“Creating a climate of care by building, strengthening and repairing relationships within our schools.”

Stefanie Phillips, Ed.D., Superintendent Sonia Llamas Ed.D., L.C.S.W, Assistant Superintendent, K-12 School Performance and Culture Heidi Cisneros, Executive Director of Pupil Support Services 1 Sharon Bi, Ph.D., Executive Director, Research and Evaluation EL vs Non-EL on SEL There is a gap between EL and non-EL students on all SEL indicators at both elementary and secondary levels.

Year: 2016-17; Source: PanoramaEd EL vs Non-EL on School Culture & Climate There is a gap between EL and non-EL students on all culture & climate indicators at the elementary level. The results are mixed at the secondary level.

The biggest gaps were found for Safety, suggesting that students with limited English proficiency felt less safe.

Year: 2016-17; Source: PanoramaEd EL vs. Non-EL on Suspension Rate

There is a gap between EL and Non-EL (complement) students in suspension rate. ELs were suspended at a higher rate than non-ELs.

Year: 2016-17; Level: Overall; Source: CORE Shiny EL vs. Non-EL on Suspension Rate Continued...

There is no gap between EL and Non-EL (complement) students in suspension rate at the elementary level.

Year: 2016-17 Level: Elementary Source: CORE Shiny EL vs. Non-EL on Suspension Rate Continued...

We start to see the gap between EL and Non-EL (complement) students in suspension rate at the middle school level. ELs were suspended at a higher rate than non-ELs.

Year: 2016-17; Level: Middle; Source: CORE Shiny EL vs. Non-EL on Suspension Rate Continued... Similar patterns found at the high school level where we see ELs were suspended at a higher rate than non-ELs.

Year: 2016-17; Level: High; Source: CORE Shiny Level: Overall; EL vs. Non-EL on Chronic Absence Source: CORE Shiny Level: Elementary EL vs. Non-EL on Chronic Absence Source: CORE Shiny Continued… Level: Middle EL vs. Non-EL on Chronic Absence Source: CORE Shiny Continued… Level: High EL vs. Non-EL on Chronic Absence Source: CORE Shiny Continued… SAUSD has a vast support system that integrates mental health, restorative practices, family engagement and a myriad of other individualized interventions serving students district-wide. The different level of services are outlined in Tier 1, Tier 2, and Tier 3.

Tier 3: Intensive - Individual Group Support ►Individual, family counseling and therapy ►Suicidal ideation assessments ►Crisis Intervention Tier 3 ►Intensive Case Management 5% ► Restorative Conferencing s Tier 2: Targeted Group Supports ► Social Skills Groups Tier 2 ► Referral and case management ► Individual and group interventions 15% ► Check-in, Check out (CICO) ► Restorative Circles : Arts & Healing, Joven Noble, Xinachtli Tier 1: Universal Supports ►Parent Engagement, Community and Parent Liaisons ► PBIS Universal Framework/School-wide Expectations Tier 1 ► Trauma-informed Schools- 2 ► Mental Health Awareness – We Care Campaign ► Restorative Circles : Community Building Circles 80% ► Community partnerships and support School-based Mental Health “Trust Factor”

• Students with positive mental health are more successful in school. • Truancy, discipline, behavior concerns and absenteeism drop when supports are provided. • Interventions that strengthen students’ social, emotional and decision-making skills positively affect their academic achievement (test scores and grades). (Fleming, et al., 2005) • When students are stressed, anxious, distracted or depressed it is difficult to pay attention, concentrate, and focus on their school work. Tiers of Turning Point Mental Health Support OCDE Tier 3 3 OCHCA District Providers Santa Ana School Police

▪ Ambassadors of Compassion Mentoring ▪ Lateena Power Girls Group ▪ OCDE – Mental Health Services ▪ OC Health Care Agency – Mental Health Services Tier 2 ▪ Youth Outreach Leadership Opportunity (YOLO – Foster Leader Program) ▪ Phoenix House – Behavioral Services ▪ Human Options ▪ GRIP-Mental Health

Universal-Prevention Tier: Tier 1 ▪ Community, Family & Parent Liaisons ▪ District Crisis Response Team ▪ Threat Management Assessment Team (TMAT) ▪ Foster Youth Services (Family Support Program) ▪ McKinney Vento Homeless Student Support ▪ District Mental Health Support Staff (school psychs, counselors etc.) How do our students feel?- “We Care” Campaign

California Healthy Kids Survey (CHKS) 2016 Sad or Hopeless every day for 2 or more weeks 7th 9th 11th Willard 26% NA NA

Segerstrom HS NA 27% 28% Santa Ana HS NA 31% 30% Statewide 26% 32% 34% Seriously considered attempting suicide during 12 month period NA 9th 11th Segerstrom HS NA 13% 11% Santa Ana HS NA 15% 16% Statewide NA 19% 19% LGBT Support – Gender Support Plan New protocols for school Safety: Threat Assessment & Management and Suicide Prevention

Protocol for Threat Assessment and Support

Warning signs are observed by or reported to school personnel Is there imminent danger? Possession of firearm, detailed threats of violence and/or suicide

If YES, If NO, then then

Take IMMEDIATE ACTION Step 1: contact School Police @ (714) If threat is low: School Administrator Consult with PSS 558-5535 or 911 provides initial screening Director to determine Follow Police recommendations to to determine risk level appropriate discipline secure individual and/or safety of •Low and continue school site with lockdown/lock out monitoring student •Moderate/Moderate high •High Next steps: •Contact TMAT Step 2: If threat is moderate convene •Increase security Threat Inquiry Site Team (TIST) which •Set boundaries includes Admin, Psych & SRO) to review •Monitor progress of student warning signs, risk & stability factors, potential Possible Outcomes: precipitating events, seek information, and to •Arrest revise risk level as needed: •Hospitalization •Complete threat inquiry interview •Tarasoff – Warn potential victims •Mental health assessments •Establish reentry criteria •Monitor behavior for escalation If threat is moderate high/high: Step 3: consult with Threat Management •Establish reentry criteria Advisory Team (TMAT) •Monitor reentry

Threat Management Advisory Team (TMAT) Contact Information

Heidi Cisneros, Exec. Director, PSS, 714.864.7445 DavId Richey, Director, School Climate, 714.380.2622 Lt. Phillips, Santa Ana School Police, 714.558.5535 Camille Boden, Exec. Director, Risk Mngt., 714.558.5835 Veronica Heslip, School Psych, 714.558.5546 Sargent Hill, Santa Ana School Police, 714.673.2579 Christi Frias, Coordinator, 714.433.3438

PSS:HC:2018 18 Yearly Progress

50 1,341 7,653

•Program Specialist position created •Restorative Practice Intervention Specialists at • Expansion of RPIS from 11 sites to 17 11 sites • Restorative Practice Intervention Specialist •5 Pilot schools identified: RP training training •Canvas training module created • RP Workshops for all Activity Supervisors •Director, Program Specialist, and pilot site staff participate in RP •RP Workshop for District Security Officers • Training for School Police and District Security training Officers by Urban Peace Institute •RP Training Pilot at REACH Academy for staff • Youth Convening: In Lak’ech •Extensive research on RP framework • Ongoing monthly RP trainings for SAUSD staff •RP Training for RPIS • Site requested trainings for Activity Supervisors •District wide Joven Noble and • 2 District Level RP Liaisons hired Xinachtli Graduation •Activity Supervisor RP Workshop (over 200 • School Climate Parent Institute Pilot June 2017 staff) • RP Presentations, workshops and Circle Exposure19 *numbers represent individual student meetings and follow ups 2017-2018

• Restorative Practice Intervention Specialist training • 15 Sites with RPIS 4,040 • RP Workshops for all Activity Supervisors • 2 Youth Conferences • Ongoing monthly RP trainings for SAUSD staff • Trainings for Activity Supervisors • RP Presentations, workshops and Circle Exposure • Engage 360- Expanded Learning student circles and staff trainings • Superintendent listening circles with IS • Restorative Practice Student Training Pilot At Santiago Elementary 20 • LCAP listening sessions with parents Restoring relationships… 31 and building stronger SAUSD Schools Assisted by ones….. School Climate Liaisons

*numbers represent RP services provided to the 31 school sites as cases arose on an as needed basis Classroom Circles Small Circles 278 788 Individual Meetings

School Climate & Site RP Services Totals 2016-17 7653 920 Mediations Classroom Circles Small Circles 364 137

School Climate & Site RP Services Totals 2017-2018 Jan YTD Mediations 4,040 607

Individual Meetings PBIS integration of Restorative Tier 3 PBIS: Practices -Individualized services for students -Positive behavior plan -On-going support

RP: ❖ Both PBIS and RP contribute to a school climate Intensive that emphasizes prevention and proactive Intervention -Restorative Conferencing responses to problem behavior. (e.g., teaching and 5% of students -Reintegration into community supporting reparative actions) Tier 2 PBIS: -Targeted support -Social Skills Groups Targeted Interventions -Check-in/check-out (CICO) 15% of students RP: -Restorative Questions -Impromptu Conversations -Small Circles Tier 1 PBIS -School-wide expectations School-wide Prevention -Reinforcement systems 80% of students -Classroom Management RP: -Affective Statements -Proactive Circles Restorative Practice Liaisons Small Restorative Practice Circles

“Circles motivate me to be better and do better.” – Carr student #GIRLBOSS- The Future is Female

The conference was aimed to empower teenage girls to become successful women 80 by building self-esteem, teaching self-awareness, and developing leadership skills. student participants ➢ Dare to Dream: Vision Sade Burell 4 4 Board Activity Keynote Motivational Speaker ➢ Times Up!: Healthy Author Panelists • Century High School Workshops Speaker: USC Grad - MSW • Chavez High School Relationships • Godinez Fundamental ➢ Fearless: Self Defense • Lorin Griset Academy ➢ Be-You-tiful: Interview • Saddleback High School tips and tricks • Santa Ana High School • Segrestrom High school • Valley High School 100 student s

9 High Schools • Century High School • Chavez High School • Godinez Fundamental • Lorin Griset Academy • Saddleback High School Keynote: Dr. James Maciel • Santa Ana High School UCLA Medical Center • Segerstrom High school • Valley High School SAUSD Alumni

Prizes & 4 Mentorship workshop s 4 Panelists February 28,2018 RED CARPET MOVIE PREMIER HONOR EVENT

Cinemark’s Century Staduim 25 & XD Theatre 1701 W. Katela Ave, Orange CA 92867 Honoring students completion of Life Skills Curriculum mentoring program and service projects SAUSD Suspensions 16%

14% 7606

12%

10%

8% 4470

6% 3380 3042 2527 4% 2353

2%

0% 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

SAUSD Expulsions 200

180 179

160

140

131 120 127

100

80 86

60 59

40

34 20 27 26

0 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 Expulsions Linear (Expulsions)

POP

Given we provide this level of support to our school community, there is a level of inequity that continues to exist in meeting the SEL needs of our Els.