Format

Individual Presentation

First Presenter's Institution

Newton Conover City Schools

First Presenter’s Email Address

beth.penley@n-ccs.org

First Presenter's Brief Biography

Dr. Beth Bradley Penley is the Assistant Superintendent in Newton Conover City Schools in Newton, NC. She has served as a comprehensive high school principal, Director of Alternative Learning, as well as Director of School Counseling. Dr. Penley has won the Whole Child Award in the state of North Carolina for her work with personalized learning approaches and the continuum of intervention. Dr. Penley has presented at two previous NYAR conferences regarding alternatives to suspension and restructuring alternative learning programs.

Second Presenter's Institution

Lincolnton Police Department

Second Presenter’s Email Address

vmorales@lincolntonpolice.com

Second Presenter's Brief Biography

Officer Morales has over 10 years serving as an School Resource Officer throughout 3 agencies in North Carolina. He also has experience in the community policing model and crime prevention task force. Officer Morales has additional certifications in Community Oriented Policing, Active Shooter Instructor, Rapid Deployment Instructor, and Specialized Firearms Instructor. He also teaches Beginning Law Enforcement Training classes.

Third Presenter's Institution

Community In Schools

Third Presenter’s Email Address

bethbradley@ymail.com

Location

Session One Breakouts

Strand #1

Heart: Social & Emotional Skills

Strand #2

Hands: Safety & Violence Prevention

Relevance

Heart: The components of meeting the needs of the whole child are discussed. This includes Maslow's hierarchy of needs, social emotional learning, and an extensive look into the continuum of intervention and services. (small group counseling, basic needs, mentorships, restorative practices) to name a few.

Hands: The proactive lens and partnership with the school resource officer and community policing model are discussed. We review restorative practices, alternatives to suspension, raise the age, and deferment options.

Brief Program Description

This program will tell the story about one school district's journey to meeting the needs of the whole child. A shift in school culture from a reactive to a proactive purpose shaped the mindset of staff as they embarked in partnering with the local community to build a resource network to meet the needs of the students in which they serve. In addition to building community partnerships, the components of a successful intervention continuum are discussed including Positive Behavior Intervention and Support, Community in Schools, and the American School Counseling Association Model.

Summary

Program Description *

We have made a commitment to meet the needs of the whole child. Four years ago partnership emerged with the community to meet student basic needs. Once structures were in place, phase two began allowing for social emotional growth. Now well into our third year of inter-agency involvement, workforce development and post secondary planning for all students has become a main focus. Individual student pathways have been created based on flex scheduling, online access, and hybrid college enrollment.

Currently this setting serves approximately sixty long-term students in grades 7-12, while providing varied short term educational needs for a fluctuating district population based on need. Not only does this setting serve the academic needs of our county, but it also serves its neediest and most underrepresented populations at eighty percent free lunch status.

Our success lies in our partnerships which focus on asset based community development. We have a community clothing closet and an on-site pantry meeting the students' basic needs. Mentors, counselors, and community organizations have been brought in to address the social emotional needs.

In order to support ongoing improvement processes and sustainability of practices. we place program planning and fluid “on time” interventions for kids is our main focus. Continued sustainability of our workforce development program has shifted based on strategic staffing on site. Students will also continue to be provided hands on introductions to attainable career opportunities.

This presentations will go into detail regarding our community partnerships and access to specific programming in Community in Schools.

Key Indicators:

Behaviorally, we have seen a reduction in office discipline referrals from 540 (16-17) to 122 (18-19). Suspension days have also decreased from 796 days (16-17) to 341.5 days (18-19). Grade level proficiency also rose from 10.6% (16-17) to 21.4% (18-19). Asbury met growth in 18-19.

Sustainability:

The progress previously discussed can be maintained with the commitment of leaders from many sectors of the community. Our strong inter-agency partnerships evolved into a focus on asset based community development, which we intend on continuing through outreach and local support.

Evidence

  • Senate Bill 71 mandated the collaboration of North Carolina Department of Juvenile Justice (NCDJJ) and North Carolina Department of Public Instruction (NCDPI)

    • look for alternatives to suspension

    • increase community partnerships in the process

  • NCDJJ is also seeking the link between out-of-school suspensions and juvenile delinquency.

  • Flink and Paglia (2010) also noted that the notion of teaching students how to learn as well as successful learning behaviors is also an essential part of the curriculum

  • Monitoring thru the BIG three Floyd and Thomasson (2006) coined the measurements of programming as the Big 3, attendance, behavior, and academic achievement. The acquired competencies of knowledge, skill-set acquisition, and a positive affect can be measured through the domains of the Big 3.

  • Sugai (2008) defines PBIS as an “organizational approach or framework for improving the social behavior climate of the schools and supporting or enhancing the impact of academic instruction on achievement and increasing proactive (positive/preventive) management”.

  • Following the tenets of the American School Counseling model (ASCA) and Positive Behavior Intervention and Support (PBIS) a training ground was established. The academic, career, and personal/social domains of each student were emphasized through personalized tracking (Floyd & Thomasson, 2006 - ASCA).

Learning Objective 1

Participants will be able to identify key community stakeholders to build partnerships

Learning Objective 2

Participants will be able to understand the social emotional learning needs of the whole child

Learning Objective 3

Participants will be able to identify best practice restorative approaches to shaping behavior

Keyword Descriptors

Community in schools, restorative justice, alternatives to suspension, whole child, continuum of intervention, community partners, mentor, school counselor, social emotional learning, school resource officer.

Presentation Year

2022

Start Date

3-7-2022 10:15 AM

End Date

3-7-2022 11:30 AM

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Mar 7th, 10:15 AM Mar 7th, 11:30 AM

Asset Based Community Development: A journey to meeting the needs of the whole child.

Session One Breakouts

This program will tell the story about one school district's journey to meeting the needs of the whole child. A shift in school culture from a reactive to a proactive purpose shaped the mindset of staff as they embarked in partnering with the local community to build a resource network to meet the needs of the students in which they serve. In addition to building community partnerships, the components of a successful intervention continuum are discussed including Positive Behavior Intervention and Support, Community in Schools, and the American School Counseling Association Model.