Edward G. Rendell Governor

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Gerald L. Zahorchak Secretary of Education
Edward G. Rendell Governor
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PROMOTING STUDENT SUCCESS THROUGH A RESILIENCY
APPROACH IMPLEMENTING CHAPTER 12 STUDENT SERVICES
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Office of Elementary and Secondary Education
Diane Castelbuono, Deputy
Secretary Bureau of Community and Student
Services Mary I. Ramirez, Bureau
Director
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 The Pennsylvania Department of Education (PDE)
does not discriminate in its educational
programs, activities or employment practices
based on race, color, national origin, sex,
sexual orientation, disability, age, religion,
ancestry, union membership, or any other legally
protected category. This policy is in accordance
with state law, including Pennsylvanias Human
Relations Act, and with federal law, including
Title IV and Title VII of the Civil Rights Act of
1964, Title IX of the Education Amendments of
1972, Section 504 of the rehabilitation Act of
1973, the Age Discrimination in Employment Act of
1967 and the American Disabilities Act of 1990.
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The Mission of the Pennsylvania Department of
Education

• to lead and
• serve the educational community to enable
• each individual to grow into an inspired,
• productive, fulfilled lifelong learner.

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PRESENTATION OVERVIEW

• SCHOOL IMPROVEMENT SYSTEM
• RESILIENCY APPROACH
• CHAPTER 12 UPDATE

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Aligned School Improvement System
Clear Standards
Fair Assessments
Interventions
What students should know and do
How you help struggling kids understand the
content
How you measure what students should know and be
to do.
Curriculum
Resources Materials
Instruction
The content behind the standards
The stuff you use to teach the content
How you teach the content behind the standards
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Helping Schools and Districts Align All Six
Components
Intensive Supports Distinguished Educators for
25-50 districts in Corrective Action
Targeted Supports Intermediate Units For
districts that struggle in particular areas or
are in School Improvement or Warning 350
Districts
Foundation Support The basics in all six
componentsAll 501 School Districts
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RESILIENCY

• THE CAPACITY TO OVERCOME RISK FACTORS TO MOVE
  TOWARD POSITIVE DEVELOPMENT
• - BONNIE BERNARD, 2004
• TO SPRING BACK REBOUND (AND) SUCCESSFULLY ADAPT
  IN THE FACE OF ADVERSITY
• - HENDERSON MILSTEIN, 2003

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School-Wide Systems for Student SuccessA
Response to Intervention Framework
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
Eber, L. (2006). 11th Annual Conference on
Advancing School-based Mental Health
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Aligned School Improvement System
Clear Standards
Fair Assessments
Interventions

Curriculum
Resources Materials
Instruction
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Wellness and Resiliency Framework
High Expectations PDE Standards/PSSA Governors
Institutes Accountability Block Grants Project
720/CFF/Dual enrollment Governors Special
Education Performance Grants
Meaningful Student Engagement Student Council
Service Learning Youth Surveys

• Unconditional Support
• Alternative Education
• Student Assistance Program
• Youth Suicide Prevention
• Pregnant/Parent/Teen
• ELECT Program
• Special Education

Strong Results for Students
Connectiveness Bonding Mentoring Drop-out
grants Parent Involvement Conference After
school/summer programs Homeless, Migrant
Refugee student programs
Clear Consistent Boundaries School Code of
Conduct Truancy Intervention Plan/Tool Kit
School-wide Positive Behavior Supports Training
Skills for Life Anti-bullying programs Character
education Social/Emotional learning Resiliency
training Anti-tobacco/drug programs Career
Counseling Grants


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HIGH EXPECTATIONS

• To what extent do students believe that any
  positive goal/ aspiration can be accomplished?
• To what extent do students encourage themselves
  and others to do the best possible?
• To what extent is the curriculum supplemented
  with art, music, outdoor exploration and projects?

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MEANINGFUL STUDENT ENGAGEMENT

• To what extent do students believe that their
  voice and choice is heard in classroom/school
  discussions?
• To what extent are students empowered on
  decision-making?

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CONNECTIVENESS BONDING

• To what extent do students connect to, at least,
  one of the caring adults, in the school?
• To what extent are students involved in school
  activities?
• To what extent are there caring relationships
  among staff?

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SKILLS FOR LIFE

• To what extent do students receive ongoing
  instruction on life-skills appropriate to their
  developmental level?
• To what extent have students integrated and
  practiced assertiveness, refusal skills, healthy
  conflict resolution, good decision making and
  problem solving, and healthy stress management?

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CLEAR CONSISTENT BOUNDARIES

• To what extent do students understand and abide
  by policies and rules?
• To what extent do teachers accept no excuses for
  letting students fail?
• To what extent is discipline designed to keep
  students feeling connected?

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UNCONDITIONAL SUPPORT

• To what extent do students feel that the school
  is a caring place?
• To what extent do students experience school/
  classroom as a community?
• To what extent are students recognized and
  rewarded, and their work displayed?

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POSSIBLE ROOT CAUSES FOR LOW ACHIEVEMENT

• STUDENT RELATED
• LEARNING INSTRUCTION - RELATED
• STAFF - RELATED
• ENVIRONMENT RELATED
• FAMILY
• MULTIPLE CAUSES

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RESILIENCY FRAMEWORK

• RISK FACTORS
• EVIDENCE/ INDICATORS/ DATA
• POSSIBLE STRATEGIES TO ADDRESS
• POSSIBLE EFFECTS/OUTCOMES
• USEFUL RESOURCES

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Overview of Chapter 12 Regulations

• This is an important opportunity for all school
  sites to
• Update and align the regulations with current
  state and federal provisions and relevant case
  law.
• Strategically integrate student services and
  supports with effective practices toward
  successful student academic achievement.
• Prepare a Student Records Plan consistent with
  applicable state and federal laws, regulations
  and directives.

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Overview of Regulations, Cont.

• Prepare a written Student Services plan
  consistent with strategic plan requirements
  outlined in Chapter 4 and to include
  developmental, diagnostic and consultative
  services.
• Prohibit the use of corporal punishment as a form
  of student discipline.
• Set timelines for disciplinary hearings.
• Clarify student rights to free expression.
• Plan and provide Student Assistance Programs for
  all school entities.

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Student Services

• 12.41. Student services.
• Each school entity shall prepare a written plan
  for the implementation of a comprehensive and
  integrated K-12 program of the student services
  based on the needs of its students.
• (b) Though the variety of student services
  offered will differ from school to school
  depending upon its size and the needs of its
  students, the following categories of services
  shall be provided by each school entity in
  planning its student services.

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Student Services
(c)  Student services must    (1)  Be an
integral part of the instructional program at all
levels of the school system.    (2)  Provide
information to students and parents or guardians
about educational opportunities of the school's
instructional program and how to access these
opportunities.    (3)  Provide career information
and assessments so that students and parents or
guardians might become aware of the world of work
and of a variety of career options available to
individual students.    (4)  Provide basic health
services..for students and information to
parents or guardians about the health needs of
their children
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Student Services, Cont.

• Student Services must include
• Policies and Procedures for Emergency Care and
  Administration of Medicine and Treatment
• Developmental Services
• Diagnostic, Intervention and Referral Services
• Consultation and Coordination Services
• Coordination with Community Agencies
• Licensed or Certified Providers
• The Student Assistance Program

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Types of Services

• Developmental Services
• Developmental services for students that address
  their developmental needs throughout their
  enrollment in school. Developmental services
  include guidance counseling, psychological
  services, health services, home and school
  visitor services and social work services that
  support students in addressing their academic,
  behavioral, health, personal and social
  development issues.
• Diagnostic, Intervention Referral Services
• Diagnostic, intervention and referral services
  for students who are experiencing problems
  attaining educational achievement appropriate to
  their learning potential
• Consultation and Coordination Services
• Consultation and coordination services for
  students who are experiencing chronic problems
  that require multiple services by teams or
  specialists.22

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Commonwealth Student Assistance Program
Required to Implement SAP Pre K-12 Helps schools
identify students who are experiencing
behavioral and/or academic difficulties, which
pose a barrier to learning and success in school.
Offers support to those students and their
families.Assists in identifying barriers to
learning.Mobilizes school and community
resources.Assists parents and students to
access community services.
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Commonwealth Student Assistance Program
Helps schools identify students who are
experiencing behavioral and/or academic
difficulties, which pose a barrier to learning
and success in school. Offers support to those
students and their families.Assists in
identifying barriers to learning.Mobilizes
school and community resources.Assists parents
and students to access community services.
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Student Services Plan Resources

• ABG Social and Health
• Behavioral Health Grants
• Career and Counseling Grants
• District Budgets
• Dropout Prevention Grants
• Homeless Student Initiative Grants
• Integrated Childrens Services
• Mentoring Grants
• Migrant and Refugee Funds
• Safe and Drug-Free Schools and Communities
  Grants
• Safe Schools Grants
• Special Education Funds and Programs
• State and Federal Agency Grants
• 21st Century Community Learning Centers Grants
• Title I Tutoring
• Title III
• Wellness Programs

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Protection of Pupil Rights
Protection of Pupil Rights Amendment (PPRA) 20
U.S.C. 1232h. Regulations 34 CFR Part 98
Applies to the programs and activities
of an SEA, LEA, or other recipient of funds under
any program funded by the U.S. Department of
Education. It governs the administration to
students of a survey, analysis, or evaluation
that concerns one or more of the following eight
protected areas 1. political affiliations or
beliefs of the student or the student's
parent 2. mental or psychological problems of
the student or the student's family 3. sex
behavior or attitudes 4. illegal, anti-social,
self-incriminating, or demeaning behavior
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Student Rights

• 12.1. Free education and attendance.
•  12.9. Freedom of expression.
•  12.11. Hair and dress.
•  12.14. Searches.

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• School Rules
•  12.3.
• The governing board has the authority to make
  reasonable and necessary rules governing the
  conduct of students in school.
• Each governing board shall adopt a code of
  student conduct that includes policies governing
  student discipline and a listing of students'
  rights and responsibilities as outlined in this
  chapter.
• This conduct code shall be published and
  distributed to students and parents or guardians.
  
• Copies of the code shall also be available in
  each school library.

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• Corporal Punishment
• 12.5. Corporal punishment.
• Corporal punishment is defined as physically
  punishing a student for an infraction of the
  discipline policy.
• Use of corporal punishment is prohibited.
• Teachers and school authorities may use
  reasonable force under the following
  circumstances
• To quell a disturbance.
• To obtain possession of weapons or other
  dangerous objects.
• For the purpose of self-defense.
• For the protection of persons or property.

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Disciplinary Procedures

•  12.6. Exclusions from school.
•  12.7. Exclusion from classes--in-school
  suspension.
•  12.8. Hearings

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Student Records
12.31. General requirements. (a) The governing
board of every school entity shall adopt a plan
for the collection, maintenance and dissemination
of student records (b) Copies of the adopted plan
shall be maintained by the school entity and
updated as required by changes in State or
Federal law. (c) Copies of the plan shall be
submitted to the Department only upon request of
the Secretary.
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Parent Rights to Access Student Records

• Family Educational Rights and Privacy Act (FERPA)
  20 U.S.C. 1232g. Regulations 34 CFR Part 99
• 22 Pa. Code 12.31
• Parental access to education records is governed
  by both federal and state law. These laws
  require all public school entities to
• adopt policies and procedures regarding
  maintenance of and access to a student's
  education record
• annually notify parents of their right to
  inspect, review, copy and request correction of
  their children's education record
• effectively notify non-English speaking parents
  of these rights and
• maintain a list of the types of records kept by
  the school, and the location of those records.
  Parents have the right to examine this list.

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Resources For information regarding student
service organizations, agency models, best
practices, tools and funding

• Accountability Block Grant (ABG)
  www.pde.state.pa.us/abg
• Safe and Drug-Free Schools and Communities
  (SDFSC)
• www.pde.state.pa.us/sdfsc

• Agencies/Organizations
• Professional Associations
• PAPSA, PSCA, Etc.
• UCLA Center for Mental Health http//smhp.psych.u
  cla.edu/
• Department of Health/Division of
  School Health
• www.health.state.pa.us
• Department of Public Welfare/Integrated
  Childrens Services
• www.dpw.state.pa.us

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Resiliency References

• Bernard, Bonnie.(2004). Resiliency What We Have
  Learned. San Francisco, California WestEd.
• Boettcher, Kayla. Asset Building and Student
  Achievement. A Literature Review and
  Bibliography of Research and Resources. Alaska
  Association of Alaska School Boards, Alaska
  Initiative for Community Engagement.
• Association of Alaska School Boards, Alaska
  Initiative for Community Engagement..
• www.alaskaice.org
• Blum, Robert William, and Peggy, Mann. Reducing
  the Risk Connections That Make a Difference in
  the Lives of Youth. Bethesda, Maryland Add
  Health
• Brown, Joel H., Marianne DEmidio-Caston, and
  Bonnie Bernard. (2001). Resilience Education.
  Thousand Oaks, California Corwin Press.
• Henderson, Nan, and Mike M. Milstein (2003).
  Resiliency in Schools Making It Happen.
  Thousand Oaks, California Corwin Press.
• Sanchez, Horacio. (2003) The Mentors Guide To
  Promoting Resiliency. North Carolina Xlibris
  Corporation
• Search Institute Profiles of Student Life
  Attitudes and Behaviors. Minneapolis, Minnesota,
  2006
• Search Institute- www.search-institute.org

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Contact Information

• Email ra-Chapter12_at_state.pa.us
• Phone Bureau of Community and Student Services
  [phone]
• School Law, Regulation, and Policy Unit
  [phone]
• E-strategic Planner Help Desk (717)
  732-8403 or via email estratplan_at_caiu.org
• Website www.pde.state.pa.us/chapter12