STUDENT EQUITY AND OPPORTUNITY

Board of EducationFocus on Achievement Session

October 4, 2018

1

AGENDA

▪ Update on SE&O organization

▪ Highlight work:

- Gifted and Talented

- Special Education

- Suicide and Bullying Prevention

- Support for the Whole Child Goal Statement

- Discipline Reform

▪ Panel Discussion

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WELCOMING RITUAL

What school culture practices were you impressed by during the first six weeks of school?

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STUDENT EQUITY & OPPORTUNITY2018-19: Our Division Priorities

Eliminating Barriers to Student Success

▪ Reduce the use of Out of School Suspensions, with a priority on reductions for our youngest learners and students with disabilities

▪ Build out restorative practices, trauma informed practices and whole child supports

▪ Deepen partnerships between general education and exceptional student supports

Accelerate the Academic Growth of Gifted, Learning Disabled, and Native Students

▪ Prioritize high quality professional learning

▪ Increase training on compliance for vulnerable learners

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STUDENT EQUITY & OPPORTUNITY2018-19: Our Strategy

Improving Direct to Student Supports▪ Increasing FTE supports in elementary Affective Needs

Centers▪ Prioritizing school-level mental health▪ 43.0 FTE increase in mental health supports for 2018-19

- 101 schools increased mental health FTE- 177 schools now have 1.0 FTE or above

Streamlining Central Supports▪ One Special Education Instructional Specialist per network

of schools▪ Increased Behavior Technician supports (7 FTE to 15 FTE)▪ Deployment platform to increase timeliness and quality of

customer service

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Student Equity & Opportunity PanelLearning from the Field

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Dominique Jefferson, principal at Hallett Academy

Leah Schultz-Bartlett, principal at Beach Court Elementary

Meredith Fatseas, Manager, Department of Social Work & Psychological Service

Michael Sykes, Manager of Behavior Strategies

GIFTED AND TALENTEDHow We Support Students

The goal of DPS Gifted and Talented is to lead the nation in providing equitable, high impact gifted programming.

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GIFTED AND TALENTEDCMAS: English Language Arts Academic Outcomes

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GIFTED AND TALENTEDCMAS: Math Academic Outcomes

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GIFTED AND TALENTEDHow can the Board of Education support this work?

Ensure policies are in place to ensure a strong support system for gifted learners ECE3-12th grade, such as:

▪ All staff ECE3-12th grade to be trained in understanding and recognizing giftedness in culturally, linguistically, and economically diverse backgrounds.

▪ Ensuring resources to support gifted learners are called out in district budget ECE3-12th grade and accountability structures are in place to ensure resources are used to support the needs of gifted learners.

▪ Policy and recognition of a continuum of services:

- Policy ensuring strong neighborhood gifted services in all DPS schools ECE3-12th grade

- Policy acknowledging the importance of magnet level gifted services ECE3-12th grade

- Develop a clear acceleration policy tied to national level research ECE3-12th grade

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SPECIAL EDUCATIONHow We Support Students

DPS will be a national leader in special education to ensure that all students with special education needs will be taught in an inclusive environment.

• Serve students birth to age 25• Support compliance with IDEA and ECEA• Serve district managed and charter schools

• Primary mandate to find children with a disability and to offer a free and appropriate public education

• Over 10,000 students served by more than 3,000 staff• Service providers: Special Education Teachers, School Nurses, Speech

Language Pathologists, School Psychologists, School Social Workers, Occupational Therapists and Physical Therapists

• Supplementary Supports: Assistive Technology and Paraprofessionals

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SPECIAL EDUCATIONMeet Olivia

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SPECIAL EDUCATIONParent Feedback Survey (September 2018)

59% agree IEPs are written so parents understand.

81% feel comfortable to speak up at IEP meetings about their child’s needs.

40% wish their child would spend more time in the general education classroom.

50% wish their child would receive more support in the general education classroom.

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SPECIAL EDUCATIONThemes from Summer Engagement Sessions

▪ A need to increase professional development for all stakeholders

▪ A call to increase supports and resources to speed up identification and to provide increased direct services such as assistive technology

▪ Increase inclusion opportunities in academic setting, not just social setting

▪ Systems of communication to better serve students (e.g. gen ed teachers knowing the needs of students)

▪ Increased opportunities for family engagement

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Special EducationMeet Evelyn

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Click to play video!

SPECIAL EDUCATIONHow can the Board of Education support this work?

▪ Support the strategic planning of the special education department through participation in the Special Education Task Force

▪ Consider a budget that will support best evidence-based practices

▪ Ensure that the Special Education department has the adequate supports to become the best special education program in the nation

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SUICIDE AND BULLYING PREVENTIONTheory of Action

Improvement of Student Safety in Support of the Whole Child

The Whole Child Student Survey data indicates that feeling safe is the area that our students rate significantly lower than the other components of the whole child. Suicide rates in teens are on the rise across the country, and in suicide is now the leading cause of death for youth age 10 to 24 in Colorado. Healthy Kids Colorado Survey data indicates that more than 19% of Denver Public School middle school students and over 9% of Denver Public School high school students have been victims of cyber-bullying in the last year.

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Whole Child Supports will increase bully prevention and suicide prevention services to students. We will also increase all staff awareness of risk factors and prevention. As a result, we will increase student safety and school climate.

SUICIDE PREVENTIONTwo Year Strategic Plan for Suicide Prevention

ACTION DATE

Add to the DPS website homepage 1) Safe2tell number and 2)

parent video on understanding suicide risk factors and knowing how

to talk to youth about suicide risk

11-1-18

90% of 6th and 9th graders complete the Signs of Suicide

curriculum

12-1-18

Create and post a parent-friendly webpage with suicide prevention

and bully prevention resources

11-1-18

40% of 5th graders complete either Riding the Waves curriculum or

Signs of Suicide curriculum

3-1-19

All DPS principals and teacher leaders watch a 15-minute suicide

prevention video that covers contagion, suicide myths, how to get

support after hours, etc.

11-1-18

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BULLYING PREVENTIONBullying Data

According to the Healthy Kids Colorado Survey 2017 data of DPS high school students:▪ 12.6% report being bullied on school property in the past 12

month▪ 24% of students who identify as LGBTQ report being bullied on

school property in the past 12 months▪ Higher levels of bullying are reported by Native American/Alaska

Native (23%) and white students (17.6%) ▪ 2.5% of students report being teased or name called based on

their perceived gender identity

According to the Healthy Kids Colorado Survey 2017 data of DPS middle school students:▪ 44% report having ever been bullied▪ 19% report having ever been electronically bullied (cyberbullying)▪ 13% report been teased or name called because of perceived

sexual orientation during the past 12 months▪ White and Asian students report experiencing higher rates of

bullying

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BULLYING PREVENTIONTwo Year Strategic Plan for Bully Prevention Key Deliverables

ACTION DATE LONG TERM OUTCOME

Implement a district-wide plan to provide bully prevention programing in all DPS schools so that students feel safe and our LGBTQ students are well supported at school

1-5-19 30% of schools will implement a bully prevention curriculum in 2018-19

Identify a Bully Prevention Stakeholder working group that can complete resource mapping to determine what bully prevention work is in place and determine baseline for bully prevention programming growth

11-1-18 Decrease in Healthy Kids Colorado Survey bully rates by 5/2020 of 5%

District will show year-over-year increases in the strong/excellent in the Safe component of the Whole Child Student Survey

Secure funding for bully prevention coordinator 5-1-19 80% of schools will implement a bully prevention curriculum in 2019-20

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SUICIDE AND BULLYING PREVENTIONHow can the Board of Education support this work?

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▪ Learn about suicide risk and prevention

▪ Speak out on the importance of this work

▪ Share information on safe2tell, the suicide prevention hotline:

1-877-542-7233safe2tellco.org

SUPPORT FOR THE WHOLE CHILDStrategy

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SUPPORT FOR THE WHOLE CHILDTwo Year Strategic Plan Deliverables and Milestones

Objective 1Improve Deployment and Access to Services▪ Conduct Trauma Informed Practices trainings and services▪ Deploy Behavior Interventionists▪ Refine Whole Child resources and create planning guides▪ Convene stakeholder engagement meetings▪ Review Whole Child student satisfaction survey

Objective 2Increase Whole Child Messaging and Accountability▪ Create Whole Child communications plan▪ Integrate Whole Child into evaluation platforms▪ Collaborate with Culturally Responsive Education Team

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SUPPORT FOR THE WHOLE CHILDTwo Year Strategic Plan Deliverables and Milestones

Objective 3Increase Number Of Students Receiving Universal Screenings For Health/Dental, and Social Emotional Health as well as Increasing the Number of Students With Elevated Scores that Receive Interventions▪ Collaborate to standardize information and streamline the process in

Infinite Campus▪ Develop online trainings▪ Develop a data report to increase referrals and rescreens▪ Utilize screeners to make phone calls to ensure follow up care▪ Deploy nurse care coordinators and dental hygienists to each school ▪ Support social workers and school psychologists in following through

with referrals

Objective 4Conduct Whole Child Survey▪ Student survey in May▪ Data available in June/July

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SUPPORT FOR THE WHOLE CHILDHow can the Board of Education support this work?

▪ Continued advocacy to integrate Whole Child and trauma-informed practice into all evaluation frameworks (LEAP, LEAD, LIFT, Charter, etc.)

▪ Advocacy that all schools address their Whole Child approach in school strategic plans as reflected in their Unified Improvement Plans

▪ Continue to support becoming a Trauma Informed district, including scheduling a training for the Board of Education and review of all relevant board policies to reflect a trauma-informed approach by December 2018

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SUPPORT FOR THE WHOLE CHILDGoal Setting Assumptions

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▪ Reflects our priorities and investment in this goal area

▪ Can apply to the entire district

▪ All schools can contribute

▪ Ambitious yet achievable

▪ Simple (all stakeholders can understand)

▪ Goal is consistent with current Denver Plan 2020 goals

SUPPORT FOR THE WHOLE CHILDDenver Plan, 2020 Proposed Goal Statement

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Benefits▪ Simple (all stakeholders can understand)

▪ Applicable across all types of schools (ed level and governance types)

▪ Goal is consistent with most student outcomes goals in Denver Plan 2020

▪ Reflects our overall investment in Whole Child

By May 2020, 90% of DPS students will report receiving strong or excellent Overall whole child supports.

Goal

Statement

DISCIPLINE REFORMWhere do we stand currently?

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DISCIPLINE REFORMStrategies

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▪ Keep our youngest learners in school and engaged with our teachers, leaders, and student service providers, who know their students best, support them, and promote the value of continuous exposure to education in a positive, nurturing environment.

▪ DPS on the forefront of efforts nationwide to change early childhood discipline practices and address the disproportionate use of suspensions and expulsions on young children of color.

DISCIPLINE REFORM2017-18 Bright Spots

Overall in DPS since 2007-08▪ Out of school suspensions down 60.6%▪ In school suspensions down by 18.1%▪ Expulsions down 61.8%

ECE-3 since 2007-08▪ ECE out of school suspensions down 91.7%▪ Kindergarten out of school suspensions down by 87.7%▪ 1st grade out of school suspensions down 61.8%▪ 2nd grade out of school suspensions down by 74.8%▪ 3rd grade out of school suspensions down by 67%

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DISCIPLINE REFORMHow can the Board of Education support this work?

▪ Ensure we are constantly listening to the

community as we build forward.

▪ Hold fast to the district’s commitment to

restorative practices and protecting the

educational experiences of our youngest

learners.

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OPTIMISTIC CLOSURE

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What favorite song from your teen years

encapsulates all we have discussed tonight?

Appendix

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“The Trauma Informed Practices training has helped me become more mindful about students affected by trauma. It especially helped provide me with strategies on how to create a classroom environment that allows students to feel safe and give them opportunities to explore how to cope with their feelings.”-Middle School Teacher

“Trauma Informed Practices has helped me suspend my judgements of student behavior and writing them off. This PD has given me the tools to see beyond the behaviors that students exhibit to “what is really going on” and the knowledge of how to work with these behaviors when they are being shown.”-Elementary Teacher

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Feedback from the FieldTrauma-Informed Practices Team

Feedback from the FieldDistrict Crisis Recovery Team

“Thank you both for your great response time. Sarah is great and has jumped right in to our team, We cannot thank you enough for your support!”-Wyatt Academy

“Dear Eldridge, Sarah, and Meredith,Thank you so much for being here last night. I really appreciate so much showing of support from DPS. You have all helped make a really challenging time at Shoemaker easier to manage and I’ve never felt like we’ve had to shoulder any of this alone. I’m extremely grateful for your support and honored to call you all colleagues.”-Christine Fleming, Joe Shoemaker Elementary

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“Michael, We just met with one of your techs…she is amazing…and you are amazing…thank you for the speedy response!”-Scott Gorsky, Eagleton Elementary

“I wanted to say thank you both for your support with our students. Ashley, you have been amazing with our students and they respond well to you. Michael, even though you are not in the classroom, you have been there for me to bounce ideas off of.”-Melissa, Brown Elementary

“Thank you so much for coming to CLA today. Your feedback is so appreciated. We look forward to continued partnership with you. I wanted to follow up and ask you to share the relationship framework, problem solving framework, and intersectionality documents that you mentioned. Thank you.”-Sandra Just, CLA

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Feedback from the FieldBehavior Barriers Team

“Shalonda and Michael, you guys have truly already made a difference in our building and we cannot thank you enough. Shalonda the weekly recaps are also super helpful.”-Sara Goodall, McGlone Elementary

“Ashley has been exceptional in identifying coaching needs for our AN paras. I think we have the pieces in place for long-lasting improvements for the program. We truly appreciate your support.”-Vanessa Truessell, Smith Elementary

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Feedback from the FieldBehavior Barriers Team

“Thank you so much for taking time to provide such a thorough response. I know the school team cares deeply about all students, and I'm confident that they will do their best to make the classroom peanut free for snacks and ensure families in the classroom are aware of the allergies. In addition, I'm certain they will have a plan for the lunchroom that is reasonable, but that does not prevent the entire student body from bringing lunches that may contain nuts. I appreciate you taking time over your weekend to help us!”-Monica Ditts Durrenbern, IS for Isabella Bird

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Feedback from the FieldCentral Nursing Team

“We had a student who wrote inappropriate words and gestures in permanent

marker on the brick wall in the hallway. The student had been struggling with a

separation of his parents. To restore the harm, we had the student scrub the wall

that he defaced to remove the permanent marker with the help of our custodian,

and he conducted after-school community service.

We had another student who was bullying another student and admitted it to him.

The bullying including calling the student names, and one time kicking the

student. We had the student create a powerpoint and share it with his classmates

on the harmful effects of bullying. This student also was paired with a Denver

Kids mentor and school based mentor. He had no more incidents of bullying for

the rest of the school year.”

-Principal Blake Hammond, Green Valley Elementary

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Feedback from the FieldDiscipline Reform Team

STUDENT EQUITY & OPPORTUNITYBy the Numbers

2017-18 2018-19

92,000 DPS students

10,245 students with disabilities

8,857 students with gifts & talents

2,449 Magnet Eligible/Talent

Development students

2,162 students with 504 plans

1,629 students in center-based

programs

749 special education teachers

110 school psychologists

94 school social workers

109 speech language pathologists

90 school nurses

39 occupational/physical therapists

92,599 DPS students

10,073 students with disabilities

7,960 students with gifts & talents

3,113 Magnet Eligible/Talent

Development students

2,648 students with 504 plans

1,481 students in center-based

programs

692 special education teachers

133 school psychologists

141 school social workers

106 speech language pathologists

104 school nurses

39 occupational/physical therapists

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STUDENT EQUITY & OPPORTUNITYEmerging Successes

Trauma Informed Support▪ Increasing professional learning for central and school-based staff around trauma and

integrating trauma-informed lens into existing professional learning where applicable▪ Supporting students with trauma by addressing behavioral barriers with a trauma-informed lens

Whole Child▪ Improving access to resources, services and professional learning▪ Leveraging new deployment platform for streamlined process to request supports▪ Providing opportunities to disengaged students through multi-disciplinary groups to keep

students in school▪ Increasing access to physical and behavioral health services through community-based mental

health providers and school-based health centers▪ Utilizing data from universal health screenings to identify students who need additional support

Special Education▪ Increased awareness of the legal risks involved in supporting students with disabilities▪ Building the capacity of schools to complete their own evaluations, observations, instruction, etc. ▪ Prioritizing focus on high quality professional learning

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GIFTED AND TALENTEDTheory of Action: Advocacy

If the GT department aligns both district level and school level systems and structures to support the talent development of typically underrepresented populations grounded in culturally responsive practices...

Then DPS will see continue to see increases in identification of underrepresented populations with access to robust strength-based programming.

Action Steps / Milestones

▪ Develop and implement a talent portfolio process for identification of giftedness in talent areas (include CELT, FACE, Arts/PE, community as part of the process) (11/2018)

▪ Develop structures to support talent development at schools with little to no formally identified gifted learners (1/2019)

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GIFTED AND TALENTEDTheory of Action: Professional Learning

If the GT department builds the capacity of teachers and administrators to support the academic and affective needs of gifted learners by layering culturally responsive practices with best practices in gifted education...

Then, DPS will continue to eliminate disproportionality in identification as well as provide a robust, relevant continuum of gifted services.

Action Steps / Milestones

▪ Develop a GT internal Professional Development Unit (PDU) to internally certify teachers as highly qualified to work with GT students in DPS grounded in adult learning theory and culturally responsive practices (8/2018)

▪ Develop and implement professional learning customized to school needs incorporating culturally responsive education for gifted learners (9/2018-ongoing)

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GIFTED AND TALENTEDTheory of Action: Family Engagement

If the GT department continues to engage families of gifted learners, ECE-12, in a culturally responsive manner...

Then, DPS will continue to learn from our families while creating a robust and informed community of support.

Actions / Milestones

▪ Develop a Gifted Family Advisory Committee (10/2018)

▪ Implement district-level family engagement events and opportunities ECE-12th grade (10/2018-8/2020)

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SPECIAL EDUCATIONData: CDE Determination Matrix

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Students in special education increased their median growth percentile from 2017 to 2018 in both English Language Arts and math.

Content Area N Median Growth Percentile AU’s Percentile

English Language Arts (2017) 3,688 38 43

English Language Arts (2018) 3,593 43 56

Math (2017) 3,750 38 34

Math (2018) 3,685 45 55

SPECIAL EDUCATIONSWOT Analysis

Strengths Weakness Opportunities Threats

● Board Resolution prioritizing SpEd

● Large Assistive Tech Library

● CDE SpEd Performance Framework show steady improvement in compliance and achievement

● Developing collaborations with various departments such as CELT, FACE and ELA

● Multiple reorganizations in past 10 years

● SpEd structure separates various departments over different directors

● Limited written operational procedures

● Managing special education in a portfolio school district

● Addressing the racial gap in educational performance, with particular focus on students with a disability

● Misaligned customer service expectations

● Significant student behaviors impacting learning

● Reliance on outside facilities to provide services to DPS students

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SPECIAL EDUCATIONGoal: Professional Learning

The department of special education will increase the number of professional learning opportunities for parents, instructional staff and school leaders by increasing the opportunities on professional development days, increasing professional development units, providing blended learning options, increasing job embedded supports and developing written resources.

Metrics & Deliverables▪ Develop and deliver 100+ professional development modules (1.5 hour)▪ Develop and deliver 25+ professional development units (45 hour in-depth

professional learning)▪ Develop Principal Handbook with embedded professional development

options▪ Central support teams will have completed training on delivering effective

adult learning▪ 3 parent special education forums, 6 parent symposiums and over 50+

social learning opportunities will in the planning phase ▪ 5 schools will participate in professional learning on design thinking to

address the racial educational performance gap in special education▪ 8 high schools will be trained in dropout prevention strategies targeting

students of color in special education

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SPECIAL EDUCATIONGoal: Continuum of Services

The department of special education will review the current continuum of services provided to students with a disability and make recommendations for changes for the 2019-20 school year.

Metrics & Deliverables▪ Development of updated disability identification criteria ▪ Review the current services for students that require an outside

school placement and determine the feasibility of an outside school placement in DPS

▪ Review the needs of 800+ students in a center program and determine if the programming is meeting their needs

▪ Recommendations for 20-21 center programs ▪ Complete evaluations of Affective Needs and Multi-Intensive

Autism classrooms▪ Determine learning labs for Multi-Intensive-Autism, Affective

Needs and Multi-Intensive Severe classrooms

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SPECIAL EDUCATIONGoal: Address Racial Disparities in Educational Outcomes

The department of special education will explore the root causes of racial disproportionality in educational outcomes and identification rates of students of color with a disability compared to white students with a disability and implement action plans to address the disproportionality, as appropriate.

Metrics & Deliverables▪ Identify schools with a high number of African American and Latino

students with a disability across the continuum of services ▪ Send a request for proposal (RFP) to these school who would like to

focus on achievement of students of color with a disability. Selected schools will receive a grant to complete the design thinking process to determine a prototype to increase inclusion, access and strong IEPs

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SPECIAL EDUCATIONGoal: Dropout Prevention

The special education department will identify dropout risk factors for students with a disability, generate a quarterly report to 8 high schools of students that are at risk for potential dropout, and support the high schools in design thinking problem solving processes to put interventions in place to keep students engaged with attention to students of color with a disability.

Metrics & Deliverables▪ Explore and identify the main risk factors of potential dropout of

students with a disability ▪ Create a report and reporting mechanism to 8 comprehensive

traditional high schools on a regular basis to spotlight students at potential risk

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SPECIAL EDUCATIONGoal: Third Grade Literacy Rates (Focused on Students of Color)

The special education department will develop professional learning for special education teachers working with students with a disability in the 3rd grade across DPS, targeting a root cause analysis of their reading concerns, match targeted interventions utilizing core instruction as the primary supports and implementation of evidence based instructional strategies to increase literacy achievement rates.

Metrics & Deliverables▪ Schools that participate in the Racial Disproportionality in Education

Outcomes and Identification Rates Project will be the primary focus on the literacy root cause analysis at all grade levels

▪ Professional Development Units (45 hours class) on Root Cause Analysis, Intervention Matching and Evidence Based Instructional strategies developed and provided to all who sign up

▪ 6 Professional Development Modules on Root Cause Analysis, Intervention Matching and Evidence Based Instructional strategies developed and provided during district professional development days and available to be delivered at schools upon request

▪ Technical assistance and coaching for teachers on root cause analysis, intervention matching and evidence based instructional strategies

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SPECIAL EDUCATIONGoal: Assistive Technology

The department of special education will increase the dissemination of assistive technology to all schools to support students’ access to the general education curriculum

Metrics & Deliverables▪ Instructional Specialist all trained in assistive technology and how

to conduct an assistive technology evaluation ▪ Instructional Specialists, Occupational and Physical Therapists and

Low Incidence Disability Team to deliver all assistive technology to schools for the beginning of the year

▪ Instructional Specialists, Occupational and Physical Therapists and Low Incidence Disability Team provide job embedded training on how to use assistive technology

▪ 15+ professional development modules developed and delivered during professional development days

▪ Marketing campaign by the director at all public meetings promoting assistive technology

▪ Collaborative planning with Educational Technology, ARE, Library Services and Curriculum & Instruction to ensure that assistive technology is considered in all purchases and training

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SPECIAL EDUCATIONGoal: Parent Engagement

The department of special education will increase the parent resources and training opportunities in conjunction with Family and Community Engagement.

Metrics & Deliverables▪ 3 special education forums focusing on inclusion, assistive

technology and well-written IEPs throughout the city ▪ 4 Saturday symposiums focusing on dyslexia, autism, ADHD,

and emotional disability▪ 4 community partners forums ▪ 30+ social learning opportunities for parents▪ Restructured parent committee of the Special Education

Advisory Council (SEAC)▪ Participation in all FACE academies

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SUICIDE AND BULLYING PREVENTIONDPS Suicide Risk Data

● The 10th leading cause of death in the USA (44,000 per year)

○ Estimated that for every 25 suicide attempts, a person dies

by completion

● Colorado has the 9th highest state rate

○ the #1 cause of death for youth ages 10 – 24

According to the Healthy Kids Colorado Survey 2017 data of DPS high school students:

○ 5.9 % reported attempting suicide in the past 12 months○ 18.1% of gay, lesbian, bisexual students reported attempting

suicide in past 12 months○ 11.1% of American Indian and Alaska Natives students

reported attempting suicide in the past 12 months

According to the Healthy Kids Colorado Survey 2017 data of DPS middle school students:

○ 8.7% of students reported ever trying to kill themselves○ 11% of Asian students reported ever trying to kill themselves

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SUICIDE AND BULLYING PREVENTIONSpecial Populations at Greater Risk*

● Youth with a history of trauma are at greater risk for attempting suicide or dying by suicide

● Latino students have higher rates of suicide attempts

○ They may experience stress with the conflict between placing family needs above individuals needs and what is taught in the mainstream culture about the importance of individuality

● Students in foster care have higher rates of attempts

○ Children in foster care are 4x more likely to attempt suicide than children that have never been in foster care

55*national data, not DPS data

SUICIDE AND BULLYING PREVENTIONAvailable Bully Prevention Programs or Supports in DPS

● CDE Grant School Health Professionals

● Sources of Strength

○ Strength-based comprehensive wellness

program focusing on suicide prevention, bully

prevention and substance use prevention

● Gay Straight Alliance or Ally Clubs

○ School year 2017-18 had 72 clubs

○ Supported by school health specialist from CDE

grant and bully prevention grant

● Trevor Project and GLSEN

○ Resources to prevent bullying and suicide in

LGBTQ students

● No Place for Hate Educational programs, training and

resources for grades PreK-12

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SUICIDE AND BULLYING PREVENTIONSchool Health Professionals

▪ Provide substance abuse prevention, bully prevention and suicide prevention

▪ Support Gay Straight Alliances▪ Provide individual counseling ▪ Serve 28 middle and high schools▪ Funded by CDE Prevention Grant

Video on the services and success of program

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SUPPORT FOR THE WHOLE CHILDDenver Plan 2020

Goal #4: Support for the Whole ChildDPS is committed to creating a setting that fosters the growth of the whole child. Our school environments will encourage students to pursue their passions and

interests, support their physical health and strengthen the social/emotional skills they need to succeed, including managing emotions, establishing and maintaining positive relationships and making

responsible decisions.

By 2015, a task force, including DPS staff, community partners and city agencies providing services to DPS

students, will recommend to the Board of Education a plan to measure this goal and track progress.

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SUPPORT FOR THE WHOLE CHILDWhole Child Mill Levy Funding

▪ Denver voters focused on the social, emotional and mental and physical health of our kids by investing $15M into Whole Child strategy

▪ Whole Child Mill Levy funds were intended to be used to improve student outcomes within the Socially & Emotionally Intelligent component

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Trauma-Informed Practices, SecondStep, Mindfulness, and Restorative Practices were the most common trainings/practices mentioned by principals.

SUPPORT FOR THE WHOLE CHILDMill Levy Override Investments

Partners that received funding for Summer Academy Expansion

Boys & Girls: $476,125Beach Court, Force, Green Valley, McMeen, Samuels

Scholars Unlimited: $408,125College View, Howell, McGlone, Schmitt, Waller, Whittier

Heart & Hand: $38,315.50Hallett

GenTeach: $213,020Greenwood, Grant Ranch

Department of Extended Learning and Community School: Final amount pendingCentennial, Eagleton, Fairmont, Teller, Valdez

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SUPPORT FOR THE WHOLE CHILDMill Levy Override Whole Child Investments

School leaders had the flexibility to determine how to most effectively target these dollars to support students, such as:

▪ Expansion of mental health services

▪ Evidence-based social-emotional learning curriculum and instruction

▪ Programs focused on building a school climate that fosters positive-emotional outcomes

▪ Staff positions, contact with partner organizations, training or curricula

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SUPPORT FOR THE WHOLE CHILDWhole Child Survey Outcomes (2017-18)

Key Findings

▪ 83% of students reported strong/excellent whole child supports overall.

▪ Students reported the lowest levels of strong/excellent support in the Safe component.

▪ From 2016-17 to 2017-18, Strong/Excellent Whole child supports dipped slightly across components.

▪ Black students are reporting the lowest levels of strong/excellent Whole Child supports across all six components.

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SUPPORT FOR THE WHOLE CHILDWhole Child Survey Outcomes (2017-18)

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Percent of Students Reporting Strong/Excellent Whole Child Supports Within Their Schools

SUPPORT FOR THE WHOLE CHILDWhole Child Survey Outcomes (2017-18)

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Percent of Students Reporting Strong/Excellent Whole Child Supports Within Their Schools

From 2016-17 to 2017-18, the Strong/Excellent Whole Child Supports dipped slightly across components.

SUPPORT FOR THE WHOLE CHILDWhole Child Survey Outcomes (2017-18)

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% Receiving Strong/Excellent Supports

Variability exists across ed levels in the reported levels of strong/excellent supports.

SUPPORT FOR THE WHOLE CHILDWhole Child Survey Outcomes (2017-18)

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% Receiving Strong/Excellent Supports

Black students are reporting the lowest levels of receiving strong/excellent whole child supports across all components.

SUPPORT FOR THE WHOLE CHILDWhole Child Survey Outcomes (2017-18)

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Network School

Network 2Math and Science Leadership Academy

Network 4

Lena Archuleta Elementary

William (Bill) Roberts ECE-8 School

Slavens K-8 School

Network 5

Bradley International School

Bromwell Elementary School

McKinley-Thatcher Elementary School

University Park Elementary School

Network 6Swigert International School

Valdez Elementary School

Charter/Contract

RiseUp Community School

Rocky Mountain Prep Southwest

STRIVE Prep - Ruby Hill

Pathway NetworkEXCEL Academy

Summit Academy HS

*High rates indicates the percent of students reporting strong/excellent support fall into the upper quartile of school percentages across all six components.

*Low rates indicates the percent of students reporting strong/excellent support fall into the lower quartile of school percentages across all six components

Network SchoolNetwork 2 Grant Ranch ECE-8 School

Network 4 Farrell B. Howell ECE-8 School

Middle Schools & IMO Network

Denver Discovery School

Hamilton Middle School

Lake Middle School

McAuliffe Manual MS

6-12 School NetworkDCIS HS

Kunsmiller Creative Arts Academy MS

Early College High School Network

Dr. Martin Luther King Jr. Early College MS

DS Innovation & Sustainable Design

High School Network George Washington High School

Charter/Contract

DSST: Cole MS

DSST: College View MS

DSST: Henry MS

KIPP Northeast Denver Middle School

KIPP Sunshine Peak Academy

Omar D Blair Charter School

STRIVE Prep - Montbello

Pathway Network PREP Academy MS

Schools Reporting High/Low Rates* of Strong/Excellent Support Across All Components

SUPPORT FOR THE WHOLE CHILDWhole Child Survey Outcomes (2017-18)

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Students experiencing physical aggression at school slightly increased in 2018. Bullying due to sexual orientation increased within high schools.

Physical aggression item read: “This school year, how many times on school property have you been pushed, shoved, slapped, hit or kicked by someone who wasn’t just kidding around?”

Sexual orientation bullying item read: “This school year, how often have students been bullied because someone thought they were gay, lesbian, bisexual, or transgender?

Graphs display the percentage of students who responded at least “some of the time.”

SUPPORT FOR THE WHOLE CHILDTimeline of Whole Child Measurement Development

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Summer 2015

•The Whole Child task force, which included district and community leaders, review national Whole Child measurement tools

Fall2015

•Initial survey development

Spring2016

•Initial administration (Student Satisfaction Survey)

Fall2016

•Further item development and revision

•Development of Whole Child Support descriptors

Spring2017

•Administration of revised items

Fall2017

•Item development aligned to support descriptors

Spring2018

•Administration of aligned items

Summer/Fall2018

•Standard settings, establish cut points (complete)

•Finalize Whole Child goal statement

Whole Child Support descriptors describe what different levels of support look like in a school for each component.

Prior item development occurred before support standards were written, and the existing items are not yet fully aligned with the standards.

Cut points determined for each support level (low, developing, strong, excellent).

Revised items improve the reliability of the measurement.

National measurement tools determined to not meet the specific needs of Denver Public Schools.

Our Whole Child goaldepends on our standard for strong Whole Child support.

SUPPORT FOR THE WHOLE CHILDDenver Plan, 2020 Goal Statement

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With the short timeline, students reporting strong/excellent Overall supports must rebound immediately given the drops in 2017-18.

Whole Child - Overall 2016-17 2017-18Change

Demographic Subgroup CountStrong/Excellent

CountStrong/Excellent

All Students 49639 85% 48565 83% -2.08%

Level Elementary 19121 89% 18242 87% -1.42%

Middle 15564 81% 15290 79% -2.46%

High 14954 86% 15033 83% -2.38%

Race/Ethnicity Asian 1680 87% 1635 85% -1.90%

Black 6270 82% 5936 80% -2.62%

Hispanic 27715 85% 26569 84% -1.65%

Nat American 262 84% 281 85% 0.88%

Pac Islander 133 85% 145 86% 0.25%

Two or more 2134 85% 2256 83% -2.26%

White 11445 88% 11743 85% -3.00%

Students of Color 38194 85% 36822 83% -1.83%

Gender Female 24615 85% 24138 84% -1.65%

Male 25024 86% 24427 83% -2.50%

StudentGroups

English Learners 14485 86% 17426 85% -1.15%

Students w. Disabilities 4483 84% 4592 82% -1.75%

Gifted and Talented 7791 86% 6636 83% -2.55%

By May 2020, 90% of DPS students will report receiving strong or excellent Overall whole child supports.

Goal

Statement

DISCIPLINE REFORM“Toward Ending Suspensions & Expulsions For Young Learners”

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Board Resolution (March 2017)“Whereas it is well-established that removal from school through discipline negatively impacts engagement and connection to school in the early years of a student’s life. These earliest exposures to education are intended to develop students’ perceptions and trust of school and teachers, and to instill fundamental social-emotional and academic skills that will become the foundation for success.”

▪ Amend policy “to dramatically reduce the use of suspension and eliminate expulsion for ECE through third-grade students, except in cases required by law.”

▪ “Solicit feedback from its broad and diverse community over the next 60 days. Gathering information from stakeholders will ensure that DPS is proactively supporting students, families and educators.”

DISCIPLINE REFORMDiscipline Data (Over Last Decade)

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Out of School Suspensions, ECE – 3rd GradeSince 2007-08:OSS for ECE-3rd Grade students are down 73.9%

In the first year of this reform effort, ECE – 3rd grade saw a 60.5% decrease in the number of out of school suspension incidents for 2017-18.

DISCIPLINE REFORMDiscipline Data (Over Last Decade)

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Compared to 10 years ago, ECE-3 suspensions for African American students are down by 81% and for Latino students are down by 72%.

Since 2007-08*:African American OSS down 80.6%Latino OSS down 71.8%White OSS down 72.8%

Out of School Suspensions, ECE – 3rd Grade

*Percentages represent a decrease in out of school suspension incidents.

DISCIPLINE REFORMTransforming School Discipline & Eliminating Barriers

Policy JK Student Discipline (revised in 2008)

▪ “The goal of student discipline is to teach

students to behave in ways that contribute to

academic achievement and school success, and

to support a school environment where

students and staff are responsible and

respectful.”

▪ “We must strive to eliminate any institutional

racism and any other discrimination that

presents barriers to success.”

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DISCIPLINE REFORMDiscipline Data (Over Last Decade)

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Compared to 10 years ago, ECE-3 suspensions for African American students are down by 81% and for Latino students are down by 72%.

Out of School Suspensions (unduplicated) – Disaggregated by race

Out of School Suspensions HispanicAfrican American

White

Since 2007-08*:Hispanic OSS down 61.3%African American OSS down 65.3%White OSS down 60.8%

*Percentages represent a decrease in the number of unduplicated students that received an OSS.

DISCIPLINE REFORMFive-year research partnership with the University of Denver

Key Findings

Black and Latino youth are more likely to be suspended from school and referred to law enforcement than white or Asian students(Annamma et al., 2016; Anyon, Jenson, et al., 2014; Anyon, Lehuga, et al., 2017; Anyon, McQueen, et. al, 2013; Anyon, Yang, et al., 2014).

Racial disparities in out-of-school suspension weaken all students’ connection to school, not just students of color or those who have been suspended. (Anyon, Zhang, & Hazel, 2016).

Restorative practices can reduce students’ risk for exclusionary outcomes, especially in schools that use the approach more often. (Anyon, Jenson, et al., 2014; Anyon, Gregory et al.,

2016; Gregory et al., 2018).

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DISCIPLINE REFORMCommunity Engagement

“Thank you to Padres & Jóvenes Unidos for all the work you are doing today, and all you have done to

get us to this point. In 2008, we came forward with one of the most progressive school discipline

policies of any school district in the country. That was because of what you did, the work you did to

push us – to push us hard, to push us thoughtfully, to push us constructively, and to push us to a

solution.”

-Superintendent Tom Boasberg

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DISCIPLINE REFORMGrowing Restorative Practices

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DISCIPLINE REFORMNext Steps

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Keeping Our Youngest Learners In School

▪ Focused professional development on behavioral strategies to support early educators

▪ Restorative practices for younger children

▪ Trauma-informed practices trainings tailored for early educators

Restorative Justice Expansion

▪ Expand the use of restorative practices as a school-wide culture

▪ Build upon the Restorative Justice Partnership