Murrieta Valley Unified School District
Our Mission
To inspire every student to think, to learn,
to achieve, to care.
Component 1
Needs Assessment: Binge Drinking
% of Students who Binge
Drank
Percentage of Students Who Binge Drank by Grade
25%
20%
15%
% Binge Drank
10%
5%
0%
Grade 7
Grade 9
Grade 11
Grade Level
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Binge Drinking Defined
• 5 or more drinks in a row (men)
• 4 or more drinks in a row (women)
• 1 Drink = 12 grams of pure ethanol
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Binge Drinkers and Problem Behavior
Table 3. Other Alcohol-use Correlates of Binge Drinking, 11th Graders, 2003 CSS
Total
Sample
Binge Drank,
Past 30
Days
Non-binge
Drinker,
30 Days
No Alcohol,
30 Days
7.0
21.2
4.1
2.2
Was drunk 3 or more times
19.6
56.8
20.9
6.2
Drink/drive episode, 3 or more
12.5
32.4
14.6
5.8
Fight between groups, year
17.7
29.5
20.4
12.7
Used weapon to threaten, year
8.6
17.1
11.3
5.9
Been in a gang, ever
9.2
15.8
10.4
7.5
Relationship violence, year
8.2
14.9
7.9
6.4
Likes to get really drunk
• Binge drinkers are much more likely to put themselves and others in harm’s way through being
intoxicated and through drinking and driving.
• Binge drinkers are more likely to be involved in gangs and potential violence than students who do not
binge.
• Binge drinkers are more likely to be involved in relationship violence, an issue of particular relevance
to Student Assistance Programs (SAPs).
• (Joël L. Phillips, Community Prevention Institute (CPI))
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Binge Drinkers and School Behavior
Non-binge
Drinker, 30
Days
Total Sample
Binge Drank, Past
30 Days
No Alcohol,
30 Days
Used alcohol at school, past 30 days
8.0
23.6
5.9
2.8
Drunk/high at school, 3 or more times
12.1
30.4
11.5
5.7
Physical fight at school
20.5
32.2
30.6
14.7
Taken a weapon to school
13.0
23.1
13.6
9.2
Damaged school property
17.8
31.2
20.1
13.2
Skip school/cut class (ever)
60.3
82.9
54.2
50.9
Skip school/cut class (“few times” or
more)
39.3
60.7
33.0
29.8
Low school connectedness
21.0
26.3
19.4
19.3
School-related Alcohol Use
School Violence (Year)
School Behavior
 Much more likely to use substances at or before school, and to be under the influence of substances at school;
 Somewhat more likely to engage in violent or destructive behavior at school;
 Much more likely to skip school or cut class; and
 Tend to have lower connectedness to school. (Joël L. Phillips, Community Prevention Institute (CPI))
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Mental Health and Academic Achievement in
Youth: Key Findings
Authors and Dates
Results Found
Over seven million people in the United
States prematurely terminated their
education because of early-onset mental
illness
Kessler et al. (1995)
14% of high school dropouts have
histories of mental illness
Kessler et al. (1995)
Roughly half of the premature
terminations of education are due to
mental illness
Educational disparities caused by mental
illness persist through life
Stoep et al. (2003)
Miech et al. (2005)
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Mental Health and Academic Achievement in
Youth: Key Findings
Results Found
Authors and Dates
Anxiety disorders are associated
with lower academic achievement
Stein & Kean (2000) Woodward &
Fergusson (2001) Kessler (2003)
Depression is associated with lower
academic achievement
Asarnow et al. (2005) Chen et al. (1995)
Marmorstein and Iacono (2001)
Depression in combination with
behavior problems results in the
highest level of school impairment
Marmorstein and Iacono (2001)
Lewinsohn et al. (1995)
Youth with symptoms of mental
illness have increased absenteeism
and school lateness
Gall et al. (2000)
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Expulsion Data
Expulsions
NUmber of Expulsions
60
50
40
30
Expulsions
20
10
0
05/06
06/07
07/08
08/09
School Year
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Component 2: Administrative Support
• Director of Student Support: Encouraged
development of district-wide program
• Encouraged application for grant
• Presentations to board
• Presentations to Administrative council
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Component 3: Policies, Regulations,
Procedures
• Director of Student Support helped embed
the program into district policies and
procedures
• Breakthrough SAP information is included in
Annual Notification
• Encourages staff to refer to program and tells
families about potential benefits
• Key Intervention strategy
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Component 4: Annual Program Plan
• Breakthrough Grant includes 5 year
administrative work plan.
• Includes prevention activities
• Marketing strategies
• Target audience
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IOM and SAP Components
Continuum of Services = Comprehensive SAP
• Universal
–
–
–
–
–
–
School Board Policy
Staff Development
Integration with Other School-based Programs
Cooperation and Collaboration Communitywide
Classroom Curriculum and School-wide Events
Crisis Team Response
• Selected
– Educational Student Support Groups
– Parenting Workshops
• Indicated
– Internal Referral Process and Services
– Individualized Family Conferences and Family Action Planning
– Suicide Prevention and
Intervention
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Component 5: Comprehensive Staff
In-service
• Met with all high school, middle school, and
elementary school leadership teams.
• Presented to entire elementary school staff
• Will be presenting to all high school staff this
fall.
• Included school nurses in School Counselor
meetings and Crisis Intervention training.
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Component 6: Identification and
Intervention
• How do we identify students with possible concerns?
– Students who violate a school policy
– Surveys that identify a student as being at-risk
– When staff worry about their students:
• notice abnormal behaviors or trends
• excessive absences
• signs of drug or alcohol use
• poor hygiene
• excessive fatigue/sleepiness
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Strength ID and Referral
• What about students with strengths?
– Not living up to their own or others expectations
– Vulnerable populations: performing and pressured
but …
– When students worry about their peers:
• Family, friend, or any relationship conflicts
• Signs of drug or alcohol use, eating disorders
• Major stress, change, sadness, depression, suicide or
isolation from friends, resources
• excessive fatigue/sleepiness
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Component 7: Pre-Assessment
(Screening)
• Site liaison
– Talks with staff
– Review cumulative record
– Discipline and academic performance
• Discipline initiated
– Referral form
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Component 8: Referral
• Concerned person: Staff, parent, peer
• Discipline: Suspension related to alcohol,
drugs, tobacco or violence.
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Component 9: Intervention Education for
Identified Students: Family Conference
• A structured, three-stage interview designed to
engage and motivate the student and family to use
their STRENGTHS and resources to create the
prevention plan that will work for the student.
• A team member meets with the individual
student/guardian to identify strengths, resources,
needs, and priorities so together they can make
informed suggestions and linkages to services.
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“Slowing down to go fast”
90 Minute Family Conference: 3 Stages
1. Welcome to student/family with one staff
2. Student alone; guardian completes Asset
Development List of Strengths
3. Family Action Plan “A” together with
encouragement to return for “Plan B”
whenever needed; bring in other staff for
introductions or expertise
Follow Up Options built
into plan:
phone,
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Component 9: Intervention Education
• Students may then be referred to school
based support groups
– Support Groups
•
•
•
•
•
•
•
New student
Drug/Alcohol Prevention
Anger Management
Smoking Cessation
Grief
Stress
Seniors
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Component 10: Integrated Student
Support
• Student Support Behavior and Intervention
Handbook
• RTI
– Universal, Selected and
– Indicated
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Component 11: Positive School
Climate
• PLUS
• Character Counts, Capturing Kids Hearts, 40
Developmental Assets
• Staff morale
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40 Developmental Assets
Top 5
Family Support (85%)
Family Boundaries (85%)
High Expectations (85%)
Adult Role Models (81%)
Safety (78%)
Bottom 5
Reading for Pleasure (22%)
School Engagement (22%)
Neighborhood Boundaries (22%)
Youth as Resources (11%)
Service to Others (11%)
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Reading
“We saw…how effective reading skills
by grade 4 were one of the most
POTENT predictors of successful
adult adaptation among the high risk
children in our study”
Werner, E. & Smith, R. (1992).Overcoming the odds: high risk children from
birth to adulthood. Ithaca, NY.
Component 12: Positive Activities
•
•
•
•
•
•
Red Ribbon Week
Link Crew
PLUS
Music/Drama/Sports
Prevention Lessons
Every 15 minutes
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Component 13: Peer Involvement
•
•
•
•
•
PLUS
TV/Video Production
Peer mediators
Tutors
Mentors
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National Standards for School
Counseling Programs
III. Personal/Social Development
• Standard A : Students will acquire the attitudes,
knowledge, and interpersonal skills to help them
understand and respect self and others.
• Standard B: Students will make decisions, set goals,
and take necessary action to achieve goals.
• Standard C: Students will understand safety and
survival skills.
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Component 14: Parent Involvement
•
•
•
•
•
•
School-Community Partnership
Referrals
Town Hall Meeting
PTA
YAB
Testimonials
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Component 15: School/Community
Collaboration and Involvement
•
•
•
•
•
•
•
School-Community Partnership
RCMH, SAFE, MVUSD
APU: Graduate Students, Fieldworkers
YAT
Police Dept
Fire Dept
City Council
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Component 16: Program Marketing
– District webpage
– Class presentations
– Fliers/ Brochures/Pens/Flash Drives/Shirts
– Lunch time activities
– Health classes
– Community Service organizations
– School-Community Partnership
– Town Hall meetings
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Component 17: Self Care for Providers
•
•
•
•
•
Weekly meetings
Humor
Focus on positive
Teamwork
Prof. Dev.
ASCA Conference: Dallas
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Component 18: Program Evaluation
• A pre- and post-survey for students, parents, and
staff.
• Phone calls to students and parents.
– Allow for better response rate than mailed home surveys
and feedback forms.
• CHKS: District-wide, program participants
• Discipline data
• Attendance data
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Contact Information:
• Dean Lesicko
– dlesicko@murrieta.k12.ca.us
• Kim Lesnick
– klesnick@murrieta.k12.ca.us
• Marge Andrews
– mandrews@murrieta.k12.ca.us
• Ernestina Castillo
– ecastillo@murrieta.k12.ca.us
– (951)696-1600 ext. 1046 se habla espan ol
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Murrieta Valley Unified School District
Inspire every student to think, to learn,
to achieve, to care.
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