1. Formative Assessment Breakthrough Student Assistance Program & Carpe Diem (Alternative to Expulsion)

2. 2 Murrieta Valley Unified School District Our Mission To inspire every student to think, to learn, to achieve, to care.

3. 3 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.

4. 4 Expulsion Data

5. 5 Binge Drinking

6. 6 IOM and SAP Components Continuum 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

7. 7 RTI Pyramid

8. 8 Who Do We Serve?

9. 9 Contributions by Gender

10. 10 Who Participated?

11. 11 Number Served

12. 12

13. 13 Impact of Breakthrough Program by Participation in Family Conference Because of BreakthroughYesNoDon’t know I have better relationships with my teachers or other adults at school. Participated in Family Conference Did NOT participate in FC 67% 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%

14. 14 Impact of Breakthrough Program by Participation in Family Conference Because of BreakthroughYesNoDon’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% 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% I am doing better at school. Participated in Family Conference Did NOT participate in FC 68% 53% 23% 26% 9% 21%

15. 15

16. 16 40 Developmental Assets Category: External Assets % who had asset Support61% Empowerment31% Boundaries & Expectations66% Constructive Use of Time38% Average of External Assets52%

17. 17 40 Developmental Assets Community values youth25% Youth as resources11% Service to others9% Safety80% Average31% Empowerment

18. 18 40 Developmental Assets Category: Internal Assets % who had asset Commitment to Learning38% Positive Values48% Social Competence60% Positive Identity49% Average49%

19. 19 40 Developmental Assets Commitment to Learning Achievement Motivation48% School Engagement36% Homework34% Bonding to School39% Reading for Pleasure34% Average38%

20. 20 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

21. 21 Carpe Diem

22. 22 Carpe Diem

23. 23 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.

24. 24 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 1 st semester of return. – Parents comment that students are more focused and eager to learn. – Fewer discipline problems upon return.

25. 25 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).

26. 26 Murrieta Valley Unified School District Inspire every student to think, to learn, to achieve, to care.