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Empowering Student Success Through Integrated Support Systems

Join the Vancouver Public Schools' journey towards student support integration at MTSS Fest 2018. Learn about initiatives to reduce exclusion time for students of color, enhance cultural competence, and analyze opportunity gaps. Explore effective strategies to address chronic absenteeism, promote family engagement, and strengthen student transitions. Discover how an integrated support system leads to better academic outcomes and community engagement.

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Empowering Student Success Through Integrated Support Systems

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  1. One District’s Journey Toward Integration of Student SupportsVancouver Public SchoolsVancouver, WA MTSS Fest 2018 November 5 Seattle, WA Tamara Shoup, Interim Executive Director, School Supports Trish Piliado, Director, Student Welfare and Attendance Bill Link, Project Director, School Climate Transformation; Manager, Safe and Supportive Schools

  2. CENTER FOR THE IMPROVEMENT OF STUDENT LEARNING

  3. THE PROMISE OF FOURTH SUBSTITUTE HOUSE BILL 1541ALL STUDENTS ARE GIVEN THE OPPORTUNITY TO ACHIEVE PERSONAL AND ACADEMIC SUCCESS • Reduce length of time students of color are excluded • Provide students support for re-engagement • Enhance cultural competence of educators and staff • Analyze the opportunity gap through disaggregation of data • Integrate student support services and family engagement • Strengthen student transitions at each stage

  4. SOURCE: https://medium.com/@wasserj/3-years-3-highlights-f5bdb4184d84

  5. Vancouver WA • 185,000 people • 13% earn less than poverty level • 79% Caucasian/White • 12% Latino/Latina/Hispanic • 6% Mixed race • 5% Asian • 3% African American/Black • 19% speak a language other than English

  6. MOBILIZING OUR STRENGTHSDESIGN II, CHAPTER 2 (2015-2020) • Identify the components of an Integrated Student Support system • Examine relevant data that inform policy and practice • Ensure compliance with 4SHB1541

  7. ATTENDANCE MATTERS. YOU MATTER. Addressing Chronic Absenteeism by creating a Culture and Climate of Attendance

  8. TIER 1: ATTENDANCE PRIZE PATROL 36 schools visited 81 classrooms surprised 2500 students received prizes All Departments in the District Office have attended with us including: Career & Technical Education, Nutrition, Transportation, Security, Student Information Systems, Human Resources, Payroll, Communications, Fiscal and Purchasing

  9. TIER 2: ASSESSMENT TO ADDRESS ATTENDANCE BARRIERS

  10. ALTERNATIVE PROGRAMS • GED PROGRAMS • JOBS SKILLS PROGRAMS EDUCATION ATTENDANCE TIER 3: TRUANCY/RE-ENGAGEMENT BOARDS COMMUNITY RESOURCES • FCRC • COMMUNITY AGENCIES ON TIME GRADUATION ENGAGEMENT SWA DEPT. RE-CONNECT RE-COMMIT RE-ENGAGE TRUANCY PROJECT

  11. SYSTEM LEVEL IMPACT:ATTENDANCE RATES 2010-11 TO 2017-18

  12. SYSTEM LEVEL IMPACT:ATTENDANCE RATES 2010-11 TO 2017-18

  13. WHEN STUDENTS ATTEND SCHOOL, THEY HAVE BETTER ACADEMIC OUTCOMES. BY BUILDING A CULTURE AND A CLIMATE OF ATTENDANCE, WE ARE CREATING MORE INVITING AND EMOTIONALLY SAFE PLACES FOR STUDENTS TO LEARN.

  14. COMMUNITY SCHOOLSMarshal the assets of an entire community to support the academic and non-academic needs of children and families. A place within a community school where students and families can access resources and services to address unmet basic needs and other non-academic barriers to learning.

  15. FAMILY- COMMUNITY RESOURCE CENTERS • Identify and address non-academic barriers to learning • Connect students to enrichment • Engage families • Partner with community

  16. FCRC Fantastic Facts 2017-18 School Year MOBILIZED AND COORDINATED 3,052 C-Tran bus passes 640 hours of parent-child early learning classes 366 family engagement events 164 FCRC-organized student clubs, reaching 2,000 students 21,000 Friday Food Backpacks 100,000 pounds of fresh food $500,000 in-kind goods $3.2 million partner services

  17. Schools with Family-Community Resource Center experienced increase in engagement indicators REMOVING BARRIERS LEADS TO: Improved attendance; Reduced discipline infractions; Decline in mobility; Increased Kindergarten readiness; Averaged annual growth on i-Ready reading assessment 16.5 points higher than unserved schools.

  18. The focus of HB 1541 is to reduce the length of time students of color are excluded due to suspension and expulsion; to provide students support for reengagement; and to analyze the opportunity gap through deeper disaggregation of student demographic data.

  19. Change Discipline Practices • Policy • Hearing process transformed • Repairing our community (building hope, opportunity and agency) for all students • Increasing accountability across hierarchy Train Staff to Become Culturally Competent • Clerks, secretaries, district resource officers, bus drivers, para educators, • Associate principals STUDENT WELFARE & ATTENDANCE

  20. Discipline Tiered Intervention Tier 3: Back-on-Track, STAR, Lieser Branch Campus, Suspension and Expulsion, Referral for Intensive Treatment, Tutoring Tier 3: Intensive Supports Tier 2: Focused SEL, Room Service, Re-engagement Rooms, In-school Suspension, Restorative Circles, Intervention ATOD, Counseling, Academic Services Tier 2: Strategic Supports Tier 1: PBIS, Buddy Rooms, Community Circles, Relationships, Defining Cultural Values and Norms, Prevention ATOD, SEL, Academic Services Tier I: Universal Supports

  21. CHANGING MINDSET First: We need to recognize that a focus on punishment is an inadequate response Next: We need to acknowledge that an offender incurs an obligation to victims and the community that needs to be met This means: We need the offender to participate in how to make amends for the wrong they have done is of far greater value than punishment Clark County Juvenile Court, 2016

  22. Behavior RtI (MTSS) • PBIS • Restorative Practices • Mental Health Services • Agency Partnerships • Clinical Psychologist • Prevention Intervention (Substance use disorders) • Agency Partnerships • ESD 112 Culturally Responsive Education • System of Oppression • Racial Identity (WSU-Vancouver) SAFE & SUPPORTIVE SCHOOLS

  23. RESTORATIVE PRACTICE OUTCOMES • Accountability: • Take meaningful, personal responsibility to make amends/repair harms done. • Integration & re-integration: • Building positive relationships between the youth and their school community through the actions taken to meaningfully address harms. • Change, Competency Development: • Helpingthe youth see themselves as valuable, contributing members of their school community. • Helping the school community see the youth as individuals who are capable of making a positive contributions to the community. • Helping the school community see itself as capable of helping to create a safe, healthy community.

  24. AGREEMENT OPTIONS

  25. SCHOOL CLIMATE TRANSFORMATION GRANT • PBIS and Restorative Practices adoption • Year 4 of Grant • YR1 – Core Team & recruit coach • YR2 – Agreements/Expectations • YR3 – School-wide/community • YR4 – Responsive supports, Tier II, SST Tier III

  26. ON-TIME GRADUATION RATES Non GPRA Indicator

  27. ACHIEVEMENTS 56% increase in kindergarten readiness 20-pt decrease in 3rd grade English language learner gap 30% decrease in F rates for MS core courses 141% increase in MS honors course enrollment 167% increase in students of poverty enrolled in AP/IB courses What is the result of this work in the lives of our students

  28. 58% of recent graduates enrolled in AP/IB courses (since 2007) 117% increase in SAT test takers 18-pt. increase of on-time graduation rate to 82%; extended five-year rate is 85% More achievement highlights since 2010

  29. THANK YOUOne District’s Journey Toward Integration of Student SupportsQUESTIONS VANCOUVER PUBLIC SCHOOLS Tamara Shoup, Interim Executive Director, School Supports Trish Piliado, Director, Student Welfare and Attendance Bill Link, Project Director, School Climate Transformation; Manager, Safe and Supportive Schools

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