Format

Individual Presentation

First Presenter's Institution

Winona State University

First Presenter’s Email Address

steven.baule@winona.edu

First Presenter's Brief Biography

Steve Baule worked for 28 years in K-12 school systems in Illinois, Indiana, and Iowa. For the thirteen years prior to moving to the university level, he served as a public school superintendent. He served as a high school principal, an assistant superintendent, and a classroom teacher. Baule teaches courses in leadership education. His scholarly interests focus on educational financial policies, social-emotional learning and mental health support in schools, educational technology, particularly the impact of 1:1 implementations and online learning, and the history of education.

Location

Session Six Breakouts

Strand #1

Heart: Social & Emotional Skills

Strand #2

Head: Academic Achievement & Leadership

Relevance

The session will provide an overview of why alternative programs were needed in the first place including the push from the school board “to do something.” The changes in culture and leadership that were needed to be implemented in order to establish the programs including moving to a district-wide implementation of PBIS. The system in place was rules based, focused on zero-tolerance, and didn't consider student contexts. All of these needed to be addressed in order to build out the necessary mental health support to allow students to be successful. Additionally, we will touch on how these programs interacted with the changes underway in Indiana’s juvenile justice initiative called Juvenile Detention Alternative Initiative (JDAI).

Brief Program Description

Over three years, an urban school district created four new alternative programs at the elementary, middle school, and high school levels and have seen significant improvements in both academic performance and behavior among the students involved. This session will share our plans and the progress made.

Summary

The session will provide an overview of why the programs were needed in the first place including the push from the school board “to do something.” The changes in culture and leadership that needed to be implemented in order to establish the programs including moving to a district-wide implementation of PBIS. Additionally, we will touch on how these programs interacted with the changes underway in Indiana’s juvenile justice initiative called Juvenile Detention Alternative Initiative (JDAI).

The session will discuss how these network of changes were implemented over the span of two years and how similar implementation could be approached in other districts including the barriers that had to be overcome. This includes how changes in Board policy and administrative procedures had to be approached and how MCS became much less restrictive in using online learning to provide student alternatives.

The session will then district the impact that they had on MCS’s academic performance and changing the culture in the district’s schools, particularly at the secondary level. Detailed analysis will show the impact on students in the program and on the impact on the rest of the schools where alternative programs exist.

The session will then discuss projected future steps in providing a wider range of opportunities for students to select from in order to ensure they can successfully move through K-12 education and successfully graduate.

Evidence

Anderson, M. & Cardoza, K. (2016, August 31). Mental health in schools: A hidden crisis affecting millions of students. National Public Radio. Retrieved from https://www.npr.org/sections/ed/2016/08/31/464727159/mental-health-in-schools-a-hidden-crisis-affecting-millions-of-students

Barrett, S, Eber, L, & Weist, M. (2013). Advancing education effectiveness: interconnecting school mental health and school-wide positive behavior support. Council for Children with Behavioral Disorders. Retrieved from https://higherlogicdownload.s3.amazonaws.com/SPED/bc40048c-cf24-4380-a493-273ff305ca3c/UploadedImages/Mental%20Health%20and%20PBIS%20Monograph.pdf

Baule, S. M., Monroe, H., & Baule, K. A. (2018, April 23). Integrating Positive Behavior Intervention Support and embedded mental health personnel in an urban school district, Annals of Public Health and Research, 5 (1), 1073. (Special issue on school-based health care.)

Baule, S.M. (2020, Winter). The impact of Positive Behavior Intervention Support (PBIS) on suspensions by race and ethnicity in an urban school district. AASA Journal of Scholarship and Practice, 16 (4), 45-55.

Bruhn, A. L., Woods-Groves, S., & Huddle, S. (2014). A preliminary investigation of emotional and behavioral screening practices in K-12 schools. Education & Treatment of Children, 37(4), 611-634. Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1625463735?accountid=35812

Character Counts (2018). Program results. Playa del Rey, CA. Retrieved from https://charactercounts.org/program-overview/results/

Child Mind Institute. (2015). Children’s mental health report. New York. Retrieved from https://childmind.org/2015-childrens-mental-health-report/

Delisfort, G. J. (2016). The association between the presence of school-based mental health teams and office discipline referrals among middle school students in a K-8 setting Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1847902051?accountid=35812

Early Learning Indiana Advisory Committee. (2018). Indiana early childhood interactive dashboard. Retrieved from http://www.elacindiana.org/data/2018-elac-annual-report-interactive-dashboard/

Harper, A. (2018, March 16). Study: Fewer suspensions can lead to better attendance rates and test scores. EducationDive. Retrieved from https://www.educationdive.com/news/study-fewer-suspensions-can-lead-to-better-attendance-rates-and-test-score/519297/

Indiana Youth Institute (2018). Delaware County, 2018 Indiana Kids Count Data Book. Indianapolis. Retrieved from https://www.iyi.org/data-library/data-services/county-snapshots/delaware-county

Learning Objective 1

Participants will be able to use data to effectively implement alternative programming

Learning Objective 2

Participants will learn to effectively integrate community mental health resources into the school system of supports.

Learning Objective 3

Participants will learn to build a more effecitve relationship with juvenile justice systems.

Keyword Descriptors

student mental health, alternative programming, PBIS, community resources

Presentation Year

2022

Start Date

3-8-2022 1:00 PM

End Date

3-8-2022 2:15 PM

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Mar 8th, 1:00 PM Mar 8th, 2:15 PM

Developing Effective Alternative Programming

Session Six Breakouts

Over three years, an urban school district created four new alternative programs at the elementary, middle school, and high school levels and have seen significant improvements in both academic performance and behavior among the students involved. This session will share our plans and the progress made.