This Kid is Not Someone Else

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This Kid is Not Someone Elses Problem

• A Coordinated Approach to Educational Options

Reaching AtPromise Students National
Conference July 8-11, 2007 ? San Diego Dan
Sackheim Educational Options Office California
Department of Education
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Perspectives

• Asset-based
• Challenges vs deficits
• Developmental need to learn and unlearn
• There is only one system
• Building capacity

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A man who wont die for something is not fit to
live. Dr. Martin Luther King Jr.
Passion
Passive
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Vocabulary Lesson

• Youths

Former Youths (Adults)
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Dr. Martin Luther King Jr. said

• Injustice anywhere is a threat to justice
  everywhere.

• There is nothing more dangerous than to build a
  society, with a large segment of people in that
  society, who feel that they have no stake in it

• Our nettlesome task is to discover how to
  organize our strength into compelling power.

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Education Code Section 48916.1(a)

• At the time an expulsion of a pupil is ordered,
  the governing board of the school district shall
  ensure that an education program is provided for
  the period of the expulsion...

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Zero Tolerance
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Mandatory ExpulsionsEducation Code Section
48915(c)

• (1) Possessing, selling, or otherwise furnishing
  a firearm.
• (2) Brandishing a knife at another person.
• Unlawfully selling a controlled substance listed
  in Chapter 2 (commencing with Section 11053)
  of Division 10 of the Health and Safety Code.
• (4) Committing or attempting to commit a sexual
  assault as defined in subdivision (n) of Section
  48900 or committing a sexual battery as defined
  in subdivision (n) of Section 48900.
• (5) Possession of an explosive.

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Administrator Recommendation of Expulsion Matrix

• Must Recommend Expulsion(Mandatory)
• Shall Recommend Expulsion Unless Particular
  Circumstances Render Inappropriate(Expulsion
  Expected)
• May Recommend Expulsion(Discretionary)

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Zero Tolerance

• Two Definitions
• Must punish/expel
• Must intervene

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Administrator Recommendation of Expulsion Matrix

• Must Recommend Expulsion(Mandatory)
• Shall Recommend Expulsion Unless Particular
  Circumstances Render Inappropriate- Based on
  Developmental Concerns and Safety (Expulsion May
  Be Needed)
• May Only Recommend ExpulsionIf No Other Safe
  Intervention (Discretionary)

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Countywide PlansEducation Code section 48926

• Each county superintendent of schoolsin
  conjunction with superintendents of the school
  districts within the county, shall develop a plan
  for providing educational services to all
  expelled pupils in that county. The plan shall be
  adopted by the governing board of each school
  district within the county and by the county
  board of education.

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Plan Requirements

• The required plans must, at a minimum, identify
  the following
• Existing educational alternatives for expelled
  students
• Gaps in educational services to expelled students
• Strategies for filling those service gaps

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• The authors of the plans were also asked to
  include the following components
• For each of the gaps in educational services to
  expelled pupils identified in the previous plan,
  discuss the implementation of the strategies
  outlined for filling those gaps, any other
  strategies, and progress since that time.
• Describe the articulation and coordination
  between school districts and the county office of
  education in providing educational placements for
  expelled pupils.

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Countywide Plans for Educational Services for
Expelled Students are online at
http//www.cde.ca.gov/sp/eo/ex/
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Every student needsand deserves

• an educational placement that is, at least,
  adequately matched to their learning and
  developmental abilities, needs and styles.

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The definition of
"Genius"

• was written by those who fit that definition.

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Learning Styles

• Auditory
• Visual
• Kinesthetic
• Experiential
• Technology
• Artistic

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I dont get it
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Please explain/show that to me a different way
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How flexible is your cookie cutter?
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How sharp is your cookie cutter?
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Educational Options

• provide a supportive environment with
  specialized curriculum, instruction, guidance and
  counseling, psychological services, and tutorial
  assistance to help students overcome barriers to
  learning.

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Educational Options
Non-cookie cutter options for non-cookie cutter
kids

• Continuation Education
• Opportunity Education
• Alternative Schools of Choice
• Magnets
• Community Day Schools
• County Community Schools
• Juvenile Court Schools
• Independent Study
• Home and Hospital

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Higher Level of ServiceEducation Code Section
48660.1

• It is the intent of the Legislature that school
  districts operating Community Day Schools, to the
  extent possible, include the following program
  components
• Individualized instruction and assessment
• Low student-teacher ratio

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Education Code Section 48660.1 (continued)

• Maximum collaboration with school district
  support service resources, including, but not
  limited to, school counselors and psychologists,
  academic counselors, and pupil discipline
  personnel and
• School district cooperation with the county
  office of education, law enforcement, probation,
  and human services agencies that work with
  at-risk youth.

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Education Code Section 48663(e)

• A community day schools academic programs shall
  be comparable to those available to pupils of a
  similar age in the school district.

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Asset Development Based

• Academic Development
• Social Development
• Emotional Development

We are comprehensive education!
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Character-based Curriculum

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Education Code section 48660.1 (continued)

• Maximum collaboration with school district
  support service resources, including, but not
  limited to, school counselors and psychologists,
  academic counselors, and pupil discipline
  personnel and
• School district cooperation with the county
  office of education, law enforcement, probation,
  and human services agencies that work with
  at-risk youth.

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Learning and Unlearning
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When there are so many students that the teacher
cannot clearly see and respond to the strengths
and needs of each student,

• but instead sees a class, then there are too many
  students.

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• Resiliency

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• Resiliency
• Internal Assets
• External Assets

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The RYDM Theoretical Framework
The Youth Development Process Resiliency In
Action
External Assets
Youth Needs

• Caring Relationships
• High Expectations
• Meaningful Participation

• Safety
• Love
• Belonging
• Respect
• Mastery
• Challenge
• Power
• Meaning

Internal Assets

• Cooperation
• Empathy
• Problem-solving
• Self-efficacy
• Self-awareness
• Goals and aspirations

Improved health, social, and academic outcomes
School Home Community Peers
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Dads Question

• What have you done today to make the world better
  for someone who isnt you?

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• Rules

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Rules
/Expectations

• or

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• Parent Night

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• Parents have infiltrated all levels of society.

There might even be some here now!
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Adults who care about me
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Youth Development Student Achievement
STAR test scores increased more in schools
where students reported high levels of Caring
Relationships at school, High Expectations at
school, Meaningful Participation in the
community.
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Community Partnerships
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There is Only One School System
vv
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Referral and Transition

• Pre-exit
• Hand-off
• Post-exit support

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Referral and Transition

• Asset-based
• Challenges vs deficits
• Need to learn and unlearn

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• School-to-Career

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Workforce Preparation
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The California Career Resource Network
www.californiacareers.info
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California Career Resource Network (CalCRN)
www.californiacareers.info
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• Hire our youth!

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Accountability

• Regular Statewide Measures
• Alternative School Accountability Model (ASAM)
• Local Measures
• Healthy Kids Resiliency and Youth Development
  Module (RYDM)

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Value-Added Accountability Systems

• Student-level and schoollevel measures
• Academic growth
• Ongoing reading, math assessments, etc. status
  and growth
• Rate of credit acquisition
• Compared to pre-CDS rate
• Students earning credits at greater than 100 of
  standard
• Attendance
• CDS rate compared to pre-CDS rate
• Post-CDS compared to pre-CDS rate
• Behavioral interventions
• Frequency of offense length of interval between
  offenses
• Gravity of offense
• Students who successfully return from CDS (must
  also consider support provided by next school
  placement)
• Resiliency

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Funding Cost-Benefits and Sources
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Cost-Benefit Analysis
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There are a number of additional fiscal benefits
to operating a community day school that are
often overlooked.
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Money saved is real and significant money earned.
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• Average Daily Attendance (a.d.a.)
• x Base Revenue Funding Level ( )
• Earned Revenue ( )

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• Average Daily Enrollment
• - Average Daily Attendance (a.d.a.)
• Average Daily Absences (also a.d.a.)
• Average Daily Absences (also a.d.a.)
• x Base Revenue Funding Level ( )
• Lost Revenue (lack of )

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Prior Attendance Rate
Transition to Next Placement
Difference
Found Funds
Intervention Placement
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Current Year District RevenuesResulting from the
Intervention School
Intervention School Base Revenue and Supplemental Funding
Increased Attendance in Traditional Schools This Year of All Students Who Were Previously Enrolled in the Intervention School this Year or in Prior Years (Compared to Extrapolation of the Students Attendance Rates Before They Enrolled in the Intervention School)
Increased Attendance of Other Students in Traditional Schools After Disruptive Students were Sent to the Intervention School
Savings from Decreased Need for Substitute Teachers in Traditional Schools After Disruptive Students were Sent to the Intervention School
Savings from Fewer and Less Extensive Disciplinary Procedures
Savings from Reduced Vandalism
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Example of Use by Intervention School of Found
Funds to Increase Attendance (and Create More
Found Funds)
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Example of Use by Intervention School of Found
Funds to Increase Attendance (and Create More
Found Funds)
Increased Level of Services
Support Porgrams and Services
More Increased Attendance
Next Year
This Year
More Revenue
Expanding Support Services and Efforts Increases
Attendance, Creating Additional Revenues to Pay
to Further Expand Attendance
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Additional Learning and Cost Benefits

• Students who receive needed counseling and
  support services to support social-emotional
  development attend more.
• Students attend more when they are in classes
  with sufficiently low student-teacher ratios so
  that the teacher can clearly see and respond to
  the strengths, learning style and needs of each
  student.
• When enrollment is too high, absentee rates (no
  revenue) increase, not attendance (revenue
  generating).

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Additional Fiscal Benefits

1. Increased base revenue funding reflecting the
   increased attendance rate of students in a CDS,
   above their attendance rate in their prior
   placement.
2. Continuing higher attendance rates (short and
   long term) of these students in placements after
   leaving the CDS, compared to expected attendance
   (or dropouts) if they had not had this
   intervention.

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Additional Fiscal Benefits

1. Lower absentee rate (and lost base funding) of
   other students in traditional schools when
   disruptive students are transferred to the CDS.
   Students attend less when there are often
   disruptions in the classroom. Also, students who
   are truant often recruit friends to join them.
2. Increased attendance rate of other students when
   former CDS students return to traditional schools
   and serve as positive role models for other
   disruptive students.

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Additional Fiscal Benefits

• Lower absentee rate of teachers in traditional
  schools (and cost of substitute teachers) when
  disruptive students are transferred to the CDS.
• Fewer and less extensive disciplinary procedures.
• Reduced vandalism and costs of repairs.
• It costs 70-80,000 annually to incarcerate a
  youth.

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Finding the MOOLAH!!!

• Where else to get the money to fund
  instructional, support and extra-curricular
  activities?

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Donations

• Neighboring businesses
• Local Service Clubs
• Local businesses
• Networking
• Local Media
• Local Sport Teams

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Professional Development

• NCLB / HQT
• It takes a comprehensive understanding to educate
  in a comprehensive school
• Educational options schools are isolated
• Interact with traditional school educators
• Suggest as teacher/administrator training
  requirement
• Build a line item in your budget

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The Greatest!
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Dan SackheimCommunity Day School and Opportunity
Education ConsultantEducational Options
OfficeCalifornia Department of Education1430 N
Street, Suite 4503Sacramento, CA 95814(916)
445-5595dsackhei_at_cde.ca.gov www.cde.ca.gov/sp/eo/
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