88th Annual CASCWA State Conference

This session will focus on responding to concerning behaviors by helping participants to understand baseline behaviors and deviations , recognize  ​behavioral markers of targeted violence​, and observe, document, and report concerning behaviors​.

This presentation will take a look at how the recently enacted Workplace Violence laws relate to and interact with Special Education laws and students’ rights for a Free Appropriate Public Education.  Specifically, the presentation will assist attendees in understanding how a safe school environment can be created for staff and students using tools available for behavior modification and staff training.

San Gabriel Unified developed a District Response Team when schools reopened after the COVID school closures. The team consists of a CWA counselor, 2 Wellness Counselors, the School Based Mental Health coordinator, and the District Licensed Clinical Social Worker. The team has a wide range of situations that it responds to and ways that it supports site staff. These include: coordinating and providing mental health support after significantly negative school events, training relevant staff in the CSTAG threat assessment protocol, and coordinate Tier 3 interventions for intensive student situations. Members also participate in the District Safety and Emergency Committee to include postvention strategies into crisis response. This presentation will share how the team functions and is deployed and will give concrete examples of cases where team members partnered with schools in their responses to negative school events.

Safe schools are of major importance to the public, parents and school officials. Unfortunately, individual school sites have not been assessed to properly ensure the safety of all as school officials are reactive rather than proactive. During this interactive session, Sherman Garnett Jr. who describe what is a safe school from an educational and law enforcement perspective and provide all with resources and assessment tools that will ensure maximum safety at each school site including the necessary training.

System-impacted students need ways to build a sense of belonging, agency, and academic identity through meaningful relationships. However, many adult practices are disconnected from students’ best interests and are based on a system that is not designed for marginalized youth to successfully graduate. Upon recognizing this disconnect, Oakland Unified School District leaders came together across departments to address these issues and focus on equity.

This interactive presentation will offer experiential learning on OUSD’s journey by highlighting the value of student-centered design, exploring student-led research strategies to address chronic absenteeism, and unpacking student well-being and relationship data.