EDUCATIONAL RESEARCHER 2010 39: 59DOI: 10.3102/0013189X09357621 “Research on the frequent use of school suspension has indicated that, after controlling for race and poverty, higher rates of out‐of‐school suspension correlate with lower achievement scores, or showed no academic benefits as measured by test scores and were predictors of higher dropout rates.” Source: Losen, J (2012)‐Sound Discipline Policy for Successful Schools, citing Skiba & Rausch (2006); and Fabelo et al., (2011) 4 9/22/2015 Emerging studies suggest that being suspended even once in ninth grade is associated with a twofold increase in the likelihood of dropping out, from 16% for those not suspended to 32% for those suspended just once. Balfanz (2013) What are the long term consequences of school pushout? 5 9/22/2015 JUVENILE INCARCERATION: AN INTERNATIONAL COMPARISON Source: Hazel, Neal, Cross‐National Comparison of Youth Justice, London: Youth Justice Board, 2008. Juv. Incarceration Rate per 100,000 336 68 69 46.8 51.3 33 24.9 3.6 18.623.111.3 0.1 4.1 How do we look in Oregon? 6 9/22/2015 First, the good news…. Oregon Statewide Data Expulsions 2009‐2014 Expulsions 2000 1800 1600 1400 1200 1000 Expulsions 800 600 400 200 0 2009/10 2010/11 2011/12 2012/13 2013/14 7 9/22/2015 Oregon Statewide Data Suspension/Expulsion 2009‐2014 Out of School Suspensions 60000 50000 40000 30000 Out of School Suspensions 20000 10000 0 2009/10 2010/11 2011/12 2012/13 2013/14 But much work remains … 8 9/22/2015 9 9/22/2015 http://educationnorthwest.org/north west‐matters/discipline‐and‐ achievement‐state‐assessments‐ english‐learner‐students‐oregon OSS‐SY 11‐12 60.00% 50.00% 40.00% % of subgroup suspended 30.00% % of SPED subgroup suspended % of nonSPED suspended 20.00% 10.00% 0.00% Asian Black Nat Amer Hispanic Multi‐Racial Pac Island White 10 9/22/2015 OSS‐SY 12/13 50.00% 45.00% 40.00% 35.00% 30.00% 25.00% % of subgroup suspended 20.00% % of SPED subgroup suspended 15.00% % of nonSPEd subgroup suspended 10.00% 5.00% 0.00% OSS‐SY 13/14 30.00% 25.00% 20.00% % OSS‐All 15.00% % OSS‐SPED % OSS‐Non‐SPED 10.00% 5.00% 0.00% Asian Black Nat Amer Hispanic Multi‐Racial Pac Island White 11 9/22/2015 Why are students being pushed out of school? How is suspension/expulsion being used? 12 9/22/2015 Oregon SY 13/14 All Offense Types Oregon SY 13/14 OSS 13 9/22/2015 Oregon SY 13/14 Expulsion Statutory Scavenger Hunt 14 9/22/2015 True or False: School boards have discretion as to whether they adopt written policies for student discipline? False. The law states that “each district school board shall adopt written policies for the discipline, suspension, or expulsion of any refractory student. ORS 339.250(2) School discipline policies must limit expulsion to the following 3 circumstances: • For conduct that poses a threat to the health or safety of students or school employees • When other strategies to change student conduct have been ineffective • When the expulsion is required by law ORS 339.250(2)(b)(A‐C) 15 9/22/2015 T/F: Under Oregon and federal law, students who are found in possession of weapons must be automatically expelled from school FALSE HB 2192 removed mandatory expulsion (zero tolerance) language regarding “weapons,” replacing instead with “firearms” to be consistent with Gun Free Schools Act (GFSA). 18 USC § 921 • Note‐both GFSA and 2192 provide the superintendent of a district discretion to “modify the expulsion requirement for a student on a case by case basis.” 20 USC 7151(b)(1); ORS 339.250(7)(c)(A). Identify the eight core tenets that school discipline policies must address in Oregon: • Protect students & staff from harm • Provide opportunities to learn from mistakes • Foster positive learning communities • Keep students in school and attending class • Impose discipline without bias against students from a protected class 16 9/22/2015 • Implement graduated, age‐appropriate responses that are fair, nondiscriminatory, and proportionate • Employ a range of strategies for prevention, intervention, and discipline that consider developmental capacities and that are proportionate to the degree and severity of the behavior • Propose alternative programs of instruction for students who are expelled or leaving school • Use evidence based approaches to the extent practicable • Ensure compliance with federal and state law concerning students with disabilities ORS 339.250(5)(a‐j) Recent additions to Oregon’s school discipline law The Oregon legislature passed SB 553 & SB 556 in the 2015 regular session. Both bills took effect 7/1/15. SB 553‐For students fifth grade or lower, out‐of‐school suspension limited to the following circumstances: – For nonaccidental conduct causing serious physical harm to a student or school employee; – When a school administrator determines, based upon the administrator’s observation or upon a report from a school employee, that the student’s conduct poses a direct threat to the health or safety of students or school employees; or – When the suspension or expulsion is required by law Enrolled Senate Bill 553: https://olis.leg.state.or.us/liz/2015R1/Downloads/MeasureDocument/SB553/ Enrolled 17 9/22/2015 SB 556‐ Expulsion may not be used to address truancy Enrolled Senate Bill 556: https://olis.leg.state.or.us/liz/2015R1/Downloads/MeasureDocument/SB556/Enrolled What about charter school students who qualify for special education? 18 9/22/2015 Students with qualifying disabilities under IDEA CHARTER SCHOOLS AND STUDENTS WITH DISABILITIES WHO RECEIVE IDEA SERVICES Neither a principal, superintendent, or a charter school board has authority to expel a student with a disability who qualifies for services under the IDEA if the behavior is determined to be related to the disability. This is one of the bedrock principles of IDEA. See generally: (Honig v. Doe, 559 IDELR 353; S‐1 v Turlington, 552 IDELR 267; 34 CFR 300.530; OARs 581‐015‐2400—2445. If a Manifestation Determination Review concludes that a student’s behavior was related to their disability, the IEP team must; 1) conduct a functional behavioral assessment and implement a behavior intervention plan (BIP); or 2) review the BIP and modify it in order to address the behavior. 34 CFR 300.530(f)(1)(i‐ii); AND 3) return the student to the placement from which they were removed, unless the parent and district agree to a change of placement as part of a modification to the BIP. 34 CFR 530(f)(2); OAR 581‐015‐2415(4). ODE Discipline Guidance on students who receive services under IDEA http://www.ode.state.or.us/search/page/?id=42 87 19 9/22/2015 Are statutes alone enough to solve social problems such as disproportionality in discipline? Law/Regulation Practice •HB 2192 •Superintendent •Principal •Teacher/Practitioner Policy Research •OEIB/OSB •SWPBIS •School Boards •Restorative Justice •Formal •Integration of practices •Informal Students, Families, Communities 20 9/22/2015 What are some policy resources to guide districts in this work? http://www.ode.state.or.us/search/page/?id=4287 CONTENTS 1. Background 2. Questions Local Policymakers Should Ask 3. 10 Action Steps to Prevent the Use of Out‐Of‐School Suspensions 4. Game‐Changing Community Strategies 5. Research 6. Resources 21 9/22/2015 CONTENTS 1. Introduction 2. Using Disciplinary Interventions 3. Description of Inappropriate and Disruptive Behaviors and Consequences 4. Procedures 5. Data Collection & Monitoring 6. Glossary of Disciplinary Interventions or Responses 10 Key Components INTRODUCTION 1. Emphasize Prevention KEY COMPONENTS OF A MODEL 2. Limit Suspensions & Expulsions DISCIPLINE POLICY 3. Limit Reliance on Law Enforcement Across the country, school systems are shutting the doors of academic opportunity on students and funneling them into the juvenile and criminal justice systems. The 4. Focus on Eliminating Racial Disparities combination of overly harsh school policies and an increased role of law enforcement in schools has created a “schoolhouse-to-jailhouse track,” in which punitive measures such 5.
Load more

Recommended publications
  • Mission Report 2021 Meeting the Challenges of 2020
    Putting the care in student healthcare THE LOS ANGELES TRUST FOR CHILDREN’S HEALTH MISSION REPORT 2021 MEETING THE CHALLENGES OF 2020 Top row: Supervisor Mark Ridley-Thomas distributed N95 masks at an on-campus 04 Advocacy health rally; Executive Director Maryjane Puffer delivered PPE to Dr. Anitha Mullangi, 05 Healthy living chief medical officer of St. John’s; The L.A. Trust moved its oral health education to 06 Mental health social media and televison, attracting 1.1million views. Center row: California State 07 Oral health Superintendent Tony Thurmond spoke at the virtual California School-Based Health 08 Research Alliance Conference; Trusters engaged students on Zoom; The L.A. Trust and its 09 Sexual/reproductive health partners distributed more than 100,000 toothbrushes during Operation Tooth Fairy. 10 Student engagement Bottom row: Program Manager Eddie Hu helped organize our Y2Y Summit; 11 Substance use prevention The L.A. Trust worked with partner FCancer to fight HPV; Superintendent Austin Beutner 12 Wellness Centers led LAUSD’s Grab and Go effort, which distributed more than 122 million meals. 13 Partners 14 Financial report © Copyright 2021 by The Los Angeles Trust for Children’s Health. All rights reserved. Cover photo by Rinzi Ruiz. 15 Leaders/staff The year that challenged everything he past year was like no other. The worldwide healthcare. We convened experts and stakeholders at pandemic hit Los Angeles hard, shutting schools, online forums. We increased community outreach on social T locking down students and families, closing media and TV. We engaged student health advocates businesses and causing thousands to lose their jobs.
    [Show full text]
  • Preliminary Proposals/Alternative Agreements
    LAUSD 2014-15 SY Prop 39 Preliminary Proposals/Alternative Agreements DISTRICT SCHOOL CHARTER SCHOOL 24TH STREET ELEMENTARY CROWN PREPARATORY ACADEMY 2ND STREET ELEMENTARY EXTERA PUBLIC SCHOOL 6TH AVENUE ELEMENTARY CITY CHARTER ELEMENTARY SCHOOL ALBION ELEMENTARY ENDEAVOR COLLEGE PREPARATORY CHARTER SCHOOL ANIMO CHARTER MIDDLE SCHOOL #3/#4 (FORMERLY KNOWN AS CLAY MS) ALLIANCE HEALTH SERVICES ACADEMY HIGH SCHOOL ANN ELEMENTARY ENDEAVOR COLLEGE PREPARATORY CHARTER SCHOOL AUDUBON MIDDLE SCHOOL CRENSHAW ARTS/TECH CHARTER HS BARACK OBAMA GLOBAL PREP ACADEMY RISE KOHYANG MIDDLE SCHOOL BELMONT SENIOR HIGH ALLIANCE COLLEGE READY HIGH SCHOOL #16 BELMONT SENIOR HIGH CAMINO NUEVO CHARTER ACADEMY #2 BELVEDERE MIDDLE SCHOOL KIPP SOL ACADEMY BENJAMIN FRANKLIN SENIOR HIGH LOS ANGELES INTERNATIONAL CHARTER HIGH SCHOOL BERENDO MIDDLE SCHOOL MONSENOR OSCAR ROMERO CHARTER BIRMINGHAM SENIOR HIGH (FORMER) HIGHTECH LA BREED ELEMENTARY EXTERA PUBLIC SCHOOL BUDLONG ELEMENTARY LOU DANTZLER PREPARATORY CHARTER ELEMENTARY SCHOOL CARTHAY CENTER ELEMENTARY NEW LOS ANGELES CHARTER SCHOOL CARVER MIDDLE SCHOOL FREDERICK DOUGLASS ACADEMY MIDDLE SCHOOL CHATSWORTH CHARTER HIGH SCHOOL CHAMPS CHARTER HIGH SCHOOL OF THE ARTS, MULTIMEDIA, AND CHRISTOPHER COLUMBUS MIDDLE SCHOOL INGENIUM CHARTER MIDDLE SCHOOL CHRISTOPHER COLUMBUS MIDDLE SCHOOL INGENIUM CHARTER SCHOOL COWAN ELEMENTARY ANIMO WESTSIDE CHARTER MIDDLE SCHOOL CRENSHAW BUSINESS ENTREPRENUERSHIP & TECH MAGNET (FORMERLY KNOWN ICEF VISTA BUSINESS & FINANCE ACADEMY AS CRENSHAW HS) CRENSHAW BUSINESS ENTREPRENUERSHIP & TECH
    [Show full text]
  • Los Angeles Area School List
    UCLA Health Sound Body Sound Mind UCLA Health Fitness Center Map Sound Body Sound Mind UCLA Health Sound Body Sound Mind is an organization dedicated to 118 fighting childhood obesity by providing Los Angeles middle and high 23 schools with state-of-the-art fitness centers, innovative physical education 210 5 curriculum, and professional development for educators. 170 2 The mission of UCLA Health Sound Body Sound Mind is to promote 134 self-confidence and healthy lifestyle choices among our nation’s youth. 101 101 405 UCLA Health Sound Body Sound Mind believes that focusing on the 110 physical education environment in schools is especially important. The 101 10 strength in the program lies not only in getting students moving, but also in beginning to change their mindset surrounding physical fitness. Teachers 60 trained to implement the program help their students develop competence 605 and confidence in a variety of fitness activities and show that they can 90 5 710 succeed in maintaining physical well being for the rest of their lives. 110 105 In 1998, program founders Cindy and Bill Simon opened the first Sound 405 Body Sound Mind fitness center. Since then, the program has continued to 710 grow, touching the lives of students across Los Angeles and helping them 91 91 chart paths to healthier futures. Today, UCLA Health Sound Body Sound Mind has installed fitness centers at more than 125 schools in Los Angeles. 405 Annually, the UCLA Health Sound Body Sound Mind program impacts 710 more than 150,000 students. For more information, visit uclahealth.org/soundbodysoundmind or call 310-500-4285.
    [Show full text]
  • Super Saturday Jan
    Super Saturday Jan. 31, 2015 Come to a workshop and you could win Cash for College Workshops provide FREE, one-on-one assistance to students a $2,000 completing the Free Application for Federal Student Aid (FAFSA) or California Dream scholarship! Act Application (for eligible AB540 students), Cal Grant GPA Veri cation Form and Chafee Grant application for foster youth. These forms must be completed by March 2 to receive priority consideration for state and federal nancial aid, including grants, scholarships, loans and work-study opportunities, if eligible. Please bring the following nancial documents, if available: Federal income tax returns from 2014 (if led) W-2 forms, paycheck stubs or any records of earned income Current bank statements and records of stocks, bonds or other investments COLLEGE IS WITHIN REACH! ATTEND A FREE CASH FOR COLLEGE WORKSHOP NEAR YOU! Alhambra High School, 101 S. 2nd St., Alhambra 91801 John C. Freemont High School, 7676 S. San Pedro St., Los Angeles Alliance Ouchi- O’Donovan 9-12 Complex, 5356 S. 5th Ave., Los Angeles 90003 90043 John Francis Polytechnic High School, 12431 Roscoe Blvd., Sun Valley Belmont High School, 1575 W. 2nd St., Los Angeles 90026 91352 Bravo Medical Magnet High School, 1200 N. Cornwell St., Los Angeles John Marshall High School, 3939 Tracy St., Los Angeles 90027 90033 Long Beach City College, 4901 E. Carson St., Long Beach 90808 Canoga Park FamilySource Center, 21400 Saticoy St. 2nd Floor, Canoga Los Angeles Leadership Academy High School, 234 E. Ave 33, Los Angeles Park 91304 90031 Coalition of Mental Health Professionals FamilySource Center, 9219 S.
    [Show full text]
  • Austin Beutner Update to the School Community As Prepared for Delivery – May 3, 2021
    1 AUSTIN BEUTNER UPDATE TO THE SCHOOL COMMUNITY AS PREPARED FOR DELIVERY – MAY 3, 2021 Good morning. I’m Austin Beutner, Superintendent of Los Angeles Unified. Today, we celebrate an historic milestone. After more than a year of extraordinary challenges due to the crisis created by the COVID-19 virus, all schools in Los Angeles Unified are now open and welcoming students back. This morning I’ll share some highlights on school reopenings and thoughts on where we go from here. Across the 710 square miles served by Los Angeles Unified, students and their families were excited to see familiar faces, meet new teachers and classmates, and rekindle the magic of being with other people they had been missing over the last 14 months. Our commitment since schools closed was to reopen them as soon as possible and in the safest way possible. We have been deliberate and we have been careful in the steps to get to this point. And it has taken the collaborative efforts of all of my colleagues to accomplish this. I’m proud of the work that’s been done to reopen schools and it’s our shared commitment to keep schools safe which will help them stay open. My ride on the Magic School Bus this week traveled over 175 miles as we visited 17 schools and SoFi Stadium. All in all, the reopening of schools has gone remarkably well. Like anything else this large and complicated, there are bound to be some surprises -- things that go better than planned and problems which arise and have to get fixed.
    [Show full text]
  • Ed Tech Grant Award Receipients .Xlsx
    Educaitonal Technology Grant Awardees 107th ST ES 107th ST STEM MAGNET ES 24th Street ES 28th Street Elementary 42nd Street School 49th Streeet ES 6th Avenue Elementary 75th St. ES 93rd Street School Academic Leadership Community Academies of Education and Empowerment Alexandria Avenue Elementary Alta Loma Elementary School Ambassador School of Global Education Ambassador School of Global Leadership Angeles Mesa Elementary School Arleta High School Arminta Street Elementary Arroyo Seco Museum Science Magnet Bakewell Primary Center Balboa Gifted/High Ability Magnet Barton Hill Elementary School Bassett Street Elementary Beckford Charter for Enriched Studies Belvedere Middle School Berendo Middle School Birdielee V. Bright Elementary Brainard Elementary School Broad Avenue Elementary School Burbank Boulevard Elementary and School for Advanced Studies Burton Street Elementary School Carlos Santana Arts Academy Carnegie Middle School Carpenter Community Charter Carson Senior High Carson Street Elementary Carson-Gore Academy Carver Middle School Castelar ES Castle Heights Elementary Charles H. Kim Elementary School Charles Maclay Middle School Christopher Columbus MS City Terrace Elementary Cleveland Humanities Magnet High School Clifford Math and Technology Magnet Coeur d'Alene Avenue School Cohasset EL Coldwater Canyon Elementary School Colfax Charter Elementary School Commonwealth Ave. Elementary & Commonwealth G/HG/HA Arts and Technology Magnet School Communication and Technology School Contreras School of Social Justice Dahlia Heights
    [Show full text]
  • AUG 1 7 2021 Attachment A
    RESOLUTION PUBLIC WORKS WHEREAS, the Los Angeles Municipal Code (LAMC), Section 41.18(c)(1) states that sitting, lieing, sleeping, or storing, useing, maintaining, or placing personal property, in or upon any street, sidewalk, or other public right-of-way within the distance stated on the posted signage (up to a maximum of 500 feet) of a property designated as a sensitive use. For a property to be designated as a "sensitive use," the property must be a School, Day Care Center, Public Park, or Public Library, as those terms are defined in Section 105.01 of this Code; and WHEREAS, pursuant to Los Angeles Municipal Code, section 105.01, "School" means an institution of learning for minors, whether public or private, which offers instruction in grades K through 12 in those courses of study required by the California Education Code or which is maintained pursuant to standards set by the State Board of Education; and WHEREAS, the Los Angeles Municipal Code, section 41.18(d), states: No person shall be found to be in violation of any prohibition set forth in Subsection (c), unless and until: (i) the City Council has taken action, by resolution, to designate a specified area or areas for enforcement against sitting, lying, sleeping, or storing, using, maintaining, or placing personal property, or otherwise obstructing the public right-of-way; (ii} the City has posted signage at the designated area or areas set forth in the resolution, with such signage including reference to any required findings adopted in the resolution, and giving notice of the date after which no sitting, lying, sleeping, or storing, using, maintaining, or placing personal property, or otherwise obstructing the public right-of-way will be allowed; and (iii) at least 14 calendar days have passed from the date on which the signage is posted at the designated area or areas.
    [Show full text]
  • Saturday, February 7, 2009 Workshops Offered Every Hour from 9 A.M.–2 P.M
    Saturday, February 7, 2009 Workshops offered every hour from 9 a.m.–2 p.m. at the following locations: * except where indicated All you have to do is bring financial documents, such as: Get help to apply for a Cal Grant at a Cash for College You and your parents’ Federal income tax Workshop and you returns from 2008 (if filed) could cash in on a scholarship up to You and your parents’ W-2 Forms, pay check $4000** stubs or any records of earned income Current bank statements and records of stocks, bonds or other investments Alhambra High School, 101 S. 2nd St., Alhambra, 91807 Glenn High School, 13520 Shoemaker Ave., Norwalk, 90630 Arleta High School, 14200 Van Nuys Blvd., Arleta, 91331 Hawthorne High School, 4859 W. El Segundo Blvd., Bell Gardens High School, 6119 Agra Street, Bell Gardens, 90201 Hawthorne, 90250 Bell High School, 4324 Bell Ave., Bell, 91606 Hollywood High School, 1521 N. Highland Ave., Hollywood, 90028 Belmont High School, 1575 W. 2nd St., L.A., 90026 Hoover High School, 651 Glenwood Rd., Glendale, 91202 Byrd Middle School, 9300 Laurel Canyon Blvd, L.A., 91331 Huntington Park High School, 6020 Miles Ave., Camino Nuevo High School, 3500 W. Temple St., L.A., 90004 Huntington Park, 90255 Canoga Park High School, 6850 Topanga Canyon Blvd., * Lennox Academy, 11036 Hawthorne Blvd., Lennox, 90304 Canoga Park, 91303 (9 a.m.−1 p.m.) Leuzinger High School, 4118 W. Rosecrans High Ave., Central City High School, 221 N. Westmoreland, L.A., 90004 Lawndale, 90260 Cesar Chavez Continuation School, 12501 S. Wilmington Ave., Los Angeles Harbor College, 111 Figueroa Pl., Wilmington, 90744 Compton, 90222 Los Angeles High School, 4650 W.
    [Show full text]
  • The L.A. Trust Joins Allies, Schools and Providers Observing School-Based Healthcare Month
    NEWS FOR IMMEDIATE RELEASE | CONTACT ROB WRAY | 323.702.4709 | [email protected] The L.A. Trust joins allies, schools and providers observing school-based healthcare month School-based clinics provide healthcare home to thousands LOS ANGELES (February 1, 2021) – The Los Angeles Trust for Children’s Health is joining healthcare providers, educators, allies, students and community members in celebrating National School-Based Healthcare Awareness Month in February. Tracy Mendez, executive director of the California School-Based Health Alliance, stressed the impact of school-based health centers (SBHCs) during COVID-19, as students and communities face pandemic stressors, including isolation and anxiety. “Our SBHCs and Wellness Centers are more critical than ever,” said Maryjane Puffer, executive director of The Los Angeles Trust for Children’s Health. “Supporting these centers has been a core part of our mission since our founding, and it’s important we redouble our efforts during this incredibly challenging time.” There are 75 SBHCs in Los Angeles County serving schools with more than 83,000 students, more school-based clinics than any other California county. The total includes 17 Wellness Centers, with two more on the way. “Since the first Wellness Center opened in 2012, more than 550,000 patient visits have taken place, a key accomplishment for the consortium of organizations for which The L.A. Trust serves as the backbone,” Puffer said. Stepping up “During the pandemic, school-based health centers are stepping up to provide students with behavioral health services via telehealth, and they continue to provide immunizations for students,” Mendez said. “School-based health centers have always provided healthcare access to students who would otherwise go without, but now the need is so much greater.” [more] Page 2 – The L.A.
    [Show full text]
  • Fundcenter Code Noncharterschoolname Local
    SORTED BY SCHOOL TYPE AND DUPLICATED % STUDENT EQUITY - BASED INDEX SUBJECT TO CHANGE FISCAL YEAR 2016-2017 A B C D E F G H I 1 E-Cast Boar FY 16-17 E-Cast E-Cast Local Enrollment FundCenter d 3 Year Enrollment Enrollment NonCharterSchoolName Distri School Type FY 16-17 w Code Distri Rolling FY 16-17 FY 16-17 ct Special Day ct Average w/out SDC Total Classes 2 3 1238301 Esperanza Elementary C 2 1-Elementary 201.75% 775 806 851 4 1477601 Primary Academy for Success NW 6 1-Elementary 200.31% 290 290 359 5 1254301 Lafayette Park Primary Center C 2 1-Elementary 195.97% 102 102 126 6 1239201 Olympic Primary Center C 2 1-Elementary 195.95% 178 178 238 7 1498301 Mariposa-Nabi Primary Center C 2 1-Elementary 195.45% 209 214 214 8 1254201 Charles White Elementary C 2 1-Elementary 195.12% 294 304 304 9 1458901 Hoover Street Elementary C 2 1-Elementary 193.56% 724 777 825 10 1708201 Tenth Street Elementary C 2 1-Elementary 193.26% 603 642 642 11 1254401 MacArthur Park Elementary School for the VisualC and Performing2 1-Elementary Arts 191.07% 553 553 577 12 1740401 Carlos Santana Arts Academy NW 6 1-Elementary 190.11% 464 473 473 13 1477501 Langdon Avenue Elementary NW 6 1-Elementary 190.02% 524 554 606 14 1342601 Garza (Carmen Lomas) Primary Center E 2 1-Elementary 189.57% 111 111 144 15 1294301 Quincy Jones Elementary C 2 1-Elementary 189.16% 349 349 349 16 1765401 West Vernon Avenue Elementary C 7 1-Elementary 188.65% 680 716 740 17 1546601 Nevin Avenue Elementary C 5 1-Elementary 186.70% 589 615 650 18 1560401 Panorama City Elementary NW 6 1-Elementary
    [Show full text]
  • Suicide Prevention, Intervention and Postvention
    School Based PreparingSuicide for Policy Change: Prevention:Suicide Prevention, Intervention, and AnPostvention Overview DEADLINE: March 1,2016 www.DirectingChange.org “Suicide Prevention and intervention require constant vigilance.” Hayes Lewis, co-creator of Zuni Life Skills Growing Support for Suicide Prevention September 2016, AB 2246: Mandates all schools serving pupils in grades 7-12 to implement suicide prevention policies before the beginning of the 2017-18 school year. Education Code Section 41533: Funding to pay for suicide prevention training for school teachers. Education Code Section 49604: This statute authorizes Superintendent to encourage provision of suicide prevention training to each school counselor at least one time while employed as a counselor. Education Code section 49076 (Release of Information in Emergency Situations): School districts may release information from pupil records to the following: Appropriate persons in connection with an emergency if the knowledge of the information is necessary to protect the health or safety of a pupil or other persons. Schools or school districts releasing information pursuant to this subparagraph shall comply with the requirements set forth in Section 99.32(a)(5) of Title 34 of the Code of Federal Regulations. AB 2246 Why was this legislation enacted? According to the latest 2013 data from the federal Centers for Disease Control and Prevention, suicide is the second leading cause of death for youth and young adults 10 to 24 years of age, inclusive. As children and teens spend a significant amount of their young lives in school, the personnel who interact with them on a daily basis are in a prime position to recognize the warning signs of suicide and make the appropriate referrals for help.
    [Show full text]
  • O'melveny's 2019 Warren Christopher Scholarship Awards
    About the artist: About the cover quote: Geovani Cruz is a 2017 Warren Christopher At the end of my year’s clerkship [for Supreme Scholar who hopes to make a difference in the Court Justice William O. Douglas], it took me world through art and create real and positive several days to screw up my courage to go into social change. He will be attending Tufts his office and ask his advice about my future. He University in Fall 2019. looked right through me, then responded, “Get out into the stream of history and swim as fast as you can.” I waited for more words but got only a penetrating stare and continued silence. When I realized that Douglas had nothing more to say to me, I backed out of the room, thanking him as I went. After reaching my desk, I plopped myself down to think about what to make of his Delphic remark. After mulling it over for a while, I decided that with that single sentence Douglas had given me two messages. First, he’d told me that I had a chance to become a person of consequence, a judgment he had never even hinted at before. Given what I knew and thought of Douglas, it was the most empowering vote of confidence I could imagine. Second, Douglas had advised me to aim high—to risk my strength against a current that had the capacity to sweep me away. — Excerpt taken from Warren Christopher’s book “Chances of a Lifetime” The Warren Christopher Scholarship Awards are granted annually to exceptional sophomores from high schools in the Los Angeles Unified School District.
    [Show full text]