Formative AssessmentBreakthrough Student Assistance Program &

Carpe Diem (Alternative to Expulsion)

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Murrieta Valley Unified School District

Our Mission

To inspire every student to think, to learn, to achieve, to care.

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Problem

We remain extremely concerned about the substantial and persisting investment in reactive and punitive approaches…as a primary strategy for addressing the challenges presented by behaviorally at-risk youth…such approaches are ultimately doomed to failure…unless they are counterbalanced with comprehensive prevention efforts…

Walker, H.M., & Shinn, M.R. Structuring School-Based Interventions to Achieve Integrated Primary, Secondary, and Tertiary Prevention Goals for Safe and Effective Schools. In M. Shinn, H.Walker, & G. Stoner (Eds.), Interventions for Academic and Behavior Problems: Preventive and Remedial Approaches. Bethesda, MD: NASP.

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Expulsion Data

0

10

20

30

40

50

60

2004/2005 2005/2006 2006/2007 2007/2008 2008/2009

Expulsions

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Binge Drinking

Percentage of Students Who Binge Drank by Grade

0%

5%

10%

15%

20%

25%

Grade 7 Grade 9 Grade 11

Grade Level

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IOM and SAP ComponentsContinuum of Services = Comprehensive SAP

Intensive Internal Referral Process and Services Individualized Family Conferences and Family Action Planning Suicide Prevention and Intervention

Targeted Educational Student Support Groups Parenting Workshops Support Groups

Universal School Board Policy Staff Development Prevention Lessons Integration with Other School-based Programs Cooperation and Collaboration Communitywide Classroom Curriculum and School-wide Events Crisis Team Response

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RTI Pyramid

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Who Do We Serve?

Number of Referrals by Grade

0

10

20

30

40

50

60

K 1 2 3 4 5 6 7 8 9 10 11 12

Grade

9

Contributions by Gender

Referrals by Gender

0

5

10

1520

25

30

35

K 1 2 3 4 5 6 7 8 9 10 11 12

Grade

Mal

e an

d F

emal

e C

on

trib

uti

on

Males

Females

10

Who Participated?

Family Conference Attendance

0

5

10

15

20

25

30

35

K 1 2 3 4 5 6 7 8 9 10 11 12

Grade

Refe

rrals

Attended

Did not Attend

11

80

164

243

0

50

100

150

200

250

Year 1 Year 2 Year 3

Program Year

Family Conferences Conducted

Number Served

12

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Impact of Breakthrough Program by Participation in Family Conference

Because of Breakthrough Yes No Don’t know

I have better relationships with my teachers or other adults at school.

Participated in Family Conference

Did NOT participate in FC67%

41%

14%

28%

19%

31%

I have a better relationship with my parents.

Participated in Family Conference

Did NOT participate in FC

64%

40%

27%

35%

9%

25%

I am learning a lot of new things and Skills.

Participated in Family Conference

Did NOT participate in FC

55%

35%

36%

39%

9%

26%

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Impact of Breakthrough Program by Participation in Family Conference

Because of Breakthrough Yes No Don’t know

I am less likely to drink alcohol or use other drugs.

Participated in Family Conference

Did NOT participate in FC

59%

47%

23%

23%

18%

30%

My Behaviors are not causing me as many problems.

Participated in Family Conference

Did NOT participate in FC

68%

58%

18%

28%

14%

14%

I am doing better at school.

Participated in Family Conference

Did NOT participate in FC

68%

53%

23%

26%

9%

21%

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40 Developmental Assets

Category:

External Assets

% who had asset

Support 61%

Empowerment 31%

Boundaries & Expectations 66%

Constructive Use of Time 38%

Average of External Assets 52%

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40 Developmental Assets

Community values youth 25%

Youth as resources 11%

Service to others 9%

Safety 80%

Average 31%

Empowerment

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40 Developmental Assets

Category:

Internal Assets

% who had asset

Commitment to Learning 38%

Positive Values 48%

Social Competence 60%

Positive Identity 49%

Average 49%

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40 Developmental Assets

Commitment to LearningAchievement Motivation 48%

School Engagement 36%

Homework 34%

Bonding to School 39%

Reading for Pleasure 34%

Average 38%

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Referral Sources

Self-referral Concerned school staff, parents, peers, coaches Suspended students Gifted and Talented Programs Student Study Team School Attendance Review Board and similar programs Parenting Programs Juvenile Probation Child Protective Services County programs including ATOD Tx. wanting support for

children of clients in treatment YAT/YAB

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Carpe Diem

Carpe Diem Placements by Grade

05

1015202530

5 7 8 9 10 11 12

Grade Level

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Carpe Diem

Gender

0

10

20

30

40

50

Males Females

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Carpe Diem: Best Practices for Keeping Students Engaged in School

Individualized academic instruction Positive classroom management (level system) Informal interactions and low pupil-teacher ratio Instruction in interpersonal, self-control, and social skills Service learning Flexibility Parent involvement

Tobin, T. & Sprague, J. Alternative Educational Programs: Accommodating Tertiary Level, At-Risk Students. In M. Shinn, H. Walker, & G. Stoner (Eds.), Interventions for Academic and Behavior Problems: Preventive and Remedial Approaches. Bethesda, MD: NASP.

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Carpe Diem

52 students were eligible to return– 42 did return (10 moved out of district)– There has been an average GPA increase of one

full point for returning students at end of 1st semester of return.

– Parents comment that students are more focused and eager to learn.

– Fewer discipline problems upon return.

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Need for Alternatives

Financial cost of incarceration of juveniles and rehabilitation of adolescents and adults.

If dropout prevention programs were widely used at all levels and cost comparisons were based on all programs that taxpayers support, “The benefits of dropout prevention would exceed the costs by a ratio of 9:1” (Altenbaugh, Engel & Martin, 1995, p.170)

Even if students don’t graduate, every year of schooling is valuable: “Each added year of secondary education reduces the probability of public welfare dependency in adulthood by 35% (National Research Council, 1993).

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Murrieta Valley Unified School District

Inspire every student to think, to learn, to achieve, to care.